Building Better Students

JEREMY BURRUS is a Principal Research Scientist in ProExam's Center for Innovative Assessments. Before coming to ProExam, he was a Principal Research Scientist at ACT, and prior to that a Research Scientist at Educational Testing Service. He graduated with a PhD in Social Psychology from the University of Illinois, Urbana-Champaign in 2006, and was a post-doctoral research scholar at Columbia Business School in New York City from 2006-2008.KRISTA D. MATTERN is a Director of the Statistical and Applied Research Department at ACT. Previously, she was a Principal Research Scientist, and prior to that a Research Scientist at College Board. See graduated with a PhD in Industrial and Organizational Psychology from the University of Illinois, Urbana-Champaign in 2006. Her research focuses on validity and fairness issues in the context of higher education.BOBBY NAEMI is a Research Scientist at Educational Testing Service. He graduated with a Ph.D. in Industrial and Organizational Psychology from Rice University in 2008. His main research interests are personality and psychometrics and his current work at ETS involves applying existing noncognitive measures to predict workforce and educational outcomes, as well as developing and validating new fake-resistant noncognitive measures.RICHARD D. ROBERTS is Chief Scientist at ProExam's Center for Innovative Assessments, developing noncognitive assessment products. Prior to this position, he was a Principal Research Scientist at the Educational Testing Service, a Senior Lecturer at the University of Sydney, and a National Research Council Fellow at Brooks Air Force Base. He is widely published in his field with about a dozen books, nearly 200 peer-review articles (or book chapters), and over 400 presentations around the globe.

• Foreword Roger P. WeissbergPrefaceChapter 1. Do We Really Need to Build Better Students?Jeremy Burrus, Krista D. Mattern, Bobby D. Naemi, and Richard D. RobertsChapter 2. Workplace Readiness and Personnel Selection: Setting the StagePaul R. Sackett and Philip T. WalmsleyChapter 3. Critical Skills for the 21st Century WorkforceRyan Whorton, Alex Casillas, Frederick L. Oswald, and Amy ShawChapter 4. Cross-Cultural Competence (3C) as a 21st Century SkillJennifer KlafehnChapter 5. Rethinking How We Define and Measure 21st Century Skills: CommentaryPatrick C. KyllonenChapter 6. Preparing Students for Workplace Diversity: Some Research ImplicationsJaime Lester, David A. Kravitz, and Carrie N. KleinChapter 7. Entrepreneurial, Professional and Leadership Career Aspiration Survey: Toward Holistic Career Development of University Students in the 21st CenturyOlexander Chernyshenko, Kim-Yin Chan, Ringo Ho Hoon-Ho, Marilyn Uy, and Emma Sam Yoke LooChapter 8. Interests and Person-Environment Fit: A New Perspective on Workforce Readiness and SuccessRong Su and Christopher D. NyeChapter 9. The Sourdough Model of ConscientiousnessBrent W. Roberts and Patrick L. HillChapter 10. Rethinking How We Prepare Students for the Workforce: CommentaryIndako E. Clarke, Kit S. Double, and Carolyn MacCannChapter 11. Linking Education and Employment: A Foundational Competency Framework for Career SuccessHope ClarkChapter 12. Combining Cognitive and Noncognitive Measures: Expanding the Domain of College and Workforce Performance and its PredictionNeal SchmittChapter 13. Establishing an International Standards Framework and Action Research Agenda for Workplace Readiness and SuccessJuliya Golubovich, Rong Su, and Steven B. RobbinsChapter 14. Commentary: Traversing the Gap Between College and Workforce Readiness: Anything but a "Bridge Too Far"!Dana M. Murano and Richard D. RobertsChapter 15. The Future of Workforce Readiness: Research, Policy, and PracticeBobby D. Naemi, Krista D. Mattern, Jeremy Burrus, and Richard D. Roberts