Embed Size (px)
DESCRIPTION
Education is on a fast-paced trajectory towards change, but how do institutions do it amidst an environment steeped in tradition? For-profit institutions, in particular, are bearing the brunt of an establishment fearful of change. One of the outcries frequently heard is that for-profits sacrifice academic quality for enrollment numbers. Maintaining quality, while servicing a growing population of students, is not problematic if appropriate systems are put into place that are focused on student learning, steeped in best practices, and designed for scalability. The vision for this design is inclusive of the whole, integrating a systems approach to quality that is incorporated across all levels of the academic unit ˆ the student level, faculty level, and administrator level ˆ and incorporates learning outcomes assessment within a flexible model of program design.
Citation preview
The Pearls & Perils of For-Profit Education
Deborah Riemer VP Assessment & Academic Quality
Ashford University [email protected]
. . . unlike their public counterparts, are managed and governed by private organizations and corporations. During the past two decades, enrollment at for-profit institutions increased 225 percent. Today these institutions enroll about 12 percent of all postsecondary students, about 2.4 million as of 2010-2011 academic year.”
“For-Profit College & Universities . . .
Source: National Conference of State Legislatures (August 2012)
“For-profit institutions often provide flexible scheduling with year-round enrollment, online options, small class sizes and convenient locations. These characteristics are attracting a large and growing population of students entering the education market – particularly working adults, part-time students, and students with children.”
Source: National Conference of State Legislatures (August 2012)
For-Profit Online & Not For-Profit with Online
Setting the Stage
The State of Higher Education in the U.S.
The Pearls
Systems & Process for Academic Quality
The Perils
Jobs of the Past vs. Today
60%
20% 20%
Unskilled Semi-skilled Skilled
1950
Source: Milken Institution, 2010 Global Conference
Jobs of the Past vs. Today
15% 20%
65%
Unskilled Semi-skilled Skilled
2010
Source: Milken Institution, 2010 Global Conference
63%
50%
26% 30%
Non-Traditional Age (24 & older) by Sector For Profit Public 2 Year Public 4 Year Private 4 Year
Source: Institute for Higher Education Policy (2012)
31%
69%
44%
56%
47% 53%
44%
56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Male Female
Axis
Titl
e Gender Enrollment by Sector
For Profit Public 2 Year Public 4 Year Private 4 Year
Source: Institute for Higher Education Policy (2012)
47%
25% 21%
60%
14% 15%
67%
12% 12%
68%
12% 12%
0%
10%
20%
30%
40%
50%
60%
70%
80%
White Black Hispanic
Race/Ethnicity Enrollment by Sector
For Profit Public 2 Year Public 4 Year Private 4 Year
Source: Institute for Higher Education Policy (2012)
Challenges to the Sector
President of the AAUP calls for-profit colleges “THE BLOB!” (O’Malley, 2102)
High Federal Student Loan Defaults
Corporatization of Education!
Online education is inferior
Growth is too fast.
Attitude is Everything
Academic Quality Bottom Line . . .
Ashford University TOTAL: 77,734
Systems &
Processes
Components of Academic Quality
Assessment
Faculty
Students
Curriculum
Are students prepared?
Students
Are faculty prepared?
Faculty
Faculty
T R A I N I N G
Peer Review & Mentoring Faculty
Peer Review Rubric
Fostering Critical Thinking Distinguished Proficient Developing Beginning Not Observed
Instructive Feedback to Students Distinguished Proficient Developing Beginning Not Observed
High Expectations Distinguished Proficient Developing Beginning Not Observed
Establishing Relationships Distinguished Proficient Developing Beginning Not Observed
Instructor Expertise Distinguished Proficient Developing Beginning Not Observed
Faculty
Support
Faculty
Faculty Instructional Specialist Dashboard
Faculty Instructional Specialist Dashboard
Course Specific Dashboards Faculty
Curriculum
Are we developing quality courses?
Production
Course Build in LMS QA Review
Review & Approval
Copy Edit Review & Approval
Collaborative Development
Content Assessment Design
Pre-Development & Planning
Data Analysis Formal Plan & Program Context
Coordination & Calendar
Course is Live Assessment
Annual Outcomes Assessment
Action Plans for Improvement
Course Revisions Live Course
Review Electronic
Rubrics External
Quality Review
Course Development Curriculum
Course Development Team Curriculum
Executive Dean
Program Manager
Curriculum Coordinator
Faculty Member
Instructional Designer
Assessment Analyst
Document Quality Specialist
Faculty Program Chair
Education Technology Designer
Institutional Research Data &
Program Review
Curriculum
Learning Outcomes Data Curriculum Assessment
Faculty Survey Curriculum
Learning Outcomes
(5 questions)
Content & Activities
(9 questions)
Academic Resources
(11 questions) Comment Box
Internal Quality Assurance Curriculum
Grammar & Punctuation
Context
Formatting & Style
Alignment
External Quality Assurance Curriculum
Scoring Rubric Development
Curriculum Assessment
Assessment
Is it working?
Approach Assessment
Assessment Direct Measures
Learning Outcomes Assessment
Learning Outcomes Data Curriculum Assessment
Validity
Bloom’s Levels
Introduce Reinforce Mastery
Assessment
Reliability
Assessment
Curriculum Map Curriculum Assessment
Annual Program Outcomes Assessment Assessment
The Pearls
In many of our [online] courses, the median response time for a question on the question and answer forum was 22 minutes – which is not a level of service I have ever offered to my Stanford students.
TED, 2012
Scalable
Agile
Accessible “Today I cannot walk. But I can still attend class. I am so grateful to Ashford University for providing a college classroom that I can attend regardless of my physical limitations. I am so grateful it brings tears to my eyes. School means so much to me and I would not be able to do this without you. Thank you from the bottom of my heart for building this college.”
-Armada S.
Accessible “I am very thankful for Ashford University because I can attend college without leaving my house. And since my car was just smoking on my way home, I am even MORE thankful.”
Cyrstal M.
Supportive “You have a great organization. Your online curriculum has been great in helping me transition from military to civilian life, and I finally get to pursue higher learning.”
Christopher F.
Convenient “After 15 years, I am back in school. I am majoring in Sociology and going for a bachelor’s degree at Ashford. I am a single mother of two and I am so happy to be doing something to better my future.”
-Dominique W.
Mobile “I am finished with classes and I want to thank all of the instructors that I have had over the past couple of years. Attending classes at Ashford has been a great experience. I am thankful for where technology has taken us – to help working individuals such as myself attend school in an online atmosphere, and to help me finish my BA degree. Thanks again!”
Angela P.
Opens Doors “Thanks to my nearly complete associate’s degree, I have been offered an assistant manager position instead of the internship position that I applied for. I am thankful for Ashford University and its dedication to adult learners.”
Varita S.
Responsive “I think Ashford is a great school. I have recommended it to several of my friends. I feel I have learned so much. If I have ever had problems, they are usually resolved quickly. Thanks Ashford for making my dream possible!”
-Amanda O.
This school has changed my life.
- Michael B.
Meeting the Growing Global Demands for Education
