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Presentation for 2010 WICHE Conference by Commissioner Sederburg and Teddi Safman from USHE.
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Commissioners Report
Totally Awesome Tuning In Utah
Dr. Bill SederburgDr. Teddi Safman
5
Administrators on the loose!
Coordinated strategy!
Governors Education Excellence Commission
Promises
to
Keep
Utahs Future
Workforce Services
Department of
Utahs Job Connection
Florida Plan
Race to the Top
5
6
Lumina Funded Tuning Process+State Plan for 2020
7
But first, lets talk about Tuning in Utah
Pre-Tuning, Faculty Style
1992-1999Faculty-driven meetings on transferFaculty-driven General Education Task ForceFaculty from all nine institutions began meeting in some academic disciplinesWhat is an Educated Person? Conference
8
Faculty Majors Meetings
32 academic disciplines metClear Transfer and Articulation PoliciesLearning Outcomes (goals) were identified
9
Kismet
Association of American Colleges and Universities (AAC&U)Coherence in curriculumAssessment models
10
Essential Learning Outcomes
Many years of dialogue with many collegesAnalysis of reports from business/industryAnalysis of accreditation requirements for engineering, business, nursing, teacher education
11
Essential Learning Outcomes
Knowledge of Human Cultures and Physical and Natural WorldIntellectual and Practical SkillsPersonal and Social ResponsibilityIntegrative and Applied Learning
12
Unintended Prescience
Faculty Driven Process Regents General Education Task ForceAnnual Faculty Discipline Majors MeetingsUnknowingly Prepared for Tuning
13
Preparation Meets Opportunity
Bologna ProcessEssential learning OutcomesLuminaTuning
Utah was Prepared!
14
What is Tuning?
Identify learning outcomes in each academic disciplineIdentify competencies that support learning outcomesIdentify methods students use to demonstrate mastery of competenciesMake transparent all of the outcomes, competencies and demonstration methodsTuning clearly states what a student must know and do at every degree level
15
Who Does Tuning?
Faculty in the academic disciplines
Student representatives
Statewide teams represent all system institutions
16
What Else Happens in Tuning
Surveys:EmployersRecent graduatesCurrent studentsFaculty
17
And?
Data are used to assess and adjust competencies
18
And?
Faculty agree on outcomes but not how to get there
Faculty agree on levels of expectations, not how to evaluate
Faculty harmonize but do not sing in unison
19
Process of Tuning by Academic Degree
20
Prior Faculty-Led Experience(in Utah)
Essential learningoutcomes incorporated
Drilling down intocompetencies
Methods todemonstratemastery
Employee/student/facultysurveys
Validate andadjust competencies
Tuning History
Three Major Learning OutcomesHistorical KnowledgeHistorical ThinkingHistorical Skills
21
Ratcheting Up: Tuning History
Historical KnowledgeSurveys, changes over time, causation, influence of political, economic, social, cultural, race, gender, ethnicityHistorical ThinkingContext of past, complexity/diversity, problematic nature of interpretationHistorical SkillsCritical thinking/reading, primary sources, research, historical argument Assessment Rubrics and Mastery Scale
22
Benefits of Tuning
Explicit learning outcomes/competenciesShift from inputs to expectations of what graduates should know and be able to doBetter match between needs of labor market and what graduates know and can doFacilitates transferCoherent and purposeful curriculumTransparent
23
Tuning and Common Core State Standards
Both identify competencies and learning expectationsBoth are coherentBoth are transparentBoth will raise level of performanceAlignment between high school and college is possible
24
Tuning and Common Core State Standards
Faculty majors reviewing international standardsMath and developmental mathComposition (new language arts standards)
25
Identification of Learning Outcomes and Competencies Should be a Guideline for Education Policy
Better definition of what higher education doesBuilt in accountability with assessmentsTransparent learning expectations and demonstration of masteryCoherent curriculumCloser tie to future employers
26
So, what about future planning for higher education in Utah?
Its comforting to know that no matter what you do in life,it may be as awesome as this picture.
Governors Charge
I call on the Utah Board of Regents and the Commissioner of Higher Education, Bill Sederburg, to present me with a report, due this fall, that shows how our colleges and universities plan to meet the growing need for students with associate's and bachelor's degrees to address the workforce demands of Utah employers in the 21st century.
Governor Gary R. Herbert
Jan. 26, 2010State of the State Address
Utahs 2020 Plan for Higher Education - Timeline
Case Statement
Strategies
Jan.
Feb.
2010
March
April
May
June
July
Aug.
Sept.
Oct.
Governors Call
Coalescing documents with institutional and other state-wide plans and initiatives
Nov.
Delivered to Governor
29
AK
AR
DE
GA
HI
IL
IN
IA
KS
LA
ME
MD
MA
MT
NE
NV
NJ
NY
NC
ND
OH
OK
OR
PA
RI
SC
SD
VT
VA
WA
US
AL
CA
CO
CT
FL
ID
KY
MI
MN
MS
MO
NH
NM
TN
TX
UT
WV
WI
WY
$15,000
$22,000
$29,000
$36,000
$43,000
$50,000
10
15
20
25
30
35
40
45
AZ
Personal Income Per Capita
Percent of Adults Age 25-64 with Bachelors Degrees
1980
Correlation = 0.64
Source: U.S. Census Bureau, Decennial Census and American Community Survey
Educational Attainment and Income
32
Educational Attainment and Income
Source: U.S. Census Bureau, Decennial Census and American Community Survey
AK
AR
DE
GA
HI
IL
IN
IA
KS
LA
ME
MD
MA
MT
NE
NV
NJ
NY
NC
ND
OH
OK
OR
PA
RI
SC
SD
VT
VA
WA
US
AL
CA
CO
CT
FL
ID
KY
MI
MN
MS
MO
NH
NM
TN
TX
UT
WV
WI
WY
$15,000
$22,000
$29,000
$36,000
$43,000
$50,000
10
15
20
25
30
35
40
45
AZ
1990
Personal Income Per Capita
Percent of Adults Age 25-64 with Bachelors Degrees
Correlation = 0.76
33
Educational Attainment and Income
Source: U.S. Census Bureau, Decennial Census and American Community Survey
PA
AK
AR
DE
GA
HI
IL
IN
IA
KS
LA
ME
MD
MA
MT
NE
NV
NJ
NY
NC
ND
OH
OK
OR
RI
SC
SD
VT
VA
WA
US
AL
CA
CO
CT
FL
ID
KY
MI
MN
MS
MO
NH
NM
TN
TX
UT
WV
WI
$15,000
$22,000
$29,000
$36,000
$43,000
$50,000
10
15
20
25
30
35
40
45
AZ
2000
Personal Income Per Capita
Percent of Adults Age 25-64 with Bachelors Degrees
Correlation = 0.80
WY
34
Educational Attainment and Income
Source: U.S. Census Bureau, Decennial Census and American Community Survey
NM
NC
AK
AZ
AR
DE
GA
HI
IL
IN
IA
KS
LA
ME
MD
MA
MT
NE
NV
NJ
NY
ND
OH
OK
OR
PA
RI
SC
SD
VT
VA
WA
US
AL
CA
CO
CT
FL
ID
KY
MI
MN
MS
MO
NH
TN
TX
UT
WV
WI
WY
$15,000
$22,000
$29,000
$36,000
$43,000
$50,000
10
15
20
25
30
35
40
45
2005
Personal Income Per Capita
Percent of Adults Age 25-64 with Bachelors Degrees
Correlation = 0.83
35
Educational Attainment and Income
34
Correlation has increased dramatically!
States are differentiating themselves!
Utah has slipped relative to other states!
36
Basic Argument
To prosper, Utah needs to increase the education level of its workforce.
Georgetown Center on Education and the Workforce
35
Utah66 % Total55% Associates and Higher11% Certificates
36
Percentage of Jobs Requiring Postsecondary Education by 2018
38
Where the jobs will be in 2018
37
Degree Requirements for Utah Jobs (2018)
Source: Georgetown University Center on Education and the Workforce
Associates Degrees27%
Bachelors Degrees20%
Graduate Degrees8%
Certificates11%
Currently, only 39% of Utahns have a college degree.
16% gap to cover in 10 years!
38
National Movement
Lumina Foundation Gates FoundationObama Administration
39
Governors Educational Excellence CommissionSupported By :Board of RegentsState Superintendent SLC Chamber of Commerce
Utahs 66% Goal by 2020
Regents Big Goal
+33,000*
+71,000*
+109,000*
* Numbers are approximate
40
Strategies for Action Plan
Pipeline Persistence ExpansionTransformation Through Efficiencies and TechnologyEconomic Prosperity
41
43
Seeking Public Input
42
www.higheredutah2020.org
Nearly 100 ideas to vote on, either like or dislikeContact and comment to the CommissionerInteractive wikis for Case Statement and Action Plan
Pipeline
Clearly written college/workforce standards
Build upon K-12 Common Core by using clear educational outcomes, instead of seat time, in general education
Change concurrent enrollment to focus on general education
43
Pipeline
Strengthen K-16 Alliances with specific agendasIncrease need-based financial aidEstablish loan program for part-time studentsExpand outreach and marketing of UESPIncrease number of early college high schools
44
Persistence
Funding based on institutional mission with accountability measures instead of third week enrollment Create innovation fund for retention initiativesPublish data on retention and degree completion by programTransform remediation practicesMandatory attendance for freshmen in selected courses
45
Increased use of mixed or blended deliveryUse 12th grade as first year of college fund early college enrollmentCreate community college centers within 4-year institutionsImprove articulation with ATC institutions and programsSupport branch campuses
Expansion
46
Transformation Through Efficiencies and Technology
Enhance online education opportunities through coordinated approach targeted for general education coursesMore efficient use of campus; reduce time to completionUse open courseware to reduce book costs
47
Economic Prosperity
Create a Mountain Research Corridor (USU, U of U, BYU, plus outreach centers)Expand the Utah Cluster Acceleration Program (UCAP)Double size of USTARProvide special assistance to students in STEM fields
48
Intersection of Tuning and 2020
Build upon K-12 Common Core Define outcomes & competencies for general educationPut general education in online/hybrid formats, and offered by many providersShifts concurrent enrollment to early college
49
Quick Demonstration
50
Thank you for your time!