Higher Ed 21st

8/3/2019 Higher Ed 21st

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Higher Educationin the 21st Century:

Living in Pasteurs Quadrant

Judith A. RamaleyAAC&U Network for AcademicRenewal Conference

March 4, 2004


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Premise

Our approach to undergraduate education must

Be developed with a clear understanding

Of the educational goals of our students,Their patterns of participation and enrollment,

And their expectations.

How can we ensure that allstudents experienceA coherent and engaging education?


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Education in the 21st Century

What will it mean to be educated in the 21st century?

What kind of educational environment must we provide

to support a 21st century education? What will be the societal role of higher education in the

21st century and who will decide?

How do Federal and state policies, and Federal R&Dpriorities, shape the contemporary university?


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Envisioning Education in the 21st Century

Adapt to new environments

Integrate knowledge from different sources

Continue learning throughout their lives

Thrive in a complex world.

The Greater ExpectationsNational PanelReport calls for a practical liberaleducation in which college students

become intentional learners who can


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The Intentional Learners Envisioned By TheNational Panel Should Become

Empoweredthrough the mastery

of intellectual andpractical skills

Informed by knowledgeabout the natural and

social worlds andabout forms of inquirybasic to these studies

Responsible for their personal actions and civic values


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How Can We Set High ExpectationsFor All?

How are student patterns of enrollmentchanging?

How will these patterns of participation

affect the kind of education that studentsreceive?

If the conditions within single institutions nolonger define the experience of a majority ofundergraduates, what additional steps mustwe take to ensure a coherent and purposefuleducational environment for all students?


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Who are our faculty?

In 1987, 67% of faculty were full-time and 58%had tenure.

In 2002, 55% were full-time and 45% had tenure.

Full-time tenure and tenure-track faculty arebeing replaced by part-time and fixed termfaculty.

Part-time faculty primarily teach (89%); full-timefaculty play more complex roles.

Source: U.S. Dept. Education


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Who Are Our Students Today AndHow Are They Participating In Higher

Education?

Patterns of Enrollment and Pathways to aDegree Have Become Extremely Complex

Source: Adelman, C., Principal IndicatorsOf Student Academic Histories in

Postsecondary Education, 1997-2000.U.S. Department of Education


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Few Traditional Age Students (18-26 yearsold) Obtain Their Education From One

Institution

57% attend more thanone school as

undergraduates35% cross state lines

to do so

20% earn acceleration

credits by examinationor dual enrollment

62% attend duringsummer terms

22% are stop-outs and14% are enrolled forless than a year

Of those who earn

more than 10 credits,64% earn a credentialof some kind


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Pathways Through Higher EducationAre Now Very Complex

26% attended two ormore 4-year schools

9% were true reversetransfers

22% transferred froma 2-year to a 4-year

school

14% alternated between2 and 4-year schools

12% took a fewcommunity collegecredits in addition toattending a 4-year school

11% attended two ormore community colleges


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The Pipeline vs Multiple Pathways

Pipeline: a clear and uninterruptedroute from high school to college

and from college to advanced study

Pathways: complex patterns

of enrollment that involvemore than one institution


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What will be the societal role ofhigher education in the 21st century

and who will decide?

1. To prepare students to be good citizens by providingthem ways to help the institution itself be a goodcitizen while learning to be good citizens themselves;

2. To foster and renew bonds of trust in the community;i.e., social capital and to use the neutrality of thecampus to provide a common ground where

differences of opinion and advocacy for particularpoints of view can be addressed in an open andconstructive ways and where people with similar goalscan come together and create ways to work together.


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and who will decide?3. To create leadership development opportunities for

students and to foster a commitment to social andcivic responsibility;

4. To enhance the employability of graduates byproviding opportunities to build a strong resume andto explore career goals;

5. To promote learning both for students and forcommunity members;

6. To play a role in creating capacity in the community towork on complex societal problems.


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and who will decide?

7. To design a more effective way for the campus tocontribute to economic and community development;

8. To build support for public investment in highereducation, both to provide access and opportunity forstudents of all backgrounds to pursue an educationand to generate knowledge that will address critical

societal needs;9. To accomplish a campus mission of service.


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What kind of educational environmentmust we provide to support a 21st

century education? Rethinking the Idea of a University

Broadening the Definition of Scholarship

Building Genuine Scholarship into the

Undergraduate Experience


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The Idea of the University

the cultivation of the intellect, as an end whichmay reasonably be pursued for its own sakeTruth of whatever kind is the proper object

of the intellect.

The high protecting power of all knowledge andscience, of fact and principle, of inquiry and

discovery, of experimentation and speculation;it maps out the terrain of the intellect.

Cardinal Newman


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The Idea of the University

The modern university is not outside,but inside the general fabric of our era.

It is not something apart, something

historic, something that yields as little aspossible to forces and influences that aremore or less new. It is, on the contrary,an expression of the ages, as well as an

influence operating upon both presentand future.

Abraham Flexner, quoted in Clark Kerrs The Uses of the University


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The Multiversity

The Multiversity is an inconsistent institution.It is not one community but several

Its edges are fuzzy.

Hutchins once described the modern university asa series of separate schools and departments held

together by a central heating systemI havesometimes thought of it as a series of individual

faculty entrepreneurs held together by a commongrievance over parking.

Clark Kerr, The Uses of the University


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The Engaged University

The primary purposes of the 21st century

engaged university are to conduct research on

important problems, ideas and questions, to

promote the application of current knowledgeto societal problems and to prepare its

students to address these issues through a

curriculum that emphasizes scholarly workthat has consequences both for the students

and for society.


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The Engaged University

Success in the university of the future will

be defined by the rigor of scholarly work,

by the quality of the educational experience

of undergraduate, graduate, and professionalstudents, by the effectiveness of the

partnerships that link the university with the

community, and by the impact of the institutionon the quality of life of citizens of the state,

the nation, and the world.


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Engaged Scholarship Is

Research and learning that is conducted with the

community rather than on behalf of the community;

that reframes research, teaching and service asdiscovery and learning conducted in an engaged mode;

that connects the goals of scholarship (to developtheory and advanced understanding) with technology (tosolve practical problems and develop useful products);

while taking its inspiration from both a scholarly context

and the experience of the community and its challenges.Ramaley, J.A. (2002)

Engaged scholarship is conducted in PasteursQuadrant.

P Q d


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Pasteurs QuadrantWhere Basic Science & Technological Innovation Meet

for the research community and students to promote the public good

and enrich educational experiences

Pure BasicResearch

[Bohr]

Use-InspiredBasic Research

[Pasteur]

Pure AppliedResearch

[Edison]

Considerations of Use?No Yes

QuestforFund

amentalUnderstanding?

No

Yes


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The Boyer Model of Scholarship

At no time in our history has the need been

greater for connecting the work of theacademy to the social and environmental

challenges beyond the campus.

Ernest Boyer (1990) Scholarship Reconsidered


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Scholarship of Discovery: contributes to the

human stock of knowledge and to the intellectualclimate of a college or university.

Scholarship of Integration: makes connectionsacross the disciplines, placing the specialties inlarger contextoften educating nonspecialists

Scholarship of Application: Life in PasteursQuadrant where knowledge is responsibly applied

to consequential problems and addresses bothindividual and societal needs and where societalrealities inspire and challenge theory.


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What Will It Mean To Be EducatedIn The 21st Century?

All Students can and should participate in discovery as wellas integration and application of knowledge to problems ofbroader societal significance.

Examples: Research experiences for undergraduates;internships; service-learning; pursuit of

integrated studies and capstone experiences.

Introducing the Boyer Modelof Scholarship Into The Curriculum


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Know How vs. Know Why

All forms of experimentation seek the same end: moving

from superficial knowledge to deep understanding

Knowing howis superficial knowledge based on

norms of behavior, standards of practice andthe technologies available.

Knowing whyis deeper. It captures underlyingcause-effect relationships and accommodates

exceptions, adaptations and unforeseen events.

From David Garvin, Harvard Business Review, 1993


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Greater Expectations: A New Vision forLearning as a Nation Goes to College(2002)calls for

a philosophy of education that

empowers individuals, liberates the

mind and cultivates socialresponsibility.


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Greater Expectations: A New Vision for Learningas a Nation Goes to College(2002)

How can we provide a meaningful education for bothpipeline and pathway students?

First, what should education entail?

Challenging encounters with important issues

More a way of learning than specific content

Prepares students to be intentional learners whocan adapt to new environments, integrate

knowledge from different sources and continue tolearn throughout their lives

Prepares graduates who will be intentional,empowered, informed and responsible.


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A practical liberal education lies between these two

poles of direct experience and timeless purpose,thought and action, self-realization and socialresponsibility. It liberates the spirit and feeds thesoul while preparing students to make informed and

responsible decisions.

Plato: The purpose ofeducation is to cultivatethe intellect, pursued for

its own sake, in order touncover the universalthemes and natural lawsthat the prepared mind candiscern beneath the

surface confusion of life.

Isocrates:The purposeof an education is toprepare citizens to

participate in publicaffairs.

Marrou, H.I. (1956) A History of Education in Antiquity


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How Is Scholarship Changing And What Does ThisMean For Undergraduate Education?

Pure vs. Applied

There is an inexorable shift from the traditional mode of

research that is pure, disciplinary, homogeneous, expert-led,supply-driven, hierarchical, peer-reviewed, and almost

exclusively university-based to a new research mode that

is more likely to be applied, problem-centered, trans-

disciplinary, heterogeneous, hybrid, demand-driven,entrepreneurial, and network-embedded.

[Gibbons, et al., 1994]

Di i li t diti bj t t d


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Disciplinary traditions, subject-centeredhierarchies, and organizational boundaries are

melting rapidly in the scholarly community but notin the undergraduate curriculum.

EXAMPLEConvergence and Complexity in the Sciences

There are signs that the disciplines are converging, drawntogether by common mathematical and computationalparadigms.

As this happens, the areas of greatest interest transcendtraditional academic disciplines and the structure of theacademic department and draw increasingly from manydisciplines.


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Convergence and Complexity in the Sciences[cont.]

Advances in computational capacity are changing ourworld-view.

World One: discrete, static, sequential, mechanistic,separable, universal, homogeneous, regular,

linear, superficial, single

World Two: continuous, dynamic, simultaneous, organic,interactive, conditional, heterogeneous,

irregular, nonlinear, deep, multiple.

The structure of the undergraduate major as well ascourses for general education have generally not keptpace with these developments.


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The NRC Report Bio2010shows that [t]heconnections between the biological sciences and the

physical sciences, mathematics and computer

science are rapidly becoming deeper and

more extensive. (p.1)

To compound the changes even more, scientists now

take advantage of cyberspace to interact with eachother differently, to gather and interpret their

findings and to communicate their work in new ways.


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Is any of this new way of doing science andcommunicating about science reflected in the

curriculum and in the experiences ofundergraduates?

Not much! According to Bio2010, the teaching ofbiology has not changed substantially in over two

decades. Meanwhile, the science itself has undergonea remarkable transformation. The gap betweenthe biology that students study and the realitiesof the most exciting and advanced work in the

life sciences is a matter for deep concern.


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Implications of Greater Expectations and theChanging Nature of Scholarship for the

Undergraduate Experience of PathwayStudents

Pathway students are less likelyto have a coherent experience orto obtain an intentionallydesigned education.

Pathway students are less likelyto have time to participate in themore integrative activities thatare available to full-time studentstaught by full-time faculty who

pursue a scholarly agenda.A significant proportion ofunderrepresented studentsenroll in a pathway mode.


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The Experience of UnderrepresentedStudents

While 91% of high school graduates from high-

income families apply to four-year institutions,

only 62% of college-qualified high school

graduates from low-income families attempt a

four-year college education.

Many of these lower-income students comefrom socio-economic groups that are much

less likely to complete a degree even if they

do enroll in college.


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A higher proportion of Hispanics enroll than do

non-Hispanic whites. However, they tend topursue paths that are associated with lower

chances of attaining a bachelors degree or ahigher degree. Many enroll in community

colleges or attend part-time and others delayfurther education until they are older. This

is also true for African-Americans andNative Americans.

The pattern of participation of underrepresented

students in higher education is partly driven bycost, partly by reactions to the culture ofacademic disciplines and partly by the lack ofaccess to social networks that smooth the wayinto college.

C iti l N t Q ti


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Critical Next Questions

What do pathway students study?

How are their experiences different from thoseof pipeline students? What effect do thesedifferences have on the nature of the educationthey receive and what they learn?

What are their educational goals and do theirgoals change as they progress?

How can we design a coherent and intentional educationfor all students, including both traditional (pipeline) and

nontraditional (pathway)?


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Critical Next Questions [cont.]

What public policies might smooth movementsacross institutions and enhance the intentionalityand integrity of the curriculum that pathwaystudents encounter?

How can we close the gaps in participation andoutcomes for different participants in oureducational system?

How can we promote greater success for students

who take pathway routes through highereducation? What Federal and state policies mightwe consider and how might we implement them toensure access, quality, educational purposefulness,and affordability?


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The Beginnings of an AnswerLessons from Learning Organization Models

A learning organization is an organization skilledat creating, acquiring and transferring knowledge

and at modifying its behavior to reflect newknowledge and insights.

Insights are the trigger for organizationalimprovementWithout accompanying changes

in the way that work gets done, only thepotential for improvement exists.

David Garvin, 1993

B i i f A


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Beginnings of an Answer

Argyris and Schn, Organizational Learning II(1996) p.xxii-xxiii

Our focus is on organizational inquiry. We use this term

in the Deweyan sense as a highly general characterizationof the exercise of human intelligence in the worldtheintertwining of thought and action by which we move

from doubt to the resolution of doubt.

We distinguish between coming to see things in new waysand coming to acton the basis of insight.

We give special importance to the experience of surprise,

The mismatch of outcome to expectations, which we seeas an essential process by which people can come to see,

think, and act in new ways.


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Principles of Learning Organizations MayOffer Insights on How to Design a

Curriculum and Expectations for Non-Traditional (Pathways) Students.

1. Rethink how to create an environment conduciveto learning that does not depend upon the design

of a single curriculum or set of requirements

developed by one institution or the expectation

of continuous enrollment.


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Principles of Learning Organizations May OfferInsights on How to Design a Curriculum andExpectations for Non-Traditional (Pathways)

Students.

2. Open up boundaries and stimulate the exchange of ideas

using some of the strategies of learning organizations:

a) Use learning forums-events designed with explicitlearning or discovery goals in mind (e.g., consider

designs from research experiences for teachers orteacher institutes; cohort models of graduate study)

b) Engage students in studying changing societal issuesand link learning to societal concerns.


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Principles of Learning Organizations May OfferInsights on How to Design a Curriculum andExpectations for Non-Traditional (Pathways)

Students.

c) Use student-generated audits/progress reports onlearning, guided by a set of intentional learningcriteria (e.g., Alverno College model).

d) Offer symposia that bring together students,researchers and practitioners to learn from eachother and share ideas.

e) Develop learning communities on the web.

C l i


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Conclusions

1) Our concepts of undergraduate education arebased on two key assumptions that remain trueonly for pipeline students. Most students now study at more than one

institution.

Most students now exhibit at least onenontraditional characteristic: part-time, overthe age of 25, non-residential, work full or part-time.

2) There is evidence of a growing disconnectbetween how research and scholarship areconducted and how we approach undergraduateeducation.


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Therefore

1) We must create an educational environment thatworks across institutional boundaries since

students cross these boundaries regularly.

2) We must rethink the undergraduate curriculumand ensure that it reflects the changing nature of

scholarship and incorporated a full range of

scholarly experiences for all students, bothpipeline and pathway.

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Higher Ed 21st