What’s New in the Twenty-first Century? Integrative Learning of Past and Future Terrel L. Rhodes Association of American Colleges and Universities University

Whats New in the Twenty-first Century? Integrative Learning of Past and Future Terrel L. Rhodes Association of American Colleges and Universities University of South Carolina May 21, 2010

In universities, use of the Carnegie unit or credit hour dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s. 2

In universities, use of the Carnegie unit or credit hour dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s. 3

Europes early universities were founded in the a. fifth century. b. twelfth century. c. fourteenth century. d. sixteenth century. 4

Europes early universities were founded in the a. fifth century. b. twelfth century. c. fourteenth century. d. sixteenth century. 5

Bologna University 1100 A.D. 6

here right now Bologna University 1100 A.D. 7

here right now Bologna University 1100 A.D. credit hour c. 1910 8

credit hour c. 1910 One of the most serious evils of American education in school and college is counting by courses. Abbott Lawrence Lowell President, Harvard University 1917 9

One of the most serious evils of American education in school and college is counting by courses. Abbott Lawrence Lowell President, Harvard University 1917 Once 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, 1937 thanks to Dr. John Harris, Samford University 10

2010 you are here changing role of faculty 1100 A.D. 11

store and impart whats known 2010 you are here changing role of faculty 1100 A.D. 12

store and impart whats known 2010 you are here changing role of faculty mentor students 1100 A.D. 13

store and impart whats known 2010 changing role of faculty mentor students 1100 A.D. create new knowledge 14

2010 changing role of faculty create new knowledge mentor students store and impart whats known 15

2010 changing role of faculty mentor students store and impart whats known create new knowledge 16

2010 changing role of faculty mentor students store and impart whats known create new knowledge 17

2010 changing nature of education mentor students store and impart whats known Anthony Bryk President, Carnegie Foundation for the Advancement of Teaching 2008 A key term in thinking about these emergent shifts is participatory learning. [...] These new modes of distributed, collaborative engagement are likely both to attract a broad range of motivated learning across conventional social divisions (think of the anonymous interactions across classes and races in online gaming) and to inspire new forms of knowledge and product creation. 18

S ix Characteristics of high impact practices AND definition of participatory learning Features of participatory culture (on the Web) Low barriers to entry Strong support for sharing ones contributions Informal mentorship, experienced to novice Members feel a sense of connection to each other Students feel a sense of ownership of what is being created Strong collective sense that something is at stake High impact experiences (extra curriculum?) Attend to underlying meaning Integrate and synthesize Discern patterns Apply knowledge in diverse situations View issues from multiple perspectives Skills, knowledge, practical competence, personal and social development 19

If the formal curriculum is not where the high impact experiences are then there are three options (1) Make courses higher impact (2) Create better connections between courses and the high impact experiences outside the formal curriculum (3) Start shifting resources from the formal to the high impact (experiential) curriculum 20

LEAP Essential Learning Outcomes Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts Focused by engagement with big questions, both contemporary and enduring Intellectual and Practical Skills, including Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance 21

LEAP Essential Learning Outcomes Personal and Social Responsibility, Including Civic knowledge and engagementlocal and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real world challenges Integrative Learning, including Synthesis and advanced accomplishment across general and specialized Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems 22

Why Is There a Need for Higher Levels of Learning? In a globalized knowledge economy, the capacity to drive innovation is the key strategic economic advantage Rapid scientific and technological innovations are changing the workplace and demanding more of all employees Global interdependence and complex cross-cultural interactions increasingly define modern society and the workplace and call for new levels of knowledge and capability 23

US Economy Defined by Greater Workplace Challenges and Dynamism Every year, more than 1/3 of the entire US labor force changes jobs. Today's Students Will Have 10-14 Jobs by the Time They Are 38. 50% of Workers Have Been With Their Company Less Than 5 Years. Every year, more than 30 million Americans are working in jobs that did not exist in the previous quarter. 24 DOL-BLS

What Employers Say [Employers] generally are...frustrated with their inability to find 360 degree people who have both the specific job/technical skills and the broader skills (communication and problem- solving skills, work ethic, and ability to work with others) necessary to promise greater success for both the individual and the employer. From Peter D. Hart Research Associates, Report of Findings Based on Focus Groups Among Business Executives (AAC&U, 2006) 25

The Growing Demand for Higher Order Skills Source: Council on Competitiveness, Competitiveness Index 26

More College-Educated and Liberally Educated Workers are Needed but Supply is Not Keeping up with Demand Economists predict that by 2025, America will be 16 million college-educated workers short to meet demand, but college graduation rates are flat. By 2018, 30 million new and replacement jobs will require some college. At current rates, the share of all workers with at least some college will increase by only 3 percent between 2000 and 2020. US high school graduation rates have not improved in 40 years 27 Sources: Lumina Foundation for Education; AAC&U, College Learning for the New Global Century (2007); Georgetown University Center on Education and the Workforce.

Increasing Demand for Educated Workforce Note: Brown indicates jobs requiring high school or less and Blue indicates jobs requiring some college or more. Source: Georgetown University Center on Education and the Workforce 28

Education Provides an Umbrella: High School Dropouts Bear the Brunt of Unemployment Source: Georgetown University Center on Education and the Workforce 29

National Surveys of Employers on College Learning and Graduates Work Readiness AAC&U commissioned Hart Research Associates (in 2006, 2007, and in late 2009) to interview employers (C-level suite executives and, in 2009 additional human resource professionals) whose companies report that hiring relatively large numbers of college graduates Findings are summarized in the following reports: How Should Colleges Prepare Students to Succeed in Todays Global Economy? (AAC&U, 2007) How Should Colleges Assess and Improve Student Learning? Employers Views on the Accountability Challenge (AAC&U, 2008) Raising the Bar: Employers Views on College Learning in the Wake of the Economic Downturn (AAC&U, forthcoming 2010) See: www.aacu.org/leap/public_opinion_researchwww.aacu.org/leap/public_opinion_research 30

How important is it for colleges and universities to provide the type of education described below? This particular approach to a four-year college education provides both broad knowledge in a variety of areas of study and more in-depth knowledge in a specific major or field of interest. It also helps students develop a sense of social responsibility, as well as intellectual and practical skills that span all areas of study, such as communication, analytical, and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings. Source: How Should Colleges Prepare Students to Succeed in Todays Global Economy? (AAC&U, 2007) 31

How important is it for colleges and universities to provide this type of education (see previous slide)? Less/not important Fairly important Very important Not sure Business Leaders * 76% of employers would recommend this type of education to a young person they know. Source: How Should Colleges Prepare Students to Succeed in Todays Global Economy? (AAC&U, 2007) 32

Employers expectations of employees have increased. % who agree with each statement Our company is asking employees to take on more responsibilities and to use a broader set of skills than in the past Employees are expected to work harder to coordinate with other departments than in the past The challenges employees face within our company are more complex today than they were in the past To succeed in our company, employees need higher levels of learning and knowledge today than they did in the past Source: Raising the Bar (AAC&U, 2010) 33

Employers perceive room for two-year and four-year colleges to improve. 34 Doing good jobSome improvement neededSignificant improvement needed How good a job are our colleges/universities doing in preparing students effectively for the challenges of todays global economy? 60% 68% Two-year colleges and universities Four-year colleges and universities

Expecting students to complete a significant project before graduation that demonstrates their depth of knowledge in their major AND their acquisition of analytical, problem- solving, and communication skills (62% help a lot) Expecting students to complete an internship or community-based field project to connect classroom learning with real-world experiences (66%) Ensuring that students develop the skills to research questions in their field and develop evidence-based analyses(57%) Expecting students to work through ethical issues and debates to form their own judgments about the issues at stake (48%) Employers assess the potential value of emerging educational practices. % saying each would help a lot/fair amount to prepare college students for success 84% 81% 73% Source: Raising the Bar (AAC&U, 2010) 35

Expecting students to acquire hands-on or direct experience with the methods of science so they will understand how scientific judgments are reached (40% help a lot) Expecting students to learn about cultural and ethnic diversity in the context of the United States (34%) Expecting students to learn about the point of view of societies other than those of Western Europe or North America (35%) Expecting students to take courses that explore big challenges facing society, such as environmental sustainability, public health, or human rights (28%) Employers assess the potential value of emerging educational practices. % saying each would help a lot/fair amount to prepare college students for success 65% 60% 58% 50% Source: Raising the Bar (AAC&U, 2010) 36

Employers Top Priorities For Student Learning Outcomes In College % saying two- and four-year colleges should place MORE emphasis on helping students develop these skills, qualities, capabilities, knowledge Effective oral/written communication Critical thinking/ analytical reasoning Knowledge/skills applied to real world settings Analyze/solve complex problems Connect choices and actions to ethical decisions Teamwork skills/ ability to collaborate Ability to innovate and be creative Concepts/developments in science/technology Source: Raising the Bar (AAC&U, 2010) 37

Other Areas Of Learning Needing Increased Emphasis % saying two- and four-year colleges should place MORE emphasis on helping students develop these skills, qualities, capabilities, knowledge Locate/organize/ evaluate information Understand global context of situations/decisions Global issues implications for future Understand & work with numbers/statistics Understand role of U.S. in the world Knowledge of cultural diversity in US/world Civic knowledge, community engagement Foreign language proficiency Understands democratic institutions/values Source: Raising the Bar (AAC&U, 2010) 38

Higher Level Liberal Education Skills and Abilities = Higher Wages 39 Data from Georgetown University Center for Education and the Workforce Center on Education and the Workforce

The Salary Premium for Liberal Education Outcomes From a federal database analyzing qualifications for 1,100 different jobs, there is consistent evidence that the highest salaries apply to positions that call for intensive use of liberal education capabilities, including (random order): Writing Inductive and Deductive Reasoning Judgment and Decision Making Problem Solving Social/Interpersonal Skills Mathematics Originality 40 Source: Georgetown University Center on Education and the Workforce

Mean Earnings of Jobs that Emphasize Writing 41 Source: Georgetown University Center for Education and the Workforce

Mean Earnings of Jobs that Emphasize Speaking 42 Source: Georgetown University Center for Education and the Workforce

Mean Earnings of Jobs that Emphasize Originality 43 Source: Georgetown University Center for Education and the Workforce

Mean Earnings of Jobs that Emphasize Problem Solving 44 Source: Georgetown University Center for Education and the Workforce

Mean Earnings of Jobs that Emphasize Physical Ability 45 Source: Georgetown University Center for Education and the Workforce

Liberal Education and Career Success Students should make sure their college education will help them develop these capabilities because the marketplace rewards graduates with the highest levels of achievement in these key learning outcomes. Moreover, students who lack the hallmarks of a liberal education will not gain access to career paths that require and further develop these high level capabilities. 46 Source: Georgetown University Center on Education and the Workforce

The Strategic Learner - Integration - Claire Ellen Weinstein Knowledge about self Knowledge about different types of academic tasks Knowledge of strategies, thinking, acquiring, using new knowledge Knowledge about prior content application Knowledge of present and future contexts in which knowledge useful

Peter Hart Assoc., Employer Poll, 2007 48

High Impact Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh October 2008, www.aacu.org 49

High Impact Practices First year seminars and experiences Common intellectual experiences Learning communities Writing-intensive courses Collaborative assignments and projects Undergraduate research Diversity/global learning experiences Service-learning, community-based learning Internships Capstone courses and projects 50

Impact of Educationally Purposeful Practices on First Academic Year GPA by Pre-College Achievement Level 51

Impact of Educationally Purposeful Practices on First Academic Year GPA by Race/Ethnicity *Findings developed by LEAP National Leadership Council Member George Kuh and used with permission 52

Impact of Educationally Purposeful Practices on the Probability of Returning for the Second Year of College by Race *Findings developed by LEAP National Leadership Council Member George Kuh and used with permission 53

High-Impact Practices (HIPs) Correlate Highly with NSSE Gains on Student Learning Outcomes Provide Compensatory Benefit for Students With Lower Test Scores and/or High Drop-Out Rates Kuh, High Impact Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U 2008) 54

Participation Levels in High Impact Practices First Year (NSSE Data) Learning Communities 17% Service Learning 36% 55

56 Learning Community Service Learning Research with Faculty Study Abroad Service Learning InternshipSenior Experience 2005 Basic Carnegie Doc RU-VH 20332318405729 Doc RU-H 18371914445133 Doc DRU 18391713525133 First-Year StudentsSenior Students Percent Participation in High-Impact Activities for Research Doctoral Institutions *Findings developed by LEAP National Leadership Council Member George Kuh and used with permission

Participation Levels in High Impact Practices Seniors (NSSE Data) Research With Faculty 19% Internship 53% Service Learning 46% Study Abroad 19% Senior Culminating Work 32% 57

Students with Low Participation in HIPs First Generation Students Started Elsewhere (except service learning) 24 Years and Older 58

The Challenge Ahead Making High Impact Practices Central Rather than Optional 59

AAC&U 2007 Institute on General Education - Crossing Boundaries60 Intentional Learning Self-directed learning (medicine and social work) Metacognition knowing what one knows and does not know, predicting outcomes, planning ahead, efficiently apportioning time and cognitive resources, monitoring ones efforts to solve a problem and learn.

AAC&U 2007 Institute on General Education - Crossing Boundaries61 Intentional Teaching Explicit statement of goals Learning communities Big question themes Engaged learning Scaffolding Reflection

AAC&U 2007 Institute on General Education - Crossing Boundaries62 Intentional Learning and Teaching A scholarship of teachingrequires a kind of going meta, in which faculty frame and systematically investigate questions related to student learning the conditions under which it occurs, what it looks like, how to deepen it, and so forth and do so with an eye not only to improving their own classroom but to advancing practice beyond it. [Hutchings and Shulman 1999]

AAC&U 2007 Institute on General Education - Crossing Boundaries63 Integrative Assessment Implies more collaboration among faculty and staff Not know simply that connections are a goal but to specify what kinds of connections (between theory and practice? Across disciplines?) in what contexts (community based learning? Capstone?) and how demonstrated Beyond individual classroom and curriculum

AAC&U 2007 Institute on General Education - Crossing Boundaries64 Integrative Assessment - cont. Conceptual level how and when students develop abilities Developmental approach first year through last year Student self-assessment [Huber and Hutchings 2004]

Teaching Outside Your Area of Expertise It is important to think about what you really want your students to learn: must know should know could know.

By focusing on the big questions and what you want your students to know, you wont get overwhelmed by all the little details you dont know, Strategies for Teaching What You Just Learned, Strategies for Teaching What You Just Learned, Therese Huston

Not Disciplinary Multi disciplinary Trans disciplinary Cross disciplinary Inter - disciplinary 67

Interdisciplinarity Informed disciplinarity instruction focused primarily on a single discipline but call upon other disciplines to illuminate Synthetic interdisciplinarity clearly identifiable disciplines introduce their theories, concepts, research methods, etc. Transdisciplinarity applying theories and methods across disciplines with little focus on the discipline itself Conceptual interdisciplinarity focus on overarching questions urging critique of various disciplinary approaches - Lisa Lattuca, Creating Interdisciplinarity, 2001 68

Designing Integrated Learning Personally engaging learning Passions and aspirations for students learning deep vs. surface learning designing down/backward design Essential integration of expectations for student learning Schedules: making space for integrated learning Assignments as assessments - Emily Decker Lardner and Gillies Malnarich

Integrated and Integrative Integrated curriculum and co-curriculum design and elegance Integrative learning - students develop capacity to make and evaluate sound and useful connections 70

What we ask students to do is who we ask students to be -Kathleen Blake Yancey

We have had our why's, how's, and what's upside- down, focusing too much on what should be learned, than on how, and often forgetting the why altogether. In a world of nearly infinite information, we must first address why, facilitate how, and let the what generate naturally from there. Michael Wesch, From Knowledgeable to Knowledge-able, Academic Commons, January 2009 (academiccommons.org) 72

Priorities for Our Shared Future Higher achievement standards in k-12 education college prep curriculum as default Increased access to higher education through greater awareness, preparation, financial aid, social and academic support Increased persistence and graduation rates in higher education Intentionality and focus on quality and the LEAP essential learning outcomes in higher education and policy initiatives Tracking of resultsnot just graduation rates, but quality and actual achievement of key learning outcomes 73

Markers of Liberal Education AND American Capability Evidence that Students Can Apply Liberal Learning Outcomes to Complex, Unscripted Problems and Real-World Settings 74

In a Knowledge Economy, Liberal Educationand the Outcomes It DevelopsAre Key to American Capability and Student Success 75

Documents

What’s New in the Twenty-first Century? Integrative Learning of Past and Future Terrel L. Rhodes Association of American Colleges and Universities University