General Education and the Interoperability Puzzle · 2. Social and Behavioral Sciences (ESBS): SCS...
Transcript of General Education and the Interoperability Puzzle · 2. Social and Behavioral Sciences (ESBS): SCS...
General Education and the Interoperability Puzzle
2019 AAC&U Network for Academic Renewal
Creating a 21st Century General Education:
Responding to Seismic Shifts
2
Anthony Siciliano
Executive Director, General Education and First Year ExperienceSouthern New Hampshire University - Global Campus [email protected]
Dr. Priscilla Hobbs
Associate Dean, General Education and Interdisciplinary StudiesSouthern New Hampshire University - Global [email protected]
Jake DeSchuiteneer
Curriculum and Assessment DeveloperSouthern New Hampshire University - Global Campus [email protected]
The SNHU Online Student is…• 72% identified as female
• 32% non-white
• 66% full-time employed• 2% report being active duty Military
• 35 years old on average
This is shifting as more “digital natives” enter college.
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7
Gene
ral E
du
ca
tio
n 1
.0
PROS:
• Traditional higher education distribution model
• Alignment to national AAC&U LEAP initiative
• Centered on measurable program and course
outcomes
• Scaffolding of skills built through Foundation,
Exploration, and Integration areas
• Built on student choice
CONS:
• Difficult for students to understand purpose and find
value; difficult to navigate the many choices
available
• Centered on traditional coming of age experience
(18-22 year old) through survey course approaches
• No apparent relationship of courses to one another
• Difficult to measure achievement of General
Education program outcomes
A (Fine Art & Creativity) B (Literature) D (Ethics & Philosophy)
FAS 201, FAS 202, MUS 223,
FAS 226, FAS 260, FAS 270,
FAS 320, FAS 326, FAS 342,
FAS 365, FAS 370, FAS 380,
LIT 100, LIT 201, LIT 202, LIT 229,
LIT 231, LIT 300, LIT 306, LIT 307,
LIT 309, LIT 310, LIT 311, LIT 312,
LIT 314, LIT 315, LIT 319, LIT 322,
LIT 323, LIT 327, LIT 330, LIT 350,
LIT 450, LIT 451, LIT 452
PHL 111, PHL 210, PHL 212, PHL 230,
PHL 316,
A (Social Science) B (Economics) D (Psychology)
ATH 111, SOC 112, SOC 213,
SOC 317, SOC 318, SOC 320,
SOC 324, SOC 325, SOC 326,
SOC 328, SOC 330
ECO 201, ECO 202, ECO 301, ECO
306, ECO 322, ECO 327, ECO 330,
ECO 335, ECO 345, ECO 360
PSY 108, PSY 201, PSY 205, PSY 211,
PSY 215, PSY 216, PSY 224, PSY 225,
PSY 230, PSY 257, PSY 258, PSY 300,
PSY 305, PSY 307, PSY 310, PSY 314,
PSY 315, PSY 319, PSY 321, PSY 322,
PSY 323, PSY 324, PSY 326, PSY 327,
PSY 331, PSY 335, PSY 405, PSY 442
A (Science) B (Information Technology)
BIO 101, BIO 210, BIO 215,
BIO 315, BIO 330, BIO 340,
ENV 305, GEO 200, PHL 363,
SCI 212, SCI 215, SCI 219, SCI
220, SCI 333
IT 100, IT 135, IT 145, IT 201, IT
205, IT 207, IT 209, IT 225, IT 232,
IT 242, IT 270, IT 303, IT 305/GAM
305, IT 370, IT 375/GRA 310, IT
450
Diversity (IDIV): IDS 400
Diversity
Preparing for the Future
(PFTF): IDS 403 Preparing for
the Future
TOTAL CREDITS in GENERAL EDUCATION PROGRAM: 45
4. General Education Electives (EGED) (choose any TWO): Any two of the above Exploration courses or choices from the
fol lowing:
ADV 263,ADV 340, ADV 429, COM 126, COM 212, COM 320, COM 322, COM 332, ENG 220, ENG 350, INT 113,INT 200, INT 309, INT 335, INT
433/MKT 433, INT 440, INT 441, Language Courses (From Subjects: LAN, LAS, LAR, LFR, LSP), MKT 113, MKT 222, MKT 229, MKT 230, MKT 266,
MKT 270, MKT 326, MKT 337, MKT 345, MKT 350, MKT 355, MKT 360, MKT 432
INTEG
RA
TION
9 C
R
COCE/Online Students: Choose ONE seminar course from below plus TWO courses from the Exploration area. Seminar #:
Global Society (IGSO): IDS 401 Global Society Wellness (IWEL): IDS 402 Wellness
EXP
LOR
ATIO
N 2
4 C
R
1. Fine Arts and Humanities (EFAH): choose one course from two different columns
C (History)
HIS 113, HIS 114, HIS 117, HIS 118, HIS
220, HIS 222, HIS 223, HIS 235, HIS
240, HIS 241, HIS 245, HIS 270, HIS
301, HIS 314, HIS 319, HIS 321, HIS
330, HIS 338, HIS 357, HIS 374
2. Social and Behavioral Sciences (ESBS): choose one course from two different columns
C (Political Science)
POL 210, POL 211, POL 305, POL 306,
POL 309, POL 327, POL 328, POL 360,
POL 364, POL 370, POL 371, POL 372,
POL 374
3. Science, Technology, and Mathematics (ESTM): choose one course from two different columns
C (Mathematics)
IHP 340 (Nursing majors ONLY), MAT 125, MAT 130, MAT 135, MAT 140, MAT
210, MAT 211, MAT 230, MAT 240, MAT 260, MAT 299, MAT 300, MAT 310,
MAT 330, MAT 350, MAT 361, MAT 415, MAT 460, MAT 470, PHL 214
FOU
ND
ATIO
N 1
2 C
R
ENG 122 English Composition I
ENG 123 English Composition II
SNHU 107 Success Strategies for Online Learning Students with 12 or more transfer credits may substitute a FREE ELECTIVE
Mathematics (Choice of one):
MAT 125, MAT 130, MAT 135, MAT 140, MAT 210, MAT 211, MAT 299, MAT 230, or MAT 240
MAT 240 (Required for Business Programs ONLY)
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Degree Completion
US Department of Education notes:• College graduates with a Bachelors earn
66% more than those without
• College graduates are less likely to face unemployment
• The average worker with a Bachelor’s degree will earn approx. $1 MILLION more than a worker without
• By 2020, two-thirds of job openings will require postsecondary education or training
In the U.S, undergraduate students who enter college seeking higher education credentials are not graduating at high enough rates, leaving many students with student loan debt and nothing to show for their efforts and risk.
The Lumina Foundation reported that 40% of U.S. residents aged 25-34 lack a degree or credential from a college or university, equaling roughly 36 million adults.
Statistics Reality
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Employability and what Students Learn - The Skills GapNotable gaps emerge between the importance of key learning outcomes and employers’ sense that recentgraduates are prepared in these areas.
* 8-10 ratings on a 0-to-10 scale
34% 78%
33% 76%
33% 76%
35% 76%
40% 80%
38% 77%
42% 77%
43% 77%
34% 67%
41% 73%
36% 65%
36% 61%
36% 54%
52% 60%
22% 23%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Critical thinking/analytical reasoning
Apply knowledge/skills to real world
Communicate effectively in writing
Self-motivated
Communicate effectively orally
Able to work independently
Able to work effectively in teams
Ethical judgment/decision-making
Able to analyze/solve complex problems
Find, organize, evaluate info: multiple sources
Solve problems w/people of diff. backgrounds
Able to innovate/be creative
Able to work with numbers/stats
Stay current on changing tech
Proficiency in foreign language
2014
Gap
-55
-57
-55
N/A
-57
N/A
-46
-51
-46
-39
-38
-40
-28
-23
-7
Recent college grads well prepared* Very important quality*Among business execs:
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PROS:
• Prescribed academic pathway focused
on the working adult learner
• Alignment to AAC&U Essential
Learning Outcomes, and LEAP VALUE
Rubrics – core skills
• Promotes intentional relevance and the
achievement of transparent outcomes
and professionally relevant core skills –
effectively prepares students for
program level work
• Fosters integrative learning as the
student is front and center in the
learning model
• Transformative experiences through
the study of ways of knowing or
“lenses” of General Education
Gene
ral E
du
ca
tio
n 2
.0
CONS:
• Core skills mastery still isolated to
individual courses and not integrated
throughout program
• Non-interoperable
FOU
ND
ATIO
NS (1
5 C
R)
ENG 122 English Composition I 3 CR
ENG 123 English Composition II 3 CR
SNHU 107 Success Strategies for Online Learning *Students with 12 or more transfer credits may substitute a FREE ELECTIVE
3 CR
IDS 100 Perspectives in Liberal Arts **Students with 12 or more transfer credits may substitute a FREE ELECTIVE
3 CR
Mathematics (Choice of one):
MAT 3CR_
(select ONE): MAT 125 Quantitative Reasoning and Problem Solving MAT 130 Applied Finite Mathematics MAT 135 The Heart of Mathematics MAT 136 Introduction to Quantitative Analysis MAT 240 Applied Statistics (required for all Business Programs)
EXP
LOR
AT
ION
(24
CR
)
1. Fine Arts and Humanities (EFAH): 6 CR HUM 100 Perspectives in the Humanities
HUM 200 Applied Humanities
2. Social and Behavioral Sciences (ESBS):
6 CR SCS 100 Perspectives in the Social Sciences SCS 200 Applied Social Sciences
(ECO 201 and ECO 202 for all Business Programs and BS Information Technology ONLY)
3. Science, Technology, and Mathematics (ESTM): 6 CR SCI 100 Perspectives in the Natural Sciences
SCI 200 Applied Natural Sciences
4. History (EHIS) 6 CR HIS 100 Perspectives in History
HIS 200 Applied History
INT
EGR
ATIO
N (3
CR
)
COCE/Online Students: Choose ONE seminar course from below
3 CR
Registration hold: a student must contact their advisor and may only register for their integration requirement after completing ENG 122, ENG 123, and are within the last 12-18 credits of their program
Diversity (IDIV): IDS 400 Diversity
Global Society (IGSO): IDS 401 Global Society
Wellness (IWEL): IDS 402 Wellness
Preparing for the Future (PFTF): IDS 403 Technology and Society
Popular Culture (IPOC): IDS 404 Popular Culture
Total Credits in General Education Program 42 Credits
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Gene
ral E
ducation
3.0
-G
oa
ls
Develop a
competency
framework for General
Education that
prioritizes the
demonstration of
mastery of
competencies rather
than outcomes
Create flexible
learning pathways to
allow students to
customize their
education and
credentials
Support student
relevancy, agency,
and authenticity to
improve persistence
and retention efforts
Scaffold multiple,
aligned frameworks
throughout General
Education to maintain
transferability for
educational and
professional recognition
Emphasize an
interdisciplinary
perspectives and the
Core Skills identified
as a part of the LEAP
initiative
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Ge
nera
l E
duca
tion
3.0
Competency-Based Learning Model
Example of how
one competency
module could be
deployed in
different learning
models:
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PROS:
• Prescribed academic pathway focused on the
working adult learner
• Alignment to national AAC&U Essential
Learning Outcomes, Connecting Credentials,
and LEAP VALUE Rubrics – core skills
• 1 credit competency modules can be
combined into different configurations for
different modalities
• Promotes intentional relevance for both
workforce preparation and further academic
accomplishments
• Fosters integrative and interdisciplinary
learning experiences as the lenses of General
Education are interwoven
• Project-based learning focuses on the
application of skills
Gene
ral E
du
ca
tio
n 3
.0
Foundation
ExplorationIntegration
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Ge
nera
l E
duca
tion
3.0
Frameworks:• Degree Qualification Profile
• AAC&U Essential Learning
Outcomes
• Lumina Foundation’s Connecting
Credentials and C-BEN’s Quality
Principles and Standards for
Competency-Based Programs
• AAC&U’s LEAP VALUE Rubrics
Competencies should be
articulated as more granular in
nature than program outcomes
(and largely derived from program
or institutional outcomes), but more
broad in scope than individual
performance indicators.
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Ge
nera
l E
duca
tion
3.0
Competency Specification
Document
Summative Assessment
Curriculum Mapping
Learner-to-Content
Formative Assessments
Build in LMS
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Ge
nera
l E
duca
tion
3.0
Summative AssessmentApply cross-cultural communication strategies for global audiences in real-world contexts
Scenario and Directions:
• Set the scene for the learner
• Provide high-level context for the project
• Illustrate background that informs the execution of the project
• Root the project in a real-world example
• Provide step-by-step instructions for students earn mastery
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Ge
nera
l E
duca
tion
3.0
Summative Assessment
• Rubric Criteria are:
• Evaluated on a binary scale
• Mastered
• Not yet
• Derived from Competency and Performance Indicators
• Specific to the Deliverable(s)
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Ge
nera
l E
duca
tion
3.0
Sources for Learner-to-Content
• SNHU library• This would also include coordination with SNHU Shapiro Library
on any potential assets that could be licensed through Shapiro that may not already be available.
• Open Education Resources (OER)• Sources should be defined in coordination with SNHU Learning
Resources team.
• Publisher content• Initial vendor preferences and agreements will be determined in
coordination with SNHU Learning Resources
Ge
nera
l E
duca
tion
3.0
Formative Assessments
Formative Assessments are:
• Scaffolded to the summative project
• Auto-graded when possible
• Aligned to units within the 1c:1c modules
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General Education and AA.LAR – Global Campus Paced
Pilot paced GenEdCompetencies
within the AA.LAR
Monitor the General Education
CompetenciesLaunch GenEd 3.0
Fall 2019 Fall 2019-Fall 2020 Fall 2020-Beyond
• Developed as 1C=1C, paced
course model
• Aligns with One University
Interoperability Model
• Skills-focused,
interdisciplinary, and project-
based
• Developed as 1C=1C, paced
course model
• Aligns with One University
Interoperability Model
• Skills-focus, interdisciplinary,
project-based
• Pilot year allows for
stakeholder communication,
training, and buy-in
• Allows internal stakeholders
to gauge student KPIs and
success before full launch
• Fully launch the Paced
General Education
competencies
• Time to prepare to scaffold
paced competency version
of GenEd into program
level coursework
Anthony Siciliano
Dr. Priscilla Hobbs
Jake DeSchuiteneer
Thank you!
References
2017-2018 Academic Catalog. Southern New Hampshire University. N.p., n.d. http://www.snhu.edu/admission/academic-catalogs/coce-catalog#/courses Accessed
June 2017
Carnevale, Anthony P. "The Economic Value of College Majors Executive Summary 2015." Georgetown University Center on Education and the Workforce, McCourt
School of Public Policy, 2015, pp. 1-44.
Carnevale, Anthony P., Nicole Smith, and Jeff Strohl. "Recovery: Job Growth and Education Requirements Through 2020." Georgetown Public Policy Institute: Center
on Education and the Workforce, June, 2013, pp. 1-14.
Couturier, L.K. (2012). Cornerstones of Completion – State policy support for accelerated, structured pathways to college credentials and transfer.
Falling short? College learning and career success. Hart Research Associates and Association of American Colleges & Universities. January 2015.Washington, DC.
https://www.aacu.org/leap/public-opinion-research/2015-survey-falling-short. Accessed May 2016.
Fulfilling the American Dream: Liberal Education and the Future of Work. Hart Research Associates and Association of American Colleges & Universities. January-
June 2018.Washington, DC. https://www.aacu.org/research/2018-future-of-work
Gaston, P.L., Clark, J.E., Ferren, A.S., Maki, P., Rhodes, T.L., Schilling, K.M., and Smith, D. (2010). General education & liberal learning: Principles of effective
practice. Washington, DC: Association of American Colleges & Universities.
Gaston, P.L. (2015). General education transformed: how we can, why we must. Washington, DC: Association of American Colleges & Universities.
General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement, American Association of Colleges and Universities, 2015.
Implementing guided pathways: early insights from the AACC pathways colleges. April 2017. The American Association of Community Colleges.
http://leapconnections.aacu.org/system/files/implementing_guided_pathways.pdf
Liberal Education & America’s Promise: The LEAP Challenge. 2005. Association of American Colleges and Universities. http://www.aacu.org/leap
Median annual earnings of full-time year-round workers 25 to 34 years old and full-time year-round workers as a percentage of the labor force, by sex, race/ethnicity,
and educational attainment: Selected years, 1995 through 2013. Digest of Education Statistics, 2014. U.S. Department of Education, National Center for
Education Statistics, 2014. https://nces.ed.gov/programs/digest/d14/tables/dt14_502.30.asp. Accessed April 2015
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References
The pathways to prosperity network: a state progress report 2012-2014, 2014. Boston, MA: The Pathways to Prosperity State Network. www.pathwatstopresperity.org
Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches. Hart Research Associates and Association of American Colleges &
Universities. January 2016. Washington, DC:
Which job skills make the most money? PayScale 2016 Workforce-Skills Preparedness Report, May 2016. http://www.payscale.com/data-packages/job-skills.
Accessed May 2016