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Give Students a Compass: Liberal Learning, Educational Innovations, and the Global Commons . The New American Colleges and Universities (NAC&U) 2013 Summer Institute June 19, 2013 Carol Geary Schneider. When Students Have No Compass. A Cautionary Tale!. Overview.

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Give Students a Compass: Liberal Learning, Educational Innovations, and the Global Commons

The New American Colleges and Universities (NAC&U) 2013 Summer Institute

June 19, 2013

Carol Geary Schneider


When students have no compass
When Students Have No Compass

A Cautionary Tale!


Overview
Overview

  • The Consensus on Quality and the Learning Students Need

  • Practices that Foster Learning—and Completion as well

  • The Digital Revolution and Key Choices Facing Educators (and Innovators Too)

  • Deeper Learning—Fostered, Integrated, Demonstrated


1980 2013
1980-2013

An Era of Widespread Initiative, Experimentation, and Evidence, That Has Identified….


Key elements in a 21 st century vision for high quality learning
…Key Elements in a 21st Century Vision for High-Quality Learning

  • Consensus on Aims and Learning Outcomes

  • Practices that Foster Achievement AND Completion

  • Evidence on “What Works” for Underserved Students

  • Assessments that Deepen—and Demonstrate—the Level of Learning


Aims and outcomes
Aims and Outcomes

80% of colleges, universities and community colleges have articulated intended learning outcomes


Consensus aims and outcomes
Consensus Aims and Outcomes

There is very broad agreement across all parts of higher education – 2 year, 4 year, public and private – on the learning and skills students need most

(See handouts)


See Learning and Assessment: Trends in Undergraduate Education—A Survey Among Members of the Association of American Colleges and Universities (AAC&U and Hart Research Associates, 2009) for more information.

www.aacu.org/leap



Employers Strongly Endorse the Aims and Outcomes Educators Prize

And They Urge New Effort to Help All Students Achieve Them

(See handouts)


See Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn (AAC&U and Hart Research Associates, 2010) and It Takes More Than a Major: Employer Priorities for College Learning and Student Success (AAC&U and Hart Research Associates, 2013) for more information.

www.aacu.org/leap


The leap essential learning outcomes frame the consensus
The LEAP Essential Learning Outcomes Frame the Consensus:

  • Knowledge of Human Cultures and the Physical and Natural World

  • Intellectual and Practical Skills

  • Personal and Social Responsibility

  • Integrative and Applied Learning


The LEAP Outcomes Build Knowledge and Capacities Necessary to an Innovation-Fueled Economy—and to the Global Commons as Well



The key elements in a 21 st century vision for high quality learning
The Key Elements in a 21 Expected Learning?st Century Vision for High-Quality Learning

  • The Consensus on Aims and Learning Outcomes

  • Practices that Foster Achievement AND Completion

  • Evidence on “What Works” for Underserved Students

  • Assessments that Deepen—and Demonstrate—the Level of Learning


The Proposed Degree Profile Builds Expected Learning?From the Design for Quality that Higher Education Already Has Created—and That Employers Endorse


Integration and application
Integration and Application Expected Learning?

The Degree Profile emphasizes “the cumulative integration of learning from many sources and the application of learning in a variety of settings…” (DQP, p. 2)


What kinds of integrative learning are included
What Kinds of Integrative Learning Are Included? Expected Learning?

Knowledge, Skills, and Applications

  • Across General Education Courses

  • General Education with Majors

  • Field-Based Learning with Academic Learning

  • Academic Learning and Civic Contexts

    AA; BA; MA


The Degree Profile Shifts Our Collective Attention to What Students Actually Do:

Research, Projects, Papers, Performances, Creative Work…Applied Learning!



The central role of high impact practices hips
The Central Role of High Impact Practices (HIPs) Students Actually Do:

  • First-Year Seminars and Experiences

  • Common Intellectual Experiences

  • Learning Communities

  • Writing-Intensive Courses

  • Collaborative Assignments and Projects

  • Undergraduate Research

  • Diversity/Global Learning

  • Service Learning, Community-Based Learning

  • Internships

  • Capstone Courses and Projects


High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008)


Ensuring Quality & Taking High-Impact Practices to Scale Access to Them, and Why They Matter, by George D. Kuh and Ken O’Donnell (AAC&U, 2013)


When students are engaged in high impact practices they are
When Students are Engaged in High Impact Practices, They Are

  • More likely to complete

  • More likely to achieve intended outcomes

  • With particular benefit for underserved students


Impact of Educationally Purposeful Practices on the Probability of Returning for the Second Year of College by Race

**From Kuh, High Impact Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U, 2008)


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

*From Kuh, High Impact Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U, 2008)


  • Impact of Academic Year GPA by Pre-College Achievement LevelMultiple HIPs on Percentage of Senior NSSE Respondents Graduating on Time by Racial & Ethnic Background

Source: Does Participation in Multiple High Impact Practices Affect Student Success at Cal State Northridge? by Bettina Huber (unpublished paper on California State University, Northridge students, 2010).



Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality

Jayne E. Brownell and Lynn E. Swaner

(AAC&U, 2010)



Why hips work
Why HIPs Work Higher Level Learning?

  • Create Engaged and Supportive Community

  • Involve Students in Purposeful Learning

  • Connect Learning with Larger Questions and Real-World Settings

  • Require Higher Order Inquiry, Exploration, Analysis, and Problem-Solving

  • Engage Diversity and Collaboration as Resources for Learning


Why hips work1
Why HIPs Work… Higher Level Learning?

They Foreground Students’ Own Effortful Practice and Accomplishment, and, They Put Active Learning Ahead of Lectures


The High Impact Practices Also Offer Rich Opportunities to Make Civic Inquiry and Engagement PERVASIVE


Making civic learning pervasive
Making Civic Learning Pervasive Make Civic Inquiry and Engagement PERVASIVE

  • First Year Seminars Can Explore “Big Societal Questions” Like Hunger, or Waste, or Democratic Justice

  • Learning Communities – Can Explore “Big Questions” Across Multiple Disciplines

  • Writing and Collaboration Deepen the Learning


Making civic learning pervasive cont
Making Civic Learning Pervasive (cont.) Make Civic Inquiry and Engagement PERVASIVE

  • Service Learning Can Connect Courses to the Community – And Students with Community Problem-Solvers

  • Undergraduate Research Can Be Linked to Civic and Societal Challenges

  • HIPs Provide Many Opportunities for Engaging Difference and Fostering Both Deeper Learning AND Social Responsibility


What the hips evidence also shows
What the HIPs Evidence Also Shows - Make Civic Inquiry and Engagement PERVASIVE

The Students Who Could Benefit Most Are Least Likely to Participate in HIPs


How campuses are using the hips evidence
How Campuses Are Using the HIPs Evidence Make Civic Inquiry and Engagement PERVASIVE

They’re Mapping High Impact Practices Across the Required Curriculum

(See handout)


The key elements in a 21 st century vision for high quality learning1
The Key Elements in a 21 Make Civic Inquiry and Engagement PERVASIVEst Century Vision for High-Quality Learning

  • The Consensus on Aims and Learning Outcomes

  • Practices that Foster Achievement AND Completion

  • Evidence on “What Works” for Underserved Students

  • Assessments that Deepen—and Demonstrate—the Level of Learning


Authentic assessments
Authentic Assessments Make Civic Inquiry and Engagement PERVASIVE

Students’ Actual Work is the Most Important Evidence We Have About Whether They Can Integrate and Apply Their Knowledge to New Contexts and New Challenges – Civic and Economic


When the curriculum is focused assessment can draw from high impact practices
When the Curriculum is Focused, Assessment Can Draw from High Impact Practices

For example: papers, projects, exhibits, research, internships, service learning, global experience, capstones, and much more


This is the core point in the leap approach to quality assurance
This is the Core Point in the LEAP Approach to Quality Assurance

Purposeful, Guided Practice is the Key to Learning and Assessment


The Proof Will Be in the Portfolio – and Institutions That Are Rich in High Impact Practices Are Poised to Lead the Way in Showing What Students Can Really Do With Their Education


The digital revolution and key choices for educators and innovators
The Digital Revolution and Key Choices for Educators and Innovators

Will We Use Technology to “Flip the Classroom” – and Extend it As Well?

e.g.:

  • More Time for Collaborative Projects, Inquiry, Research?

  • More Opportunities for Community-Based Learning?

  • More Opportunity for Faculty Engagement and Feedback on Learning?

  • More High Impact Practices for Underserved Students?


The digital revolution and key choices for educators and innovators1
The Digital Revolution and Key Choices for Educators and Innovators

Or Will We Use Technology to Further Fragment the Curriculum—With Courses Coming from Everywhere and Anywhere—and High Impact Practices Even Less Common Than Now?


Let s keep in mind our cautionary tale
Let’s Keep in Mind Our Cautionary Tale Innovators

Students Need Guided Practice and “Intellectual Scaffolding” to Achieve the Intended Learning Outcomes


How We Can Use Generative InnovatorsInnovations to Help Students Deepen Their Learning and Demonstrate It As Well


E-Portfolios as a Framework for Intentional and Integrative Learning

  • Portfolios Emerged—in the 70s!—as a Strategy to Help Returning Adult Learners Organize, Document, and Demonstrate the Quality of their Learning

    • From Courses Taken at Different Institutions

    • From Experiential Learning at Work, in the Military, and in the Community


Today we have e portfolios
Today We Have E-Portfolios Learning

  • Keyed to Expected Learning Outcomes

  • Keyed to National, Validated Rubrics for Essential Learning Outcomes—the LEAP VALUE Rubrics

  • Ideal for Capturing Students’ Demonstrated Accomplishments and Competencies


We Can Use This Innovation to Help Students Organize, Integrate, Document, and Demonstrate Their Learning From Diverse Contexts and Situations:

  • The Skills They Possess

  • The Big Questions They Have Pursued

  • Their Signature Accomplishments—

  • Their Overall Readiness for Work, Civic Life, Global Community—and Further Learning as Well


The E-Portfolio, in Short, Can Be Designed to Give Students That Compass—and to Provide a Transferable Record of Their Roadmap, Their Journey and Their Learning Across the Way


What it will take
What It Will Take: That Compass—and to Provide a Transferable Record of Their Roadmap, Their Journey and Their Learning Across the Way

Across All Programs, Courses That Count for Credit and Transfer Need to Spell Out Their Goals for Students’ Conceptual and Competency Development—andTie Their Assignments to the Learning Outcomes and Competencies They Address.


What it will take1
What It Will Take: That Compass—and to Provide a Transferable Record of Their Roadmap, Their Journey and Their Learning Across the Way

  • Examinations are not enough (and never were!)

  • Students need active practice on key skills—e.g.,

    • Evidence-based Inquiry, Analysis, and Argumentation

    • Collaborative Problem-solving

    • Creative Projects and Research

    • Civic Inquiry and Engagement


In sum five keys to an educationally generative digital revolution
In Sum: Five Keys to An Educationally Generative Digital Revolution:

1) Expect and Ensure Purposeful and Structured Curricula, “Beginning, Middle, and Capstone”

2) Sequence Both Learning Outcomes and HIPs, at Progressively Higher Levels, Across-the-Curriculum

3) Align Courses (MOOCs, too) With Competencies and Levels of Work


In sum five keys to an educationally generative digital revolution1
In Sum: Five Keys to An Educationally Generative Digital Revolution:

4) Foreground Assessment Strategies—Assignments and Portfolios—That Integrate, Deepen, and Demonstrate Learning

5) Hold Innovation Accountable for Evidence on Students’ Demonstrated Accomplishment—Not Just in Majors but in the Full Array of Essential Learning Outcomes


When Goals, Practices, and Assessments Work Together, We CAN Teach Students to Integrate Their Learning – From Many Contexts– With the Needs of the Wider World


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