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