Liberal Education and the Liberal Arts: Indispensable to America’s Global Future

1. Liberal Education andthe Liberal Arts: Indispensable to America’s Global Future University of MichiganThe Liberal Arts & Sciences in the Research University Today: Histories, Challenges, Futures May 22, 2013 Carol Geary Schneider

2. Overview • The Need for a Compelling Educational Vision • Centrality for the Liberal Arts and Sciences Within That Vision • Centrality for High Effort, High Impact Practices, Across the Arts and Sciences Curriculum

3. 1. The Need for a Compelling Vision Liberal Education/Liberal Arts Education: Clarifying Our Terms

4. So, What is a Liberal Education?

5. The Enduring Goals – from the Ancient World to the Present Day • Broad knowledge of science, history, society and cultures – leadership knowledge • Powers of the mind: reasoning, discernment, and judgment • Personal Integrity: ethical and civic responsibility

6. Liberal Education Remains Our Premier Educational Tradition Because These Goals Remain Constant – and Essential – Even as the Practices Adapt – Again and Again - to a Changing World

7. The LEAP Initiative: Contemporary Goals for Liberal Education • Knowledge of Human Cultures and the Physical and Natural World • Intellectual and Practical Skills • Personal and Social Responsibility • Integrative and Applied Learning

8. Contemporary Goals for Liberal Education (cont.) • The LEAP Essential Learning Outcomes • Educators Identified the Essential Outcomes • Employers Strongly Endorse Them

9. But Something is Missing…

10. What’s Missing is a Strong, Compelling and Widely Embraced Educational Narrative Showing… Why These Forms of Learning Are Central to America’s Global Future and to Our Students’ Long-Term Well-Being

11. An Earlier Example of a Compelling Educational Narrative • The Report of the Truman Commission on Higher Education, 1947, Vol. 1

12. TheTruman Commission– 1947, Vol. 1 The “principal goals” of higher education are “to bring to all the people of the Nation: • Education for a fuller realization of democracy in every phase of living; • Education directly and explicitly for international understanding and cooperation • Education for the application of creative imagination and trained intelligence to the solution of social problems...”

13. Imagine This Vision Updated for our Time and Century!

14. Higher Education Needs Such a Vision to Make the Case for the Essential and Indispensable Role of the Liberal Arts and Sciences in Achieving These Fundamental Goals… • The Fuller Realization of Democracy • Global Cooperation and Understanding • Solutions to the World’s Most Urgent Problems • Brainpower for an Economy Absolutely Dependent on Innovation…

15. The Nations’ Great Research Universities are Uniquely Well-Positioned to Articulate a 21st Century Vision And to Pit it Against the Narrow and Instrumental Conception of First-Job Training Which Now Prevails and Which the Current Administration is Doing Nothing to Reverse

16. This Conference Can Lead to the Needed Educational Vision

17. 2. Centrality for the Liberal Arts and Sciences Connect the Liberal Arts and Sciences With the World's Big Questions—Contemporary and Enduring

18. Challenges Within Our Democracy • Cultures—Multiple and Multiplying • Economy—In the Midst of Painful Dislocations and Volatility • Society—River Over Immigration and Other “Social Questions” • Politics—Contentious, Fractured, Lost Confidence in Public Sector

19. Within Our Democracy… • The Communications and Technology Revolutions…And Their Effects in All Sectors • Education and Equity: Generations of Children Still Left Behind • Social Mobility, the Environment, an Aging Population • A Decaying Infrastructure…and More

20. Global Challenges • Poverty, War, Suffering Sustenance and Human Dignity • Illiteracy and Its Effects Education and Opportunity • Energy and the Environment Research and Innovation • Terrorism and Fear Law, Justice, Democracy, Freedom

21. Global Challenges (cont.) • The United States’ Historic Role in Global Leadership • And as a Voice and Force for Democratic Values and Democratic Self-Determination

22. The Challenges at Home and Abroad Are Immense— And the Liberal Arts and Sciences are Absolutely Indispensable in Building Both Our Commitment and our Capacity to Tackle Them Successfully

23. To Ensure Our Democratic and Global Future, Citizens Need • The Capacity to Envision • Analytical Skills to Test Alternatives • The Desire and Ability to Solve Problems Across Difference • Wisdom to Consider Larger Contexts and Consequences • Commitment to Devote Time and Talent to the Making of a Better World

24. To Ensure the Centrality of the Liberal Arts and Sciences • We Need to Connect these Studies With the World’s Big questions—Contemporary and Enduring • Example—Redesigning General Education as to Build Global Insight and Cross-Cultural Competence • Example—Engaging Liberal Arts Students—From the First-Year—in Research Questions Tied to Health, Sustainability, Sustenance, Self-Determination, Democracy, etc…

25. 3. Connecting Vision and Practice: Centrality for High Effort, High Impact Practices, Across the Arts and Sciences Curriculum

26. Changing the Way We Organize Learning in the Liberal Arts and Sciences • Connecting High Impact Practices—e.g., Research, Community-Based Learning and Projects—with Big, Cross-Disciplinary Questions • Building Students’ Capacities to Envision, Investigate, Collaborate, and Apply Their Learning

27. In the Words of the Truman Commission: The goal is to bring “creative imagination and trained intelligence to the solution of social problems”—and problems in the workplace as well. To achieve this goal, we need to foster integrative, problem-centered learning across the disciplines.

28. Big Cross-Disciplinary Questions • The First Year Experience Should Introduce Illustrative Problems • The Entire Educational Experience Should Build Capacity to Grapple with Significant Questions • The Students’ Portfolio Should Demonstrate Deep Engagement with One or More Significant Problems—Problems That Matter to the Student and Problems that Matter to the Wider Society

29. Big Cross-Disciplinary Questions (cont.) • Disciplinary Inquiry is Still Foundational. • But Students Also Need Experience in Connecting Their Disciplines with Other Perspectives and Voices.

30. The Key Question for Research Universities—and for All of Us… • Will We Use the Digital Revolution as An Opportunity to Flip the Classroom—and Even the Curriculum? • More Time for Collaborative and Cross-Disciplinary Projects, Investigation, and Research? • More Opportunities for Community-Based Learning? • More Opportunity to Work With Faculty on Significant Problems and Questions? • More High Impact Practices for Students Who Currently Miss Out?

31. Four Recommendations for Research University Educators and Leaders • Articulate that Compelling Vision—For Liberal Education in the Service of Society • Connect the Liberal Arts and Sciences with the World’s Big Questions • Focus the Curriculum on Fostering Powers of the Mind—and Heart • Expect Each Student—Yes, Every One of Them!—To Devote Time and Talent to Big Questions of Their Own Choosing, Support their Efforts, and Celebrate the Results