In a rapidly changing professional landscape, Syracuse University adopted a strategic approach to preparing students by integrating Universitywide learning goals, the Shared Competencies, into the undergraduate curriculum. These competencies aim to provide students with transferable skills that employers and graduate schools value. Through interviews with three of Syracuse University’s advisors—Kristen Aust, the director of career advising for the College of Arts and Sciences and Maxwell School, and tri-chair for the Communication Skills Community of Practice; Adam Crowley, fellowship advisor for the Center for Fellowship and Scholarship Advising and member of the Scientific Inquiry and Research Skills Community of Practice; and Kate Tressler, undergraduate academic counselor for the iSchool—we explore the benefits, practical applications and challenges of the Shared Competencies.
What value do the Shared Competencies add to students’ academic and postgraduate preparedness?
Aust highlights the Shared Competencies’ adaptability and relevance, suggesting they prepare students for an unknown workforce. “The competencies are timeless. If you can develop certain competencies, such as communication and critical thinking, you can apply these skills to any type of job. The idea behind the competencies is critical in preparing for an unknown job market. For example, the Ethics, Integrity, and Commitment to Diversity and Inclusion competency becomes more and more relevant as we become more of a global economy working with people from diverse backgrounds with varying cultural values,” Aust says.
Crowley emphasizes how the Shared Competencies make students more competitive for graduate school and research opportunities. “I think students are increasingly thinking about how the classes that they take and the experiences they have set them up for what they’re going to do after they leave Syracuse University,” Crowley says. “It’s clear that students are becoming intentional about having experiences and classes that they know are going to be helpful in either graduate school or entering the workforce. Having these transferrable skills where they’re able to thoughtfully and thoroughly tackle research questions at an undergrad level is going to make students more competitive.”
Tressler emphasized that employers are looking for more than just a diploma. “Recent published research in higher education suggests that employers are more interested in graduates who have well-developed skills such as critical thinking, communication, and information literacy. Being well-developed in these areas means that potential employees will be better able to decipher information and communicate it effectively,” Tressler says.
How do you help students integrate the Shared Competencies into their course selection?
Aust spoke about the College of Arts and Sciences’ advising approach, which integrates professional competencies, a blend of the Shared Competencies and additional competencies, into their advising strategy. “We talk to students in regards to their experiences, both curricular and co-curricular, and help them reflect in a way that helps them make the connection between their experiences and the competencies,” she says. “We also help students think about career-specific skills needed to support their post-graduate goals. For example, if a student wants to pursue a career that requires editorial work and writing, courses tagged with Communication Skills are important course options to consider.”
Tressler emphasized the role that the College of Arts and Sciences’ classes play in providing a broader perspective for iSchool students. “Oftentimes students are so focused on their technical skills and need to look at the bigger picture in which technology relates to public policy, business analytics and marketing, for example. Many of our students pursue another minor that is outside of the realm of technology. Course tags help students explore possible areas of interest outside of their major,” says Tressler.
What challenges do students face when trying to integrate the Shared Competencies into their academic life?
Aust notes that students sometimes have a hard time connecting their experiences with the competency language. “We help students see where, within their experiences, they have developed a competency. Advisors use the competency language in advising appointments and help students define the behaviors associated with each competency. For example, when guiding students to reflect on their experiences, they begin to recognize the behaviors that define the shared competencies,” Aust says. “If a student actively participates in initiatives at an internship or through community service that are designed to enhance community, they recognize their development in Civic and Global Responsibility. Not only does this help a student understand the value of their experience, but it also helps them prepare to articulate this experience on a resume or interview.”
Tressler shares, “Students feel like the Shared Competencies are not directly related to their program of study, which makes them feel like they are being pushed to take coursework that detracts from ‘what they came to Syracuse University to study.’ It’s important for all students at the University to recognize that many of the Shared Competencies are universal skills that lend to them becoming a better student by challenging them to think of topics both in and out of their field of study.”
The strategies and reflections shared by these advisors illustrate Syracuse University’s commitment to a forward-thinking educational model that seeks to align academic development with the evolving demands of society and the professional world.
Written By Mack Jackson ’26, School of Information Studies