Betting on Gravity

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Association of American Colleges and Universities Network for Academic Renewal Working Conference General Education and Assessment Seattle, Washington, February 20, 2010. Betting on Gravity. Ken O’Donnell Associate Dean, Academic Programs and Policy - PowerPoint PPT Presentation

Text of Betting on Gravity

  • Betting on GravityKen ODonnellAssociate Dean, Academic Programs and PolicyCalifornia State University Office of the ChancellorAssociation of American Colleges and UniversitiesNetwork for Academic Renewal Working ConferenceGeneral Education and Assessment Seattle, Washington, February 20, 2010

  • Betting on GravityKen ODonnellAssociate Dean, Academic Programs and PolicyCalifornia State University Office of the ChancellorAssociation of American Colleges and UniversitiesNetwork for Academic Renewal Working ConferenceGeneral Education and Assessment Seattle, Washington, February 20, 2010

  • CaliforniaMasterPlanc. 1960

  • CaliforniaMasterPlanc. 1960

  • CaliforniaMasterPlanc. 1960

  • CaliforniaMasterPlanc. 1960

  • future supply

    future demandstate demographic and workforce trends

  • future supply

    * first generationfuture demandstate demographic and workforce trends

  • future supply

    * first generation* historically underrepresented and underserved

    future demandstate demographic and workforce trends

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantagedfuture demandstate demographic and workforce trends

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completefuture demandstate demographic and workforce trends

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completestate demographic and workforce trendsfuture demand

    * clear communication

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completestate demographic and workforce trendsfuture demand

    * clear communication* critical thinking

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completestate demographic and workforce trendsfuture demand

    * clear communication* critical thinking* real-world application

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completestate demographic and workforce trendsfuture demand

    * clear communication* critical thinking* real-world application* complex problem-solving

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completefuture demand

    * clear communication* critical thinking* real-world application* complex problem-solving* ethical decision-makingstate demographic and workforce trends

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completefuture demand

    * clear communication* critical thinking* real-world application* complex problem-solving* ethical decision-making* teamwork skillsstate demographic and workforce trends

  • future supply

    * first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and completefuture demand

    * clear communication* critical thinking* real-world application* complex problem-solving* ethical decision-making* teamwork skillssource: Raising the Bar AAC&U/Peter D. Hart Research, January, 2010state demographic and workforce trends

  • How do I nebulize acalcified GE committee?

  • How do I nebulize acalcified GE committee?Christopher J. LucasUniversity of Arkansas-Fayetteville

  • How do I nebulize acalcified GE committee?Christopher J. LucasUniversity of Arkansas-Fayetteville

  • Betting on Gravity1. history as pendulum(regression to mean)

  • Betting on Gravity1. history as pendulum(regression to mean)

    2. history as an arrow

  • Blombos Cave excavationSouth Africa, 75,000 BCE

  • Blombos Cave excavationSouth Africa, 75,000 BCE

  • Blombos Cave excavationSouth Africa, 75,000 BCE

  • Christopher HenshilwoodInstitute of Human EvolutionUniversity of the WitwatersrandJohannesburgBlombos Cave excavationSouth Africa, 75,000 BCE11/17/2009

  • Blombos Cave excavationSouth Africa, 75,000 BCEChristopher HenshilwoodInstitute of Human EvolutionUniversity of the WitwatersrandJohannesburgFor me, what is really important is here, for the first time, really, ever, we have evidence that people can store information outside of the human brain.11/17/2009

  • store information outside of the human brain

  • store information outside of the human brainconstants in education:

  • store information outside of the human brainconstants in education:

    - social

  • store information outside of the human brainconstants in education:

    - outcomes-oriented- social

  • store information outside of the human brainconstants in education:- practical- outcomes-oriented- social

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- socialAlain de BottonThe School of LifeLondon

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- socialJennifer EaganPhilosophy, CSU East Bay

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social

  • Europes early universities were founded in the

    a. fifth century.

    b. twelfth century.

    c. fourteenth century.

    d. sixteenth century.

  • Europes early universities were founded in the

    a. fifth century.

    b. twelfth century.

    c. fourteenth century.

    d. sixteenth century.

  • In universities, use of the Carnegie unit or credit hour dates from

    a. the 1860s.

    b. the 1880s.

    c. the 1910s.

    d. the 1930s.

  • In universities, use of the Carnegie unit or credit hour dates from

    a. the 1860s.

    b. the 1880s.

    c. the 1910s.

    d. the 1930s.

  • In universities, use of the Carnegie unit or credit hour dates from

    a. the 1860s.

    b. the 1880s.

    c. the 1910s.

    d. the 1930s.

  • In universities, use of the Carnegie unit or credit hour dates from

    a. the 1860s.

    b. the 1880s.

    c. the 1910s.

    d. the 1930s.

  • In universities, use of the Carnegie unit or credit hour dates from

    a. the 1860s.

    b. the 1880s.

    c. the 1910s.

    d. the 1930s.

  • In universities, use of the Carnegie unit or credit hour dates from

    a. the 1860s.

    b. the 1880s.

    c. the 1910s.

    d. the 1930s.

  • In universities, use of the Carnegie unit or credit hour dates from

    a. the 1860s.

    b. the 1880s.

    c. the 1910s.

    d. the 1930s.

  • Bologna University1100 A.D.

  • hereright nowBologna University1100 A.D.

  • hereright nowBologna University1100 A.D.credit hourc. 1910

  • credit hourc. 1910One of the most serious evils of American education in school and college is counting by courses.

    Abbott Lawrence LowellPresident, Harvard University1917

  • One of the most serious evils of American education in school and college is counting by courses.

    Abbott Lawrence LowellPresident, Harvard University1917Once a credit was earned, it was as safe as anything in the world. It would be deposited and indelibly recorded in the registrars saving bank, while the substance of the course could be, if one wished, happily forgotten.Dietrich Gerhard, 1937thanks to Dr. John Harris, Samford University

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social2. history as an arrow

  • Betting on Gravity1. history as pendulum(regression to mean)

    - practical- outcomes-oriented- social2. history as an arrow- enrollment

  • Betting on GravityU.S. postsecondary enrollmentssource: National Center for Education Statistics

    Sheet1

    degrees awarded

    yeardegrees awarded

    190029000

    1950500000

    college bound

    yearpercent of high school graduates

    196040%

    197052%

    198051%

    199061%

    200767%

    Sheet2

    Table 187. Historical summary of faculty, students, degrees, and finances in degree-granting institutions: Selected years, 1869-70 through 2006-07

    year1869187918891899190919191929193919491959196919791989199920052006

    fall enrollment52,286115,817156,756237,592355,213597,8801,100,7371,494,2032,659,0213,639,8478,004,66011,569,89913,538,56014,791,22417,487,47517,758,870

    institutions

    U.S. population76,094,00092,407,000106,461,000123,076,741132,122,446152,271,417180,671,158205,052,174227,224,681249