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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.
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
A Cautionary Tale!
An Era of Widespread Initiative, Experimentation, and Evidence, That Has Identified….
80% of colleges, universities and community colleges have articulated intended learning 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 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.
And They Urge New Effort to Help All Students Achieve Them
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.
The LEAP Outcomes Build Knowledge and Capacities Necessary to an Innovation-Fueled Economy—and to the Global Commons as Well
If These Are the Goals, How Do We Help Students Achieve the Expected Learning?
The Proposed Degree Profile Builds From the Design for Quality that Higher Education Already Has Created—and That Employers Endorse
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)
Knowledge, Skills, and Applications
AA; BA; MA
The Degree Profile Shifts Our Collective Attention to What Students Actually Do:
Research, Projects, Papers, Performances, Creative Work…Applied Learning!
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, by George D. Kuh and Ken O’Donnell (AAC&U, 2013)
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 Multiple 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
So Why – and How – Do High Impact Practices Support 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
The Students Who Could Benefit Most Are Least Likely to Participate in HIPs
They’re Mapping High Impact Practices Across the Required Curriculum
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
For example: papers, projects, exhibits, research, internships, service learning, global experience, capstones, and much more
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
Will We Use Technology to “Flip the Classroom” – and Extend it As Well?
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?
Students Need Guided Practice and “Intellectual Scaffolding” to Achieve the Intended Learning Outcomes
We Can Use This Innovation to Help Students Organize, Integrate, Document, and Demonstrate Their Learning From Diverse Contexts and Situations:
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
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.
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
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