from discussion to action: unifying the undergraduate experience greg cook, university of wisconsin...

From Discussion to Action:Unifying the Undergraduate Experience

Greg Cook, University of Wisconsin WhitewaterKen O’Donnell, California State University

10th Annual Undergraduate Experiences Symposium

1. National Context


right here right now

1880sGermany

1100sBologna

lawmedicinetheology

agriculturebusiness

engineeringteaching

almost everything

ballooning enrollment

almost everyonealmost everything

almost everyone1970top 26%

2009top 41%

enrollment rates of 18- to 24-year-olds in degree-granting institutions

enrollment by Hispanics, African-Americans, and Asians:

enrollment by students eligible for financial aid:

15% 19%

1976 1990 2009

34%

30%

1976

46%

1990 2009

66%

Source: National Center for Education Statistics

almost everyone

2003

2004

2005

2006

2003

2004

2005

2006

2003

2004

2005

2006

six-year graduation rate Latino six-year graduation rate

51.6%-7.0%

55.9%-11.9%

42.7%-4.1%

almost everything

Jobs have become moreintellectually demanding.

almost everythingportion of U.S. jobs requiring at least a two-year degree

197328%

201845%

Source: Georgetown Center on Education and the Workforce

“Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”

89%

rising expectations of employers

Source: Raising the Bar, Hart Research Associates

197328%


coordinationcomplexity


almost everythingwage premium for skilled labor

1950 1960 1970 1980 1990 2000 2010

37%

49%59%

48%

66%

78% 81%

almost everythingwage premium for skilled labor

wage premium for skilled labor

Claudia GoldinLawrence KatzHarvard University

relative change in supply and demand since 1970 2%average annual growth1.5%

average annual growth

81%

89%

demand

81%

David AutorMIT

David DornMadrid

“Computerization has boosted demand for workers who perform “non-routine” tasks that complement the automated activities.

“At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity.

“On the other end are so-called manual tasks. Preparing a meal, driving a truck through city traffic or cleaning a hotel room present mind-bogglingly complex challenges for computers.”

“Computerization has boosted demand for workers who perform “non-routine” tasks that complement the automated activities.

“At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity.

“On the other end are so-called manual tasks. Preparing a meal, driving a truck through city traffic or cleaning a hotel room present mind-bogglingly complex challenges for computers.”

“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”

The new kind of work will reward those who master:

designstory

symphonyempathy

playmeaning

0 01 12 2Latino/a not Latino/a

38%

55%

49%

63%65%

68%Source: CSU Northridge Institutional ResearchAugust, 2010

Graduation Rates by Ethnicity and participation in High-Impact Practices

1. National Context


2. CU Denver Vision for Learning

Ken visited UW-Whitewater

Inspired us to dig deeper into our LEAP work . . .

• UW-Whitewater adopted the LEAP Essential Learning Outcomes: whole cloth

• Beneficial as a comprehensive framework– Break down silos– Facilitate communication and collaboration– Enhance the quality of undergraduate education

Using LEAP tools to explore the CU Denver Vision for Integrative Learning

Essential Learning Outcomes

Principles of Excellence

Connections to your campus initiative on Integrative

Learning?

High-Impact Educational Practices

Connections to Integrative Learning?

VALUE Rubrics

Valid Assessment of Learning in Undergraduate Education

Connections to Integrative Learning?

“Through LEAP, AAC&U calls on the United States to ‘make excellence inclusive’ so that all students receive the best and most powerful

preparation for work, life and citizenship.”-http://aacu.org/leap

Inclusive Excellence

What is America’s Promise?

What promise does U.S. higher education represent?

What promise does CU Denver represent?

Table discussion, . . . . . then share out.

Do we have a record of keeping our promises?

UW-Whitewater handout: 25.6 percentage point gap in 6-year graduation rate between African American students and the general student population.

Do we promise a real opportunity for success?

Be HIP: Get a JOB!On-Campus Employment (OCE): 2006-2007 cohorts

6-Year Graduation Rates

46

26

57

79

Gap -20

GAP +11

ALL STUDENTSNot in OCE

URMNot in OCE

URMIn OCE

ALL STUDENTSIn OCE

GAP +33

Gap -20

GAP +11

Integrative Learning and LEAP

RetentionSuccess

Graduation Jobs and quality of life

Quality of Teaching and Learning

4. Integrative Learning in Practice


Mark GelernterDean, College of Architecture

and Planning

Dawn GreggAssociate Dean, Business

School

Bruce JansonAssociate Dean, School of

Engineering and Applied Sciences

Pamela JansmaDean, College of Liberal Arts

and Sciences

Rebecca KantorDean, School of Education and

Human Development

Paul TeskeDean, School of Public Affairs

5. Lunch Activity:


What can you and your tablemates do to learn and engage more with LEAP and the CU-Denver initiative on Integrative Learning?

Each table: create a poster describing your plans

See instructions at each table.

6. One-Year Horizon (state level)


General Education Certification

English Communication A

Math & Quantitative Reasoning B4

Arts & Humanities C

Social Science D

Science (including lab) B1-3

Self-Development E

CSU Chancellor’s General Education Advisory Group2007-2008 revision of Executive Order on GE Breadth

Article 1 Applicability

Article 2 Pathways to Meet Requirements

Article 3 Premises

Article 4 Distribution of Units

Article 5 Transfer and Articulation

Article 6 Implementation and Governance

Article 1 Applicability

Article 2 Pathways to Meet Requirements

Article 3 Premises

Article 4 Distribution of Units

Article 5 Transfer and Articulation

Article 6 Implementation and Governance

LEAP Essential Learning Outcomes

CSU GE Breadthcertification

oral communication

written communication

quantitative reasoning

critical thinking

lifelong learning

physical science

lifescience

science laboratory

arts or humanities

arts or humanities

arts or humanities

socialscience

socialscience

socialscience

cohort-based

learning community

peer mentoring

off-campus learning

calstate.edu/app/geac

if it’s true, then build it into:- faculty load- facilities allocation- degree requirements

problems with HIPs data:1. students self-report it on NSSE

if it’s true, then build it into:- faculty load- facilities allocation- degree requirements

Can we define high-impact practices so unambiguously that a registrar would be confident saying whether or not a student participated in one?

completed freshman math

participated in first-year-experience

5. One-Year Horizon (state level)


7. One-Year Horizon (university level)


UW System asked campuses to define baccalaureate learning outcomes

UW-Whitewater formed a BLT (2009-2010)Recommended LEAP ELOs

Endorsed by campus governance groups (Spring 2010)

Now what?What if nothing happens or changes?What does it look like to implement LEAP/ELOs?

One University’s Journey to LEAP:University of Wisconsin-Whitewater

Team to AAC&U Summer Institute (Summer 2010)

• Learned about LEAP

• Defined goals & milestones:

“What should our campus accomplish/do over the next 18 months to make good progress in integrating the ELOs and implementing LEAP?”

Our plan included . . .

Campus LEAP Workshops:• teams invited (inclusively)• 2 days in January (learn and plan actions)• implement Feb-April• 2 days in May (share lessons and revise plans)• implement June through next May

Stipend paid (same amount to all)

Workshop participation:

Funding for 30 participants

2011: 57 participants on 17 teams2012: 102 participants on 23 teams2013: 118 participants on 21 teams (cross units)2014: 154 participants on 24 teams (IE)

400+ participants, 85 LEAP teams

Participant feedback:

They enjoy action (beyond talk!)They enjoy collaborations (breaking down silos)A common language spoken across campusFeeling of working together toward common goal

“This is a fad that will go away” (I won’t commit)

Upper-level support is critical

“Are you going to tell us what to do with LEAP?”

No, it’s a grass-roots approach.Campus defines the meaning and best uses of LEAP.

“What support do we get for stepping up?”

Honor time and effortStipends (the right amount)

“Who’s going to make everyone else do it?”

No one.We rely on the intrinsic value of LEAP.If it’s valuable, more people will use it.

Making it work:

Commitment and Support from the TopEngagement and Ideas from the CampusEveryone’s in (inclusive approach)

Aimed at enhancing teaching and learningTo improve enrollment, retention, graduation, success



8. Accelerators of Change

9. Three Ideas for the Year Ahead

10. Most Popular Campus Goals

11. Closing Observations and Comments


8. Accelerators of Change

9. Three Ideas for the Year Ahead

10. Most Popular Campus GoalsList 3 things that CU Denver should do or accomplish over the next 12 months so you feel that good progress is being made toward the vision of Integrative Learning.

See instructions at each table . . .


Greg Cook, University of Wisconsin WhitewaterKen O’Donnell, California State University

10th Annual Undergraduate Experiences Symposium

from discussion to action: unifying the undergraduate experience greg cook, university of wisconsin...

Documents

meaning slide

undergraduate experience

education statistics

socalled abstract tasks

socalled manual tasks

nonroutine tasks

higher levels of learning

broader set of skills