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Lumina and Utah's "Tuning" Project

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Presentation for 2010 WICHE Conference by Commissioner Sederburg and Teddi Safman from USHE.

Presentation for 2010 WICHE Conference by Commissioner Sederburg and Teddi Safman from USHE.

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Lumina and Utah's "Tuning" Project Presentation Transcript

  • 1. Totally Awesome Tuning In Utah
    Dr. Bill Sederburg
    Dr. Teddi Safman
  • 2.
  • 3.
  • 4. 5
    Administrators on the loose!
    Coordinated strategy!
  • 5. Governor’s Education Excellence Commission
    Florida Plan
    Utah’s Future
    Promises
    Keep
    to
    Department of
    Workforce Services
    Utah’s Job Connection
    Race to the Top
    5
  • 6. Lumina Funded Tuning Process
    +
    State Plan for 2020
    7
  • 7. But first, let’s talk about Tuning in Utah…
  • 8. Pre-Tuning, Faculty Style
    1992-1999
    Faculty-driven meetings on transfer
    Faculty-driven General Education Task Force
    Faculty from all nine institutions began meeting in some academic disciplines
    • “What is an Educated Person?” Conference
    8
  • 9. Faculty Majors’ Meetings
    32 academic disciplines met
    Clear Transfer and Articulation Policies
    Learning Outcomes (goals) were identified
    9
  • 10. Kismet
    Association of American Colleges and Universities (AAC&U) 
    Coherence in curriculum
    Assessment models
    10
  • 11. Essential Learning Outcomes
    Many years of dialogue with many colleges 
    Analysis of reports from business/industry
    Analysis of accreditation requirements for engineering, business, nursing, teacher education
    11
  • 12. Essential Learning Outcomes
    Knowledge of Human Cultures and Physical and Natural World
    Intellectual and Practical Skills
    Personal and Social Responsibility
    Integrative and Applied Learning
    12
  • 13. Unintended Prescience
    Faculty Driven Process
    Regents’ General Education Task Force
    Annual Faculty Discipline Majors’ Meetings
    Unknowingly Prepared for Tuning
    13
  • 14. Preparation Meets Opportunity
    Bologna Process
    Essential learning Outcomes 
    Lumina
    Tuning
    Utah was Prepared!
    14
  • 15. What is Tuning?
    Identify learning outcomes in each academic discipline
    Identify competencies that support learning outcomes
    Identify methods students use to demonstrate mastery of competencies
    Make transparent all of the outcomes, competencies and demonstration methods
    Tuning clearly states what a student must know and do at every degree level
    15
  • 16. Who Does Tuning?
    Faculty in the academic disciplines
    Student representatives
    Statewide teams represent all system institutions
    16
  • 17. What Else Happens in Tuning
    Surveys:
    Employers
    Recent graduates
    Current students
    Faculty
    17
  • 18. And?
    Data are used to assess and adjust competencies
    18
  • 19. 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
  • 20. Process of Tuning by Academic Degree
    20
    Prior Faculty-
    Led Experience
    (in Utah)
    Essential learning
    outcomes
    incorporated
    Drilling
    down into
    competencies
    Methods to
    demonstrate
    mastery
    Employee/
    student/
    faculty
    surveys
    Validate and
    adjust
    competencies
  • 21. Tuning History
    Three Major Learning Outcomes 
    Historical Knowledge
    Historical Thinking
    Historical Skills
    21
  • 22. Ratcheting Up: Tuning History
    Historical Knowledge
    Surveys, changes over time, causation, influence of political, economic, social, cultural, race, gender, ethnicity
    Historical Thinking
    Context of past, complexity/diversity, problematic nature of interpretation
    Historical Skills
    Critical thinking/reading, primary sources, research, historical argument
    Assessment Rubrics and Mastery Scale
    22
  • 23. Benefits of Tuning
    Explicit learning outcomes/competencies
    Shift from inputs to expectations of what graduates should know and be able to do
    Better match between needs of labor market and what graduates know and can do
    Facilitates transfer
    Coherent and purposeful curriculum
    Transparent
    23
  • 24. Tuning and Common Core State Standards
    Both identify competencies and learning expectations
    Both are coherent 
    Both are transparent
    Both will raise level of performance
    Alignment between high school and college is possible
    24
  • 25. Tuning and Common Core State Standards
    Faculty majors reviewing international standards
    Math and developmental math
    Composition(new language arts standards)
    25
  • 26. Identification of Learning Outcomes and Competencies Should be a Guideline for Education Policy
    Better definition of what higher education does
    Built in accountability with assessments
    Transparent learning expectations and demonstration of mastery
    Coherent curriculum
    Closer tie to future employers
    26
  • 27. So, what about future planning for higher education in Utah?
  • 28. It’s comforting to know that no matter what you do in life,
    it may be as awesome as this picture.
  • 29. Governor’s 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
  • 30. Utah’s 2020 Plan for Higher Education - Timeline
    Coalescing documents with institutional and other state-wide plans and initiatives
    Case Statement
    2010
    Delivered to Governor
    Oct.
    Nov.
    Sept.
    June
    July
    Jan.
    Aug.
    Feb.
    March
    April
    May
    Governor’s Call
    Strategies
    29
  • 31. $50,000
    1980
    $43,000
    $36,000
    AK
    Personal Income Per Capita
    CT
    $29,000
    CA
    NV
    NJ
    WY
    HI
    MD
    NY
    IL
    CO
    WA
    DE
    MA
    MN
    VA
    OR
    US
    PA
    MI
    OH
    WI
    KS
    FL
    NH
    RI
    TX
    IA
    AZ
    OK
    IN
    MO
    $22,000
    NE
    MT
    LA
    VT
    UT
    ID
    GA
    ME
    NM
    NC
    TN
    WV
    Correlation = 0.64
    KY
    SD
    ND
    SC
    AL
    AR
    MS
    $15,000
    10
    15
    20
    25
    30
    35
    40
    45
    Percent of Adults Age 25-64 with Bachelor’s Degrees
    Educational Attainment and Income
    Source: U.S. Census Bureau, Decennial Census’ and American Community Survey
  • 32. $50,000
    1990
    $43,000
    CT
    NJ
    $36,000
    NY
    MA
    MD
    AK
    Personal Income Per Capita
    HI
    CA
    DE
    IL
    NH
    VA
    NV
    MN
    RI
    WA
    CO
    PA
    FL
    US
    $29,000
    OH
    MI
    KS
    NE
    OR
    WI
    WY
    VT
    MO
    GA
    IN
    IA
    ME
    NC
    TX
    AZ
    TN
    OK
    SD
    ND
    SC
    AL
    ID
    MT
    KY
    LA
    UT
    NM
    $22,000
    WV
    AR
    MS
    Correlation = 0.76
    $15,000
    10
    15
    20
    25
    30
    35
    40
    45
    Percent of Adults Age 25-64 with Bachelor’s Degrees
    Educational Attainment and Income
    Source: U.S. Census Bureau, Decennial Census’ and American Community Survey
  • 33. $50,000
    2000
    CT
    NJ
    $43,000
    MA
    NY
    MD
    CO
    NH
    CA
    MN
    IL
    $36,000
    WA
    VA
    DE
    NV
    AK
    US
    PA
    Personal Income Per Capita
    RI
    MI
    FL
    WI
    WY
    HI
    OH
    OR
    GA
    TX
    KS
    VT
    NE
    MO
    IN
    NC
    IA
    ME
    TN
    SD
    $29,000
    AZ
    ND
    SC
    OK
    KY
    UT
    ID
    AL
    LA
    MT
    NM
    AR
    WV
    MS
    $22,000
    Correlation = 0.80
    $15,000
    10
    15
    20
    25
    30
    35
    40
    45
    Percent of Adults Age 25-64 with Bachelor’s Degrees
    Educational Attainment and Income
    Source: U.S. Census Bureau, Decennial Census’ and American Community Survey
  • 34. $50,000
    2005
    CT
    NJ
    MA
    $43,000
    MD
    NY
    NH
    CO
    MN
    VA
    WY
    DE
    CA
    IL
    $36,000
    NV
    AK
    WA
    US
    RI
    PA
    HI
    FL
    WI
    NE
    KS
    VT
    SD
    OR
    MI
    TX
    OH
    IA
    Personal Income Per Capita
    ND
    MO
    IN
    NC
    GA
    ME
    TN
    AZ
    OK
    AL
    MT
    $29,000
    SC
    ID
    KY
    NM
    UT
    AR
    WV
    MS
    LA
    $22,000
    Correlation = 0.83
    $15,000
    10
    15
    20
    25
    30
    35
    40
    45
    Percent of Adults Age 25-64 with Bachelor’s Degrees
    Educational Attainment and Income
    Source: U.S. Census Bureau, Decennial Census’ and American Community Survey
  • 35. Educational Attainment and Income
    34
    • Correlation has increased dramatically!
    • 36. States are differentiating themselves!
    • 37. Utah has slipped relative to other states!
  • Basic Argument
    To prosper, Utah needs to increase the education level of its workforce.
    Georgetown Center on Education and the Workforce
    35
  • 38. Percentage of Jobs Requiring Postsecondary Education by 2018
    Utah
    66 % Total
    55% Associate’s and Higher
    11% Certificates
    36
  • 39. Where the jobs will be in 2018
    37
  • 40. Degree Requirements for Utah Jobs (2018)
    Graduate Degrees
    8%
    Currently, only 39% of Utahns have a college degree.
    16% gap to cover in 10 years!
    Bachelor’s Degrees
    20%
    Associate’s Degrees
    27%
    Certificates
    11%
    Source: Georgetown University Center on Education and the Workforce
    38
  • 41. National Movement
    Lumina Foundation
    Gates Foundation
    Obama Administration
    39
    Utah’s 66% Goal by 2020
    Governor’s Educational Excellence Commission
    Supported By :
    Board of Regents
    State Superintendent
    SLC Chamber of Commerce
  • 42. Regents’ Big Goal
    +109,000*
    +71,000*
    +33,000*
    * Numbers are approximate
    40
  • 43. Strategies for Action Plan
    Pipeline
    Persistence
    Expansion
    Transformation Through Efficiencies and Technology
    Economic Prosperity
    41
  • 44. Seeking Public Input
    • Nearly 100 ideas to vote on, either “like” or “dislike”
    • 45. Contact and comment to the Commissioner
    • 46. Interactive wikis for Case Statement and Action Plan
    www.higheredutah2020.org
    42
  • 47. 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
  • 48. Pipeline
    Strengthen K-16 Alliances with specific agendas
    Increase need-based financial aid
    Establish loan program for part-time students
    Expand outreach and marketing of UESP
    Increase number of early college high schools
    44
  • 49. Persistence
    Funding based on institutional mission with accountability measures instead of third week enrollment
    Create innovation fund for retention initiatives
    Publish data on retention and degree completion by program
    Transform remediation practices
    Mandatory attendance for freshmen in selected courses
    45
  • 50. Increased use of “mixed” or “blended” delivery
    Use 12th grade as first year of college – fund early college enrollment
    Create community college centers within 4-year institutions
    Improve articulation with ATC institutions and programs
    Support branch campuses
    Expansion
    46
  • 51. Transformation Through Efficiencies and Technology
    Enhance online education opportunities through coordinated approach targeted for general education courses
    More efficient use of campus; reduce time to completion
    Use open courseware to reduce book costs
    47
  • 52. 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 USTAR
    Provide special assistance to students in STEM fields
    48
  • 53. Intersection of Tuning and 2020
    Build upon K-12 Common Core
    Define outcomes & competencies for general education
    Put general education in online/hybrid formats, and offered by many providers
    Shifts concurrent enrollment to early college
    49
  • 54. Quick Demonstration
    50
  • 55. Thank you for your time!