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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 Presentation
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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 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
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
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
Our Challenge
Merging the Two PrioritiesCreating a Guiding Commitment to Inclusion
AND Achievement Completion with Demonstrated Achievement
– Mapping Purposeful Pathways for Completion and Quality
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
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.
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
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)
The Growing Demand for Higher Order SkillsSource: Council on Competitiveness, Competitiveness Index
Economic Pressures: Innovation and Measured
Risk-Taking
In a globalized knowledge economy, the capacity to drive INNOVATION is the key strategic advantage
To Drive Innovation, Employers Seek Employees Who Can “Think Outside
the Box”
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
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
Employers Do Not Want People Who Are “Locked Into Mental Cubicles” –
Because They Can’t Adapt to Challenges and Change
So if these are the Goals, How Are Students Doing?
The Preponderance of the Evidence Shows that the
U.S. has a Quality Problem, Not Just a Completion
Problem
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.
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.
Making Progress? What We Know About the Achievement of Liberal Education Outcomes by Ashley Finley (AAC&U, 2012)
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
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
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
The Best Policy Priorities – for Completion AND
Quality
High Impact, High Effort Educational Practices
Purposeful, Practice-Rich Educational Pathways
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
High Impact Practices
Correlate with Increased CompletionCorrelate with Higher Levels of Learning
Outcomes
Five High-Impact Practices: Research on Learning Outcomes, Completion,
and QualityJayne E. Brownell Lynn E. Swaner
(AAC&U, 2010)
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
In Tackling Underachievement,
Intentionality is Central and Students’ Engaged Practice is
the Key to Developing and Demonstrating Essential
Learning Outcomes
Using New Tools to Design Purposeful Pathways
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
There is a Lot of New Evidence About Practices
that Work to Support Completion AND Quality
Our Responsibility is to Put the New Evidence to
Work in Purposeful Designs for More
Educationally Productive Programs and Policies