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Boundary Spanning: What Does the Terrain Look Like and Where Are We Going

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Boundary Spanning: What Does the Terrain Look Like and Where Are We Going

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    1. Boundary Spanning: What Does the Terrain Look Like and Where Are We Going? 2008 AAC&U Institute on General Education May 30 – June 4 Terrel L. Rhodes Minneapolis, MN.

    2. AAC&U 2008 Institute on General Education - Boundary Spanning 2 General Education - Definitions “…exposure to various fields of inquiry and the skills and literacies that all students need, regardless of major.” (Hill, 2004) “The part of a liberal education curriculum shared by all students…provides broad exposure to multiple disciplines and forms the basis for developing important intellectual and civic capacities…” (AAC&U, Greater Expectations, 2002)

    3. AAC&U 2008 Institute on General Education - Boundary Spanning 3 Context for Federal Education Policy Broke Highly Partisan Ethical Clouds Election Terry W. Hartle, ACE, March 3, 2006

    4. AAC&U 2008 Institute on General Education - Boundary Spanning 4 Secretary’s [Miller] Commission on the Future of Higher Education Access Affordability Accountability Quality

    5. Let’s Take a Look at Where We Are

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    9. AAC&U 2008 Institute on General Education - Boundary Spanning 9 Preparation still lags: * only 47 percent of high school graduates complete college prep curricula * 40 percent of students in four-year colleges and 53 percent overall take remedial courses * the more remedial study students need, the lower their prospects of graduating.

    10. AAC&U 2008 Institute on General Education - Boundary Spanning 10

    11. AAC&U 2008 Institute on General Education - Boundary Spanning 11 Attendance patterns have changed * 58 percent of bachelor’s degree recipients attend two or more colleges * 28 percent of undergraduate students attend part-time * 73 percent of all undergraduates are non-traditional students. * Enrollment will continue to grow, as the student body becomes more diverse: * by 2015, 1 to 2 million additional young adults will seek access to college, many from low-income and minority families * while most growth is expected in the traditional age bracket, students over age twenty-five are also projected to increase by 2010

    12. AAC&U 2008 Institute on General Education - Boundary Spanning 12 Jobs and Education 87 percent of “elite job” holders and 53 percent of “good job” holders have more than a high school education. From 1973 to 1998, the percentage of managers and business professionals with only a high school diploma fell by nearly 50 percent while those with at least some college rose substantially. From 1998 to 2008, 14.1 million new jobs required a bachelor’s degree or at least some postsecondary education, more than double those requiring high school level skills or below. College graduates earn 80 percent more than high school graduates or $1,000,000 over a lifetime.

    13. AAC&U 2008 Institute on General Education - Boundary Spanning 13

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    15. What Are We Talking About? Why Bother?

    16. AAC&U 2008 Institute on General Education - Boundary Spanning 16 Secondary-Postsecondary Learning Options (SPLOs) are schools and programs that link secondary education with two- and four-year institutions of higher education and allow high school students to participate in college-level courses for credit and not for credit.

    17. AAC&U 2008 Institute on General Education - Boundary Spanning 17 Secondary-Postsecondary Learning Options (SPLOs) SPLOs are viewed as a strategy to increase postsecondary access for underserved populations. Funding formulas must distribute dollars fairly…paid based on the amount of services they provide to students. SPLOs need to ensure they provide college-level courses and work. For students to be successful…provide appropriate experiences and supports to their students based on their individual needs. Collaboration between secondary and postsecondary teachers and administrators helps create a supportive environment for SPLO participants. While many states have some state framework to support SPLOs, many SPLOs have grown as a result of flexible local policies. Very little data are available on what courses transfer for credit or how students use credit earned from their participation in a SPLO. The College Ladder: Linking Secondary and Postsecondary Education for Success for All Students, Lerner and Brand, 2006

    18. AAC&U 2008 Institute on General Education - Boundary Spanning 18 Questions to Ask State Education Officials Are the policies regarding high school standards and assessments and college readiness in your state coordinated to smooth transitions from secondary to postsecondary education? Do high school standards, courses and assessments in your state prepare students for success in college freshman courses? Or are too many high school graduates in your state placed in college remedial courses? Do your state policies encourage high school students to use their senior year productively, or do these policies allow many seniors to waste their last year of high school?

    19. AAC&U 2008 Institute on General Education - Boundary Spanning 19 Agenda for College Readiness The state’s public schools and colleges should develop a single set of reading, writing and mathematics standards that signal what it means for students to be ready for postsecondary education.

    20. AAC&U 2008 Institute on General Education - Boundary Spanning 20 States need to adopt and embed college- and career-readiness standards in the state high school curriculum. The readiness standards should be an integral part of state high school standards, not just aligned or correlated with them.

    21. AAC&U 2008 Institute on General Education - Boundary Spanning 21 All public colleges and universities, including community colleges, should adopt the readiness standards and use them to determine students’ course placement based on their readiness for college-level work.

    22. AAC&U 2008 Institute on General Education - Boundary Spanning 22 States should test student performance on the college- and career-readiness standards while students are still in high school — before the senior year.

    23. AAC&U 2008 Institute on General Education - Boundary Spanning 23 States need to provide substantial professional development to help teachers understand the standards and know how to incorporate the standards into classroom teaching.

    24. AAC&U 2008 Institute on General Education - Boundary Spanning 24

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    27. AAC&U 2008 Institute on General Education - Boundary Spanning 27 What postsecondary instructors expect entering college students to know is far more targeted and specific than what high school teachers view as important. Remedial-course teachers’ ratings of mathematics and reading skills tend to align more closely with those of postsecondary instructors than with those of high school teachers. While most high school teachers across subject areas believe that meeting their state’s standards prepares students for college-level work, most postsecondary instructors disagree. High school teachers believe that today’s high school graduates are less well prepared for postsecondary education and work than graduates in previous years, while postsecondary instructors perceive no difference.

    28. AAC&U 2008 Institute on General Education - Boundary Spanning 28 Specific differences between high school instruction and postsecondary expectations in major curriculum area English/Writing: High School: Focus on Idea Development Postsecondary: Focus on Writing Mechanics Mathematics: High School: Focus on Advanced Mathematics Content Postsecondary: Focus on Developing a More Rigorous Understanding of Fundamentals Reading: High School: Decreased Focus on Reading Strategies after Ninth Grade Postsecondary: Focus on Reading Strategies with Complex Text Science: High School: Focus on Science Content Postsecondary: Focus on Process and Inquiry Skills in Science

    29. AAC&U 2008 Institute on General Education - Boundary Spanning 29

    31. AAC&U 2008 Institute on General Education - Boundary Spanning 31 Employers See Room To Improve Many College Graduates’ Skills/Knowledge

    32. AAC&U 2008 Institute on General Education - Boundary Spanning 32 Employers Evaluate College Graduates’ Preparedness In Key Areas

    33. AAC&U 2008 Institute on General Education - Boundary Spanning 33 Employers Find College Transcripts Of Limited Use In Evaluating Potential

    34. AAC&U 2008 Institute on General Education - Boundary Spanning 34 Assessments’ Effectiveness In Ensuring College Graduates Have Skills/Knowledge

    35. AAC&U 2008 Institute on General Education - Boundary Spanning 35 Assessments’ Usefulness In Helping Employers Evaluate College Graduates’ Potential

    36. AAC&U 2008 Institute on General Education - Boundary Spanning 36 Employers Advise Colleges Where To Focus Resources To Assess Student Learning

    37. AAC&U 2008 Institute on General Education - Boundary Spanning 37 The Obstacles Academic departments and schools which see their responsibility as socializing students into a particular discipline or profession Split between general education and the major – exacerbates the problem Bachelor’s degree is defined more in terms of courses and credits than by a vision of what the degree should mean Systems of faculty roles and rewards that have been slow to recognize interdisciplinary and applied scholarship Extra efforts entailed in designing, teaching and assessing courses aimed at integrative learning Gaps between the professions and liberal arts and sciences Gaps between curriculum and co-curriculum Gaps between campus and community

    38. AAC&U 2008 Institute on General Education - Boundary Spanning 38 Some Ways of Addressing Boundaries and Crossings State Efforts at Alignment Local Efforts at Transfer - general education Faculty Development Integrated Learning Examples

    39. AAC&U 2008 Institute on General Education - Boundary Spanning 39 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 one’s efforts to solve a problem and learn.

    40. AAC&U 2008 Institute on General Education - Boundary Spanning 40 Intentional Teaching Explicit statement of goals Learning communities Interdisciplinary themes Engaged learning Scaffolding Reflection

    41. AAC&U 2008 Institute on General Education - Boundary Spanning 41 Intentional Learning and Teaching A scholarship of teaching…requires 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]

    42. AAC&U 2008 Institute on General Education - Boundary Spanning 42 Integrative Assessment Implies more collaboration among faculty 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

    43. AAC&U 2008 Institute on General Education - Boundary Spanning 43 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]

    44. AAC&U 2008 Institute on General Education - Boundary Spanning 44 “…whether we and our faculty colleagues are willing to consider the possibility that the student’s ‘general education’ consists of something more than the content of what is taught and the particular form in which this content is packaged.” (Astin, 1993)

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