Changing Understandings of Liberal and Liberal Education COPLAC Summer Meeting Keene, New Hampshire...
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![Page 1: Changing Understandings of Liberal and Liberal Education COPLAC Summer Meeting Keene, New Hampshire June 20, 2009 Carol Geary Schneider President.](https://reader037.fdocuments.in/reader037/viewer/2022110209/56649e305503460f94b213e3/html5/thumbnails/1.jpg)
Changing Understandings of Liberal and Liberal Education
COPLAC Summer MeetingKeene, New Hampshire
June 20, 2009
Carol Geary SchneiderPresident
![Page 2: Changing Understandings of Liberal and Liberal Education COPLAC Summer Meeting Keene, New Hampshire June 20, 2009 Carol Geary Schneider President.](https://reader037.fdocuments.in/reader037/viewer/2022110209/56649e305503460f94b213e3/html5/thumbnails/2.jpg)
The Emerging National Dialogue on American Capability
Two Locations:
Campus Faculty and Leaders
Employers
AAC&U – Connecting Educators with Employers
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2000-2005 – Greater Expectations
A National Dialogue About Goals and Effective Practices in College Learning
2005-2015 – Liberal Education and America’s Promise
(LEAP) A Ten-Year Effort to Make
Excellence Inclusive
Preparing Students for Twenty-First Century Realities
![Page 4: Changing Understandings of Liberal and Liberal Education COPLAC Summer Meeting Keene, New Hampshire June 20, 2009 Carol Geary Schneider President.](https://reader037.fdocuments.in/reader037/viewer/2022110209/56649e305503460f94b213e3/html5/thumbnails/4.jpg)
The Essential Learning Outcomes
Knowledge of Human Cultures and the Physical and Natural World
Focused on engagement with enduring and contemporary big questions
Intellectual and Practical SkillsPracticed extensively across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance
Personal and Social ResponsibilityAnchored through active involvement with diverse communities and real-world challenges
Integrative LearningDemonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems
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The World is Demanding More
There is a demand for more numbers of college educated workers.
There is also a demand that those educated workers have higher levels of learning and knowledge.
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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
6
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Productivity Is Now Tied to Learning…
Half Life of Industries, Companies, Jobs, and Skills Decreasing
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
25% Less than 1 Year
Breadth, Depth, & Application of Academic Preparation is Expanding
DOL-BLS
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Key Capabilities Open the Door for Career Success
and Earnings
“Irrespective of college major or institutional selectivity, what matters to career success is students’ development of a broad set of cross-cutting capacities…”
Anthony Carnevale, Georgetown UniversityCenter on Education and the Workforce
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The Growing Demand for Higher Order SkillsSource: Council on Competitiveness, Competitiveness Index
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In a Knowledge Economy, Liberal Education Has Become the Key to American Capability
and Student Success
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Employers Strongly Endorse the LEAP “Essential Learning
Outcomes” – And They Urge New Effort to
Help All Students Achieve Them
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National Surveys of Employers on College Learning and
Graduates’ Work ReadinessAAC&U commissioned Hart Research Associates (first in 2006 and next in 2007) to interview employers (C-level suite executives) whose companies report that 25% or
more of their new hires hold at least a bachelor’s degree.
Findings are summarized in the following reports:How Should Colleges Prepare Students to Succeed in
Today’s Global Economy? (AAC&U, 2007)How Should Colleges Assess and Improve Student Learning? Employers’ Views on the Accountability
Challenge (AAC&U, 2008)
See: www.aacu.org/leap/public_opinion_research
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Balance of Broad Knowledge and Specific Skills Preferred
Source: How Should Colleges Prepare Students to Succeed inToday’s Global Economy? (AAC&U, 2007)
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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 Today’s Global Economy? (AAC&U, 2007)
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How important is it for colleges and universities to provide this type of education
(see previous slide)?
26%
1%4%
69%
Less/not important
Fairly importantVery 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 Today’s Global Economy? (AAC&U, 2007)
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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):
WritingInductive and Deductive ReasoningJudgment and Decision MakingProblem SolvingSocial/Interpersonal SkillsMathematicsOriginality
Source: Georgetown University Center on Education and the Workforce
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Liberal Education and Career Success
Students need to know that the marketplace richly rewards graduates who possess high levels of competence in key liberal learning outcomes.
Moreover, students who lack the hallmarks of a liberal education will not gain access to paths that require these high level capabilities.
Source: Georgetown University Center on Education and the Workforce
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Employers Seek Evidence that Graduates Can Apply Their
Learning to Real-World Problems
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Employers Advise on Where to Focus Assessment Resources
One/Two Practices to Which Colleges Should Devote Resources
Source: How Should Colleges Assess and Improve Student Learning? AAC&U/ Peter D. Hart Research, 2008
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Implications for COPLAC
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1. Give Students a Compass – and Educators Too
SHARED Responsibility for Essential Learning Outcomes
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Goals/Outcomes for All Students’ College Learning
24%
42%
49%
61%
73%
87%
87%
90%
91%
92%Humanities
Science
Social sciences
Global/world cultures
Mathematics
Diversity in U.S.
Technology
U.S. history
Languages
Sustain-ability 63%
65%
66%
68%
75%
76%
79%
88%
91%
95%
99%Writing skills
Critical thinking
Quantitative reasoning
Oral communication
Intercultural skills
Information literacy
Ethical reasoning
Civic engagement
Application of learning
Research skills
Integration of learning
Among respondents from campuses WITH campus-wide goals, percent saying their institution’s common set of learning goals/outcomes addresses each area of knowledge/intellectual skills & ability
Areas of Knowledge Intellectual Skills/Ability
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But Many Students Do Not Understand the Expected
Learning Outcomes
How many of your students understand your institution’s intended goals or outcomes for undergraduate learning?*
* Among members at institutions with learning outcomes for all undergraduates
Majority
Some
Almost allNot many
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Current Strategies for Helping Students Understand
Intended Learning Goals
* Among members at institutions with learning outcomes for all undergraduates
In which of these ways does your institution explain intended learning goals or outcomes to students?*
Institutional catalogCourse syllabiWeb siteFaculty advisorsOrientation programStudent advising systemInstitution’s view bookFirst-year seminar/course
86%74%68%64%63%62%22%3%
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2. Engage the Departments
General Education – Necessary But Not Sufficient
Every Major Plays a Crucial Role in Students’ Achievement of the Essential Learning Outcomes
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3. Embed High Impact/ High Effort Practices WITHIN General Education AND
the Major
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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
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4. Show What Students Can Do With Their Knowledge
The Proof is In the Portfolio
Our Students’ Best Work MUST Provide the Best and Most Compelling Evidence – of Students’ Achievement and Americans’ Capabilities
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A New Framework for Student Success
Shared Goals – That Build American CapabilityHigh Impact Practices that Support Essential
Learning OutcomesDisaggregated Data – That Shine a Light on
Underserved Students’ Progress and Achievement
Students’ Best Work – Sampled and Synthesized For Public Reporting
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In Sum: We Need Campus-Wide Commitment—and Capacity—to Foster Essential
Learning Outcomes and Liberal Education
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This is a Defining Moment…
And Making Excellence Inclusive is Absolutely Fundamental to Our Future