The National Academies of Sciences, Engineering, and Medicine (NAS, 2017) produced a comprehensive publication that identified eight specific intra-personal competencies which appear related to persistence and success in undergraduate education: conscientiousness, sense of belonging, academic self-efficacy, growth mindset, utility goals and values, intrinsic goals and values, prosocial or transcendent goals and values, and positive future self (NAS, 2017, p.26). The report attests that much more research is needed to explore which interventions promote intrapersonal competencies that correlate with and predict academic persistence and success (p.145). Furthermore, much more research is needed to evaluate the efficacy and development of valid and reliable assessment measures that can be used to further the cultivation of intra-personal competencies (p. 90).
These intrapersonal competencies also align with employer desired skill sets, as well as skill sets to simply navigate life’s difficulty with more ease. What does all this really mean? Stay tuned for more!
In joy, marilee
ludvikmb
Marilee Bresciani Ludvik, Ph.D. serves as chair and professor of the Educational Leadership and Policy Studies department at the University of Texas Arlington. Prior to that, she served as professor of postsecondary educational leadership at San Diego State University, Assistant Vice President of Institutional Assessment at Texas A&M University and in a variety of student affairs, academic affairs, and alumni relations leadership roles at various types of institutions. Bresciani Ludvik also served as a Faculty Fellow within the Office of Curriculum, Assessment, and Accreditation as well as the Office of Analytic Studies and Institutional Research at San Diego State where she assisted in connecting student learning and development outcomes to equity performance indicators in a manner that can inform improvements in in-class, out-of-class, and program design and delivery.
Marilee has written 12 books, published over 200 scholarly articles, and empowered over 200 institutions and their leaders on organizational learning assessment and accountability decision-making processes. In addition, Marilee assists organizational leaders identify and leverage opportunities to collaborate across division lines, using mindfulness-based inquiry practices, nonviolent communication, difficult conversation practices, paradigm busting processes, compassion practices, restorative justice, and design thinking.
Furthermore, Marilee is a certified meditation and yoga instructor, certified Search Inside Yourself Leadership Institute teacher (the program developed at Google), and a Qualified Mindfulness-Based Stress Reduction teacher on the certification path. Marilee is also a certified transformational life coach who uses the evocative method. Marilee’s research focuses on using translational neuroscience and mindful compassion practices to inform the design and evaluation of workshops, curriculum, and coaching practices to decrease students’, faculty, and administrators’ stress and anxiety while also increasing their attention and emotion regulation, cognitive flexibility, and enhancing compassion towards self and other, inquiry, creativity, overall well-being, and career readiness.
Dr. Bresciani Ludvik’s work has been honored with awards such as the International Association for Student Personnel Pillar of the Profession Award in 2012, the International Association for Student Personnel George Kuh Award for Outstanding Contribution to Literature/Research in Higher Education in 2013, the American College Personnel Administrators Diamond Honoree in 2016, the UNESCO/MGIEP Senior Research Fellow in 2017, and the International Association for Student Personnel Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member in 2019.
Marilee is thrilled that she gets to empower educators, staff, administrators, and student leaders to get in touch with their passions so they can positively transform their lives and the lives of those they serve!
