From Discussion to Action: Unifying the Undergraduate Experience Greg Cook, University of Wisconsin...
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Transcript of From Discussion to Action: Unifying the Undergraduate Experience Greg Cook, University of Wisconsin...
From Discussion to Action:Unifying the Undergraduate Experience
Greg Cook, University of Wisconsin WhitewaterKen O’Donnell, California State University
10th Annual Undergraduate Experiences Symposium
1. National Context
From Discussion to Action:Unifying the Undergraduate Experience
right here right now
1880sGermany
1100sBologna
lawmedicinetheology
agriculturebusiness
engineeringteaching
almost everything
ballooning enrollment
almost everyonealmost everything
almost everyone1970top 26%
2009top 41%
enrollment rates of 18- to 24-year-olds in degree-granting institutions
enrollment by Hispanics, African-Americans, and Asians:
enrollment by students eligible for financial aid:
15% 19%
1976 1990 2009
34%
30%
1976
46%
1990 2009
66%
Source: National Center for Education Statistics
almost everyone
2003
2004
2005
2006
2003
2004
2005
2006
2003
2004
2005
2006
six-year graduation rate Latino six-year graduation rate
51.6%-7.0%
55.9%-11.9%
42.7%-4.1%
almost everything
Jobs have become moreintellectually demanding.
almost everythingportion of U.S. jobs requiring at least a two-year degree
197328%
201845%
Source: Georgetown Center on Education and the Workforce
“Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”
89%
rising expectations of employers
Source: Raising the Bar, Hart Research Associates
197328%
“Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”
coordinationcomplexity
“Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”
almost everythingwage premium for skilled labor
1950 1960 1970 1980 1990 2000 2010
37%
49%59%
48%
66%
78% 81%
almost everythingwage premium for skilled labor
wage premium for skilled labor
Claudia GoldinLawrence KatzHarvard University
relative change in supply and demand since 1970 2%average annual growth1.5%
average annual growth
81%
89%
demand
81%
David AutorMIT
David DornMadrid
“Computerization has boosted demand for workers who perform “non-routine” tasks that complement the automated activities.
“At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity.
“On the other end are so-called manual tasks. Preparing a meal, driving a truck through city traffic or cleaning a hotel room present mind-bogglingly complex challenges for computers.”
“Computerization has boosted demand for workers who perform “non-routine” tasks that complement the automated activities.
“At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity.
“On the other end are so-called manual tasks. Preparing a meal, driving a truck through city traffic or cleaning a hotel room present mind-bogglingly complex challenges for computers.”
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who master:
designstory
symphonyempathy
playmeaning
0 01 12 2Latino/a not Latino/a
38%
55%
49%
63%65%
68%Source: CSU Northridge Institutional ResearchAugust, 2010
Graduation Rates by Ethnicity and participation in High-Impact Practices
1. National Context
From Discussion to Action:Unifying the Undergraduate Experience
2. CU Denver Vision for Learning
Ken visited UW-Whitewater
Inspired us to dig deeper into our LEAP work . . .
• UW-Whitewater adopted the LEAP Essential Learning Outcomes: whole cloth
• Beneficial as a comprehensive framework– Break down silos– Facilitate communication and collaboration– Enhance the quality of undergraduate education
Using LEAP tools to explore the CU Denver Vision for Integrative Learning
Essential Learning Outcomes
Principles of Excellence
Connections to your campus initiative on Integrative
Learning?
High-Impact Educational Practices
Connections to Integrative Learning?
VALUE Rubrics
Valid Assessment of Learning in Undergraduate Education
Connections to Integrative Learning?
“Through LEAP, AAC&U calls on the United States to ‘make excellence inclusive’ so that all students receive the best and most powerful
preparation for work, life and citizenship.”-http://aacu.org/leap
Inclusive Excellence
What is America’s Promise?
What promise does U.S. higher education represent?
What promise does CU Denver represent?
Table discussion, . . . . . then share out.
Do we have a record of keeping our promises?
UW-Whitewater handout: 25.6 percentage point gap in 6-year graduation rate between African American students and the general student population.
Do we promise a real opportunity for success?
Be HIP: Get a JOB!On-Campus Employment (OCE): 2006-2007 cohorts
6-Year Graduation Rates
46
26
57
79
Gap -20
GAP +11
ALL STUDENTSNot in OCE
URMNot in OCE
URMIn OCE
ALL STUDENTSIn OCE
GAP +33
Gap -20
GAP +11
Integrative Learning and LEAP
RetentionSuccess
Graduation Jobs and quality of life
Quality of Teaching and Learning
4. Integrative Learning in Practice
From Discussion to Action:Unifying the Undergraduate Experience
Mark GelernterDean, College of Architecture
and Planning
Dawn GreggAssociate Dean, Business
School
Bruce JansonAssociate Dean, School of
Engineering and Applied Sciences
Pamela JansmaDean, College of Liberal Arts
and Sciences
Rebecca KantorDean, School of Education and
Human Development
Paul TeskeDean, School of Public Affairs
5. Lunch Activity:
From Discussion to Action:Unifying the Undergraduate Experience
What can you and your tablemates do to learn and engage more with LEAP and the CU-Denver initiative on Integrative Learning?
Each table: create a poster describing your plans
See instructions at each table.
6. One-Year Horizon (state level)
From Discussion to Action:Unifying the Undergraduate Experience
General Education Certification
English Communication A
Math & Quantitative Reasoning B4
Arts & Humanities C
Social Science D
Science (including lab) B1-3
Self-Development E
CSU Chancellor’s General Education Advisory Group2007-2008 revision of Executive Order on GE Breadth
Article 1 Applicability
Article 2 Pathways to Meet Requirements
Article 3 Premises
Article 4 Distribution of Units
Article 5 Transfer and Articulation
Article 6 Implementation and Governance
Article 1 Applicability
Article 2 Pathways to Meet Requirements
Article 3 Premises
Article 4 Distribution of Units
Article 5 Transfer and Articulation
Article 6 Implementation and Governance
LEAP Essential Learning Outcomes
CSU GE Breadthcertification
oral communication
written communication
quantitative reasoning
critical thinking
lifelong learning
physical science
lifescience
science laboratory
arts or humanities
arts or humanities
arts or humanities
socialscience
socialscience
socialscience
cohort-based
learning community
peer mentoring
off-campus learning
calstate.edu/app/geac
if it’s true, then build it into:- faculty load- facilities allocation- degree requirements
problems with HIPs data:1. students self-report it on NSSE
if it’s true, then build it into:- faculty load- facilities allocation- degree requirements
Can we define high-impact practices so unambiguously that a registrar would be confident saying whether or not a student participated in one?
completed freshman math
participated in first-year-experience
5. One-Year Horizon (state level)
From Discussion to Action:Unifying the Undergraduate Experience
7. One-Year Horizon (university level)
From Discussion to Action:Unifying the Undergraduate Experience
UW System asked campuses to define baccalaureate learning outcomes
UW-Whitewater formed a BLT (2009-2010)Recommended LEAP ELOs
Endorsed by campus governance groups (Spring 2010)
Now what?What if nothing happens or changes?What does it look like to implement LEAP/ELOs?
One University’s Journey to LEAP:University of Wisconsin-Whitewater
Team to AAC&U Summer Institute (Summer 2010)
• Learned about LEAP
• Defined goals & milestones:
“What should our campus accomplish/do over the next 18 months to make good progress in integrating the ELOs and implementing LEAP?”
Our plan included . . .
Campus LEAP Workshops:• teams invited (inclusively)• 2 days in January (learn and plan actions)• implement Feb-April• 2 days in May (share lessons and revise plans)• implement June through next May
Stipend paid (same amount to all)
Workshop participation:
Funding for 30 participants
2011: 57 participants on 17 teams2012: 102 participants on 23 teams2013: 118 participants on 21 teams (cross units)2014: 154 participants on 24 teams (IE)
400+ participants, 85 LEAP teams
Participant feedback:
They enjoy action (beyond talk!)They enjoy collaborations (breaking down silos)A common language spoken across campusFeeling of working together toward common goal
“This is a fad that will go away” (I won’t commit)
Upper-level support is critical
“Are you going to tell us what to do with LEAP?”
No, it’s a grass-roots approach.Campus defines the meaning and best uses of LEAP.
“What support do we get for stepping up?”
Honor time and effortStipends (the right amount)
“Who’s going to make everyone else do it?”
No one.We rely on the intrinsic value of LEAP.If it’s valuable, more people will use it.
Making it work:
Commitment and Support from the TopEngagement and Ideas from the CampusEveryone’s in (inclusive approach)
Aimed at enhancing teaching and learningTo improve enrollment, retention, graduation, success
7. One-Year Horizon (university level)
From Discussion to Action:Unifying the Undergraduate Experience
8. Accelerators of Change
9. Three Ideas for the Year Ahead
10. Most Popular Campus Goals
11. Closing Observations and Comments
7. One-Year Horizon (university level)
8. Accelerators of Change
9. Three Ideas for the Year Ahead
10. Most Popular Campus GoalsList 3 things that CU Denver should do or accomplish over the next 12 months so you feel that good progress is being made toward the vision of Integrative Learning.
See instructions at each table . . .
From Discussion to Action:Unifying the Undergraduate Experience
Greg Cook, University of Wisconsin WhitewaterKen O’Donnell, California State University
10th Annual Undergraduate Experiences Symposium