more degrees, higher quality learning: how do we get both?
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More Degrees, Higher Quality Learning: How Do We Get Both? . SHEEO Higher Education Policy Conference: Collaborating Across Boundaries in Challenging Times August 10, 2012 Carol Geary Schneider. Overview. What High Quality Means – and Why It Matters - PowerPoint PPT PresentationTRANSCRIPT
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More Degrees, Higher Quality Learning:
How Do We Get Both?
SHEEO Higher Education Policy Conference:Collaborating Across Boundaries in Challenging Times
August 10, 2012
Carol Geary Schneider
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Overview
What High Quality Means – and Why It MattersThe Mounting Evidence of a Quality ShortfallThe Best Policy Priorities – for Completion AND
Quality– High Effort, High Impact Practices– Purposeful, Practice-Rich Pathways
Using New Tools to Design Purposeful Pathways
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Quality and Student Learning – Two
National Priorities
Underserved Student Success – Dramatically Expanding Access and Completion
– Markers of Progress on Completion:Enrollment, Persistence, Transfer, Timely Degree Completion – Credit Hours
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Quality and Student Learning – Two National
Priorities (cont).
American Capability – Global Positioning for the U.S. and American Learners
– Markers of Progress:Students’ Demonstrated Achievement of Learning Outcomes Needed for Success
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Our Challenge
Merging the Two PrioritiesCreating a Guiding Commitment to Inclusion
AND Achievement Completion with Demonstrated Achievement
– Mapping Purposeful Pathways for Completion and Quality
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Quality Continued: What Knowledge and Skills are
Needed for Success?
Preparation for a Fast-Paced Economy – and for Multiple Jobs Over Time
Preparation for Knowledgeable Citizenship
Preparation to Make a Life – of Meaning and Purpose
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Focusing ONLY on the Economy – Here’s
What Employers Say“How Should Colleges Prepare Students to
Succeed in Today’s Economy?” (2007)“How Should Colleges Assess And Improve
Student Learning? Employers’ Views on the Accountability Challenge” (2008)
“Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn (2010) *For full reports on these surveys and related employer findings, see www.aacu.org/leap.
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College Learning for the 21st Century Economy
Employers are demanding more – much more
They want and seek many more university-educated workers
They also seek much higher and broader levels of learning in those they employ, retain, and promote
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Employers Are Raising the Bar
91% of employers say that they are “asking employees to take on more responsibilities and to use a broader set of skills than in the past”
88% of employers say that “the challenges their employees face are more complex than they were in the past.”
88% of employers agree that “to succeed in their companies, employees needs higher levels of learning and knowledge than they did in the past.”
Source: “Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn” (AAC&U and Hart Research Associates, 2010)
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The Growing Demand for Higher Order SkillsSource: Council on Competitiveness, Competitiveness Index
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Economic Pressures: Innovation and Measured
Risk-Taking
In a globalized knowledge economy, the capacity to drive INNOVATION is the key strategic advantage
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To Drive Innovation, Employers Seek Employees Who Can “Think Outside
the Box”
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Nearly 2/3s of Employers Think that Today’s Graduates
Need Both Broad Learning AND In-Depth Learning
Preparation for a Specific Job or Field is NOT Enough
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The Four Things Employers Want
Breadth as Well as Depth – Big Picture Thinking as Well as Learning Related to Jobs
High Level Skills – Of Many Kinds Necessary to Innovation
A Proactive Sense of Responsibility – Whether and Why, Not Just How
Adaptive and Applied Learning – The Ability to Get Things Done
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Employers Do Not Want People Who Are “Locked Into Mental Cubicles” –
Because They Can’t Adapt to Challenges and Change
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So if these are the Goals, How Are Students Doing?
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The Preponderance of the Evidence Shows that the
U.S. has a Quality Problem, Not Just a Completion
Problem
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Very well prepared
(8-10 ratings)*
Not well prepared
(1-5 ratings)*
Mean Rating*
Global knowledge 18% 46% 5.7Self-direction 23% 42% 5.9Writing 26% 37% 6.1Critical thinking 22% 31% 6.3Adaptability 24% 30% 6.3Self-knowledge 28% 26% 6.5Oral communication
30% 23% 6.6
Quantitative reasoning 32% 23% 6.7Social responsibility 35% 21% 6.7Intercultural Skills 38% 19% 6.9Ethical Judgement 38% 19% 6.9Teamwork 39% 17% 7.0
2008 Employer Survey Findings[1]
Employers Grade Student Learning in College
* ratings on 10-point scale: 10 = recent college graduates are extremely well prepared on each quality to succeed in entry level positions or be promoted/advance within the company[1] Note: these findings are taken from a survey of employers commissioned by AAC&U and conducted by Peter A. Hart Associates in November and December 2007. For a full report on the survey and its complete findings, see www.aacu.org/leap.
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Underachievement
Arum/Roksa study: Academically Adrift Bok, Our Underachieving Colleges (2006) Blaich/Wabash Longitudinal Studies ACT/ETS Studies – 10% of seniors are
“proficient” in key skills Faculty Members’ Own Reports
Numerous studies should that that too many students are not “doing their best” and make very limited gains in college.
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Making Progress? What We Know About the Achievement of Liberal Education Outcomes by Ashley Finley (AAC&U, 2012)
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From “Making Progress?”
“…for six of the eleven learning outcomes measured by the Wabash
study, the majority of students showed either ‘no growth or a decline’ over
four years.” – page 8
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From “Making Progress?”
ETS Proficiency Profile Seniors
Critical Thinking 8% Proficient72% Not Proficient
Writing 9% Proficient64% Not Proficient
ACT CAAP Test – Seniors
Scores declined slightly from 2004 to 2010 on measures of Math, Critical Thinking, and Writing
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Why is There a Quality Problem?
A Mini-Case: Introduction to Micro-Economics:– Large evening lecture – one 3-hour meeting– No sections– No homework – No mathematics– Two multiple choice mid-terms– One multiple choice final exam
Source: Chronicle of Higher Education, June 18, 2012
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The Best Policy Priorities – for Completion AND
Quality
High Impact, High Effort Educational Practices
Purposeful, Practice-Rich Educational Pathways
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High Impact Practices
First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects “Science as Science Is Done”/Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects
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High Impact Practices
Correlate with Increased CompletionCorrelate with Higher Levels of Learning
Outcomes
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Five High-Impact Practices: Research on Learning Outcomes, Completion,
and QualityJayne E. Brownell Lynn E. Swaner
(AAC&U, 2010)
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Why Do the HIPs Work?
Create Engaged and Supportive CommunityInvolve Students in Purposeful LearningConnect Learning with Larger Questions
and Real-World SettingsRequire Higher Order Inquiry, Exploration and
Problem-SolvingEngage Diversity as a Resource for Learning
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In Tackling Underachievement,
Intentionality is Central and Students’ Engaged Practice is
the Key to Developing and Demonstrating Essential
Learning Outcomes
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Using New Tools to Design Purposeful Pathways
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Touchstones for Quality
Mapping Essential Competencies Across Programs of Study – the DQP
High Impact Practices – Ensuring Students’ Practice of Essential Competencies
Portable Portfolios – Students Working on Key Competencies Across Multiple Levels and Sites
Integrating Practices That work for Persistence INTO Programs of Study
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There is a Lot of New Evidence About Practices
that Work to Support Completion AND Quality
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Our Responsibility is to Put the New Evidence to
Work in Purposeful Designs for More
Educationally Productive Programs and Policies