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CCSU FACULT

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ON, AUGUST

27, 2013

Higher education is feeling good about itself these days because it remains in demand. Why offer classes at more convenient times when you’re getting a record number of applicants? Why hold the line on rising costs when students are willing to take on more debt? Why collect better job-placement data to provide to prospective students when they’re still flocking to mediocre graduate programs? As Brian Kelly, the editor of the much-maligned rankings at U.S. News, put it that day, “colleges seem immune to the pressures facing every other sector of the economy.”

Jeffrey Selingo, College (Un) Bound

RESPONDING TO DECLINING ENROLLMENTSInvesting in Programs with Strong Student Demand

Design Counseling Social Work Engineering and Robotics Criminology

Exploring Alternative Delivery Modes Weekend Marriage and Family Therapy Off-site Criminology Program

RESPONDING TO DECLINING ENROLLMENTSRedesigning Existing Programs

MS in STEM Education Exercise Science Early Childhood

Developing New Programs DNAP MS in Gerontology

Developing Five-year Enrollment Management Plan

IMPROVING STUDENT SUCCESS RATES

Increase use of data analytics Expand use of Early Alert and mid-term grades Expand use of BlueTrack card swipe technology Expand analysis of BlackBoard Learn data Establish electronic record of student advising

Align work study employment with learning outcomes

Promote efforts to graduate students in four years

IMPROVING MINORITY STUDENT SUCCESS RATESIncrease number of students served by cultural centers

Support students who are not served by dedicated programs

Increase support for students through junior and senior years

Engage more students in high impact practices

Connect with students in the classroom

THE D

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TECHNOLO

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Indeed, few other issues in higher education have sparked as much heated debate in recent years as those surrounding the quality and rigor of courses delivered digitally. Professors who have spent their whole lives teaching in a classroom think the face-to-face method is the established and verified mode of instruction and any other way depersonalizes education, is uncontrolled, and most of all, ineffective. . . . Despite their scholarly credentials, a vocal slice of professors and administrators remain skeptical of the research into the strength of online programs. This persists even as every new study of online learning arrives at essentially the same conclusion: Students who take all or part of their classes online perform better than those who take the same course through traditional instruction.

Jeffrey Selingo, College (Un) Bound

Integrating technology into education requires a new approach to educational change that infuses new technologies with teaching and learning. How can any educator not be inspired to develop new and exciting ways to bring learning to life and connect the classroom with a whole world of knowledge? Educators must understand the power of this technological transformation and apply it in redesigning institutions that meet the needs of today's learners for tomorrow's technological workforce.

Dr. Robbie Melton, Appologist, Tennessee Board of Regents

http://emergingtech.tbr.edu/

Navigation is the literacy of the twenty-first century.

John Seely Brown

THE CHANGING PARADIGM OF INSTRUCTIONMeeting the learning needs of “digital natives”

Expect immediate feedback and frequent rewards Accustomed to multimedia-rich environments Eager to engage with material—hands on

Mobilization—Apps as the new academic contentDifferentiated instruction

Out-of-class learning as “warm ups” Just-in-Time teaching

Free online instruction (MOOCs)Gamification of Learning Experience

ENHANCING STUDENT SUPPORT AND SERVICE THROUGH TECHNOLOGYConnectEDU

Degree Compass, Phase II, Austin Peay

ASU’s eAdvisor (https://eadvisor.asu.edu/)

EMERGING S

TANDARDS

OF ACCOUNTA

BILITY

METRICS OF THE CONNECTICUT BOARD OF REGENTS FOR HIGHER EDUCATION

Successful First Year One-year retention Completion of college-level English and math

Student Success Completions Graduation rates Time to degree and post-graduation outcomes

Affordability and SustainabilityInnovation and Economic Growth

Faculty and student research Completions in STEM, health, and education

Equity Eliminate achievement disparities

FEDERAL STANDARDS OF ACCOUNTABILITY AND AFFORDABILITYTie financial aid to institutional performance—College Scorecard• Access• Affordability• Outcomes (graduation rates, earnings, advanced degrees)

Paying for “value” (versus enrollment and seat time) Accelerated learning opportunities & degree paths Smooth transitions among high school, community college, 4-year

college Students must complete % of classes to receive continued funding

Foster innovation and competition MOOCs, hybrid & flipped courses Prior Assessment of Learning (PAL/CAEL) Dual enrollment

A credit system based on seat time was adequate when there were few alternatives to classroom learning, when most college students were eighteen- to twenty-two year olds who had plenty of time on their hands, when the price tag of a degree was a lot smaller, and we trusted the rigor of courses offered on most campuses. None of those principles holds true today. . . . The competency-based model allows students to demonstrate mastery of a subject through a series of assessment tools, instead of following a prescribed set of courses

Jeffrey Selingo

COMPETENCY-BASED EDUCATION

Competency-based programs traditionally linked to credit hour (Western Governors University)

NEASC approved Southern New Hampshire University competency-based associates degree in general studies

Direct assessment (ETS Proficiency Profile) 120 competencies in 20 task families (modeled on Lumina DQP) Online instruction supported by tutors Primarily geared to adult learners Support from employers (ConAgra, City of Memphis) Plans to launch bachelors degrees: College for America

PREPA

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WHAT THE FUTURE HOLDS FOR HIGHER EDUCATIONPrepare for implementation of Common Core State Standards

Consider online credentials for remediation and general education

Individualize instruction

Educate students for mastery

Collaborate with employers in developing alternative models of certification

Consider alternative academic timelines

Unbundle institutional services

A ROADMAP TO THE FUTURE FOR CCSUInstill financial and information literacy

Explore course redesign to incorporate online component Flipped classroom project at CCSU Instructional design and digital resources support

Implement measures to ensure quality Quality Matters certifications Pittsburg State Univ. eLearning Academy

Institute ePortfolios to assess student learning

Increase number of online courses

Explore feasibility of developing more wholly online programs

Despite the evidence to the contrary, some colleges still think the tough times are a temporary inconvenience—that eventually they will again be able to pass on their additional costs to students or get more money from the state and federal governments. But the most informed and realistic of higher-education leaders realize they are now living in a new normal.

Jeffrey Selingo

PURSUE OPPORTUNITIES FOR INNOVATIONWays to attract new students

Ways to improve student success

Ways to reduce the time to degree

Ways to reduce expenses

Ways to generate new revenue

REFERENCES

John Seely Brown, “Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn,” USDLA Journal, Vol. 16, No. 2), February 2002, cited in Selingo, 174.

Paul Fain, “Competency-based education may get a boost.” Inside Higher Ed (www.insidehighered.com), October 1, 2012.

Jeffrey J. Selingo, College (Un)Bound. The Future of Higher Education and What it Means to Students. Boston/NewYork: Houghton Mifflin Harcourt, 2013.