Lumina and Utah's "Tuning" Project

50
Totally Awesome Tuning In Utah Dr. Bill Sederburg Dr. Teddi Safman
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Presentation for 2010 WICHE Conference by Commissioner Sederburg and Teddi Safman from USHE.

Transcript of Lumina and Utah's "Tuning" Project

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

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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

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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

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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

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Utah66 % Total55% Associates and Higher11% Certificates

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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!

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National Movement

Lumina Foundation Gates FoundationObama Administration

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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

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Seeking Public Input

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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

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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

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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

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Quick Demonstration

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Thank you for your time!