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Paul LeBlanc
President, Southern New Hampshire University
College for America
2
A new approach to college for a new American
workforce: accessible, affordable, relevant.
http://blo...
• Private, non-profit, fully accredited institution
• #12 Fast Company’s The World’s Most Innovative
Companies List
• Tier...
• The high cost and price of higher education to students and
employers…
• Access to higher education for tens of millions...
5
Current State How We Changed
• Time Fixed, Learning
Undefined
• Faculty Centered
• Expert Teaching Model
• High Cost/Pri...
• First 500 students are enrolled
• Associates Degree in General Studies/Business
emphasis
– Low Cost: $2,500/year, all-in...
Foundational Skills
Communication Skills
Critical & Creative Thinking
Quantitative Skills
Digital Fluency & Information Li...
• Humans where they matter most
• Bring learning to where people work and live
• Automated workflows with coaches, evaluat...
• Employer Partners
– Most offer some tuition assistance
– Some have payroll deduction, loans, or direct billing
• $1,250/...
10
Employer Partners
A.A. in General Studies
• Online
• Self-paced
• Low-cost
• Competency-based
– Organized around 120 competencies
– No tradi...
What do we mean by a “Competency”?
• “Can do” statement representing observable and measurable behavior
• Claim we would l...
How do we assess mastery?
• Assessment at the core of College for America program
• Students demonstrate mastery of compet...
CfA Competency Framework
Builds on Lumina Degree Qualifications Profile (DQP)
INTELLECTUAL SKILLS CIVIC LEARNING APPLIED L...
Task Families -> Tasks
Task Family
5-8 Competencies
Level 1 Task(s)
1-2 Competencies
Level 2 Task(s)
3-4 Competencies
Leve...
Task “Package”
• Each Task comes complete with:
• Overview
• Instructions
• Resources
• Task
• Skill-Building
• Rubric
• A...
Sample Level 1 Task
Demonstrates Mastery of 1-2 Competencies
CRITERIA YES NOT YET
Relevant information from the business
d...
Sample Level 2 Task (for Team)
Demonstrates Mastery of 3-4 Competencies
COMPETENCIES
• Can plan and organize work, includi...
Sample Level 3 task
Demonstrates Mastery of Multiple Competencies
COMPETENCIES
• Can use logic, reasoning and analysis to ...
Who evaluates the Tasks?
• Part-time Evaluators
• All have college-level teaching experience
• Most have experience teachi...
Student Support: Surround Sound
29
Goal Setting, Planning, and Pace
26
Snap Shot of Student Learning Activity
27
And, backend, reporting….
28
• Keep Costs Down
– $12.00 per student per year
• Become Frictionless
– Fewer Systems and Applications
• Rapid Development...
Workforce Development Challenges
• Ensure connection to the workforce
– Competencies have value to the worker and industry...
Workforce Solutions
• Conduct labor market analysis
– Identify appropriate industries of focus and occupations within
thos...
QUESTIONS?
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College for America, Paul LeBlanc President, Southern New Hampshire University

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CALEM 2013 Presentation. Presentation on the benefits of College For America and how it works.

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College for America, Paul LeBlanc President, Southern New Hampshire University

  1. 1. Paul LeBlanc President, Southern New Hampshire University
  2. 2. College for America 2 A new approach to college for a new American workforce: accessible, affordable, relevant. http://bloom.bg/Wfahdg
  3. 3. • Private, non-profit, fully accredited institution • #12 Fast Company’s The World’s Most Innovative Companies List • Tier 1 Regional in US News and World Report • Largest nonprofit provider of online higher education in New England and 4th largest in U.S. 3 Southern New Hampshire University
  4. 4. • The high cost and price of higher education to students and employers… • Access to higher education for tens of millions of workers… • Low rates of persistence leading to completion once students do enroll… • Misalignment between what colleges teach and what employers say they need… • Lack of clear evidence about what college graduates can actually do… 4 The Five Challenges…
  5. 5. 5 Current State How We Changed • Time Fixed, Learning Undefined • Faculty Centered • Expert Teaching Model • High Cost/Price • Transcript Black Box • “Big Chunk” Courses • Learners come to Institution • Time Variable, Learning Defined • Student Centered • Mentor Model • Drive costs out of model • Proof of Learning • Granular Competencies • Learning comes to Students
  6. 6. • First 500 students are enrolled • Associates Degree in General Studies/Business emphasis – Low Cost: $2,500/year, all-inclusive – Online and Employer Supported – Flexible: Self-Paced and Self-Directed – Organized around 120 competencies, not courses – Mastery: no grades/seat time 6 Where We Are
  7. 7. Foundational Skills Communication Skills Critical & Creative Thinking Quantitative Skills Digital Fluency & Information Literacy Personal and Social Skills Personal Effectiveness Ethics and Social Responsibility Teamwork and Collaboration Content Knowledge Business Essentials Science, Society & Culture 7 Competency Clusters
  8. 8. • Humans where they matter most • Bring learning to where people work and live • Automated workflows with coaches, evaluators, help desk • Lots of data collected about each student’s learning • User interface shows progress, pace and community – Dashboard of task & competency achievement – Certificates and micro-credentials – Chat, discussion boards 8 Personalized Learning at Scale
  9. 9. • Employer Partners – Most offer some tuition assistance – Some have payroll deduction, loans, or direct billing • $1,250/six month term or $2,500/year • All-You-Can-Learn • Title IV Financial Aid Approval – Making History in Higher Ed • Account Manager for each partner for support 9 How CfA Works
  10. 10. 10 Employer Partners
  11. 11. A.A. in General Studies • Online • Self-paced • Low-cost • Competency-based – Organized around 120 competencies – No traditional courses 12
  12. 12. What do we mean by a “Competency”? • “Can do” statement representing observable and measurable behavior • Claim we would like to make about what a student knows and can do • Examples:  Can negotiate with others to resolve conflicts and settle disputes  Can work with others to accomplish a task  Can speak effectively in order to persuade or motivate  Can define and use marketing terminology and concepts  Can generate a variety of approaches to addressing a problem  Can distinguish fact from opinion  Can convey information by creating charts and graphs  Can recognize and articulate the ethical and moral implications of an issue  Can support interpretations and analyses of literary texts with textual evidence  Can represent practical problems as mathematical expressions 13
  13. 13. How do we assess mastery? • Assessment at the core of College for America program • Students demonstrate mastery of competencies by completing Tasks • Project-based learning • Authentic, engaging and relevant • 3 Different Levels • Students can revise and resubmit until they demonstrate mastery • Students will also take third-party, nationally normed assessments 14
  14. 14. CfA Competency Framework Builds on Lumina Degree Qualifications Profile (DQP) INTELLECTUAL SKILLS CIVIC LEARNING APPLIED LEARNING SPECIALIZED KNOWLEDGE BROAD, INTEGRATIVE KNOWLEDGE FOUNDATIONAL SKILLS PERSONAL AND SOCIAL SKILLS CONTENT KNOWLEDGE COMM. SKILLS CRITICAL AND CREATIVE THINKING DIGITAL FLUENCY AND INFO. LITERACY QUANT. SKILLS PERSONAL EFFECTIVENESS ETHICS AND SOCIAL RESPONSIBILIT Y TEAMWORK AND COLLABORATION [INTEGRATION AND REFLECTION EMBEDDED IN TASKS] ELECTIVE (BUSINESS ESSENTIALS) SCIENCE, SOCIETY AND CULTURE DQP Categories COMM. SKILLS CRITICAL AND CREATIVE THINKING PERSONAL AND SOCIAL RESPONSIBILITY COLLABORATION INTEGRATION, APPLICATION AND REFLECTION KNOWLEDGE OF HUMAN CULTURES AND THE PHYSICAL AND NATURAL WORLD SNHU General Education Goals CfA Competency Clusters CfA Mastery Triad 15
  15. 15. Task Families -> Tasks Task Family 5-8 Competencies Level 1 Task(s) 1-2 Competencies Level 2 Task(s) 3-4 Competencies Level 3 Task 5-8 Competencies 18
  16. 16. Task “Package” • Each Task comes complete with: • Overview • Instructions • Resources • Task • Skill-Building • Rubric • Additional Guidance for Evaluator 19
  17. 17. Sample Level 1 Task Demonstrates Mastery of 1-2 Competencies CRITERIA YES NOT YET Relevant information from the business document has been identified and entered into spreadsheet Figures have been entered accurately into the spreadsheet Spreadsheet includes correct formulas All calculations are correct COMPETENCIES • Can use a spreadsheet to perform a variety of calculations • Can locate and use information in basic business documents, such as manuals and reports OVERVIEW For this task, you will locate information in a business report and transfer it into a spreadsheet. Then you will use the spreadsheet to perform calculations. But you will need to be careful – some of the information is missing from the spreadsheet and some of the calculations are inaccurate. DIRECTIONS You are a new employee at Johnson Landscaping Contractors and Laura, the office manager, needs your help. Barry, the person who had your job before you, quit suddenly – right in the middle of putting together an Excel spreadsheet. Laura would like you to check Barry’s work and complete the spreadsheet he started. You will find the relevant and correct information in the Quarterly Comparison Report. Be sure to look at all the tabs in the spreadsheet. RUBRIC Multiple criteria Binary 20
  18. 18. Sample Level 2 Task (for Team) Demonstrates Mastery of 3-4 Competencies COMPETENCIES • Can plan and organize work, including setting and meeting deadlines • Can negotiate with others to resolve conflicts and settle disputes • Can provide constructive criticism on peer writing OVERVIEW In work (and in life), getting things accomplished usually takes collaboration, planning, and being able to resolve conflicts. For this Task, mastering these skills is a matter of life and death – you and your team have been stranded on the top of a mountain and your only way to survive will be to work together. DIRECTIONS Uh, oh. Shortly after you and your team successfully made it to the top of Mount Rubric, heavy wind and rain weather set in, stranding you on the top of the mountain. No rescue party will be able to get to you for at least two weeks. Fortunately, if you share your resources and plan well, you will have enough supplies to keep you going for one week. In another stroke of good luck, an eccentric billionaire has heard of your situation and agreed to consider one written request for three additional supplies (in ranked order of importance), which he will then airlift to you within 48 hours of receiving the request. Choose your items from the provided list. As a team, you need to decide how you will use the items you have and what additional items you will ask for. You also need to create a schedule for surviving on the mountain and for drafting and reviewing the written requests. By the way, the billionaire is a stickler for clear, well-edited writing and has been known to turn down similar requests on the grounds that the request was not carefully edited and proofread. See Rules before starting the Task. CRITERIA YES NOT YET Team schedule shows planning and organization Individual “field notes” show that team member negotiated to resolve conflicts and settle disputes Individual request and final request to billionaire are clear, persuasive and without significant errors in spelling and punctuation Feedback on another team member’s request is thoughtful, specific and helpful, including constructive criticism 1. Draft of your original request to billionaire 2. Final team request to billionaire 3. Feedback to another team member on his/her request to billionaire 4. Members of team and what role each played 5. Schedule for sharing and distributing supplies and editing and sending request to billionaire 6. “Field notes” (Reflections on teamwork experience – 1-2 paragraphs) DELIVERABLES RUBRIC 21
  19. 19. Sample Level 3 task Demonstrates Mastery of Multiple Competencies COMPETENCIES • Can use logic, reasoning and analysis to address a basic business problem • Can write a business memo • Can use a spreadsheet to perform calculations • Can synthesize material from multiple sources • Can evaluate information and its sources critically OVERVIEW For this task, you will use your critical thinking skills to weigh two options and recommend one. You will summarize your thinking in a formal memo. DIRECTIONS Your boss has asked you to write a formal memo evaluating two potential vendors for a new vending machine for the employee lounge. Recommend one vendor to your boss and justify your reasoning. Read and analyze the relevant material and perform any necessary calculations. Use correct spelling and grammar and spellcheck your work before submitting it. RESOURCES Proposals from the potential vendors, as well as advertising brochures and the results of an employee opinion survey, are here. Resources to help you with writing business memos and using spreadsheets are here. Criteria YES NOT YET Calculations are accurate Tone and word choice are appropriate for audience Options are effectively compared and contrasted Writing is clear and easy to understand Writing contains few or no errors in spelling punctuation Sentences and paragraphs are connected logically Sounds reasoning is used to analyze problem and offer solution Reasoning is supported by evidence Uses only relevant information Distinguishes between fact and opinion RUBRIC 22
  20. 20. Who evaluates the Tasks? • Part-time Evaluators • All have college-level teaching experience • Most have experience teaching online and working with “non-traditional” students • All have experience using rubrics • 9 have advanced degrees • 3 doctorates • 6 master’s degrees • 1 specialist in constructed response scoring • Training • Background on competency based education and CfA model • Task-specific • As-needed • Continual supervision • Evaluators have access to both content-specific and tech help 23
  21. 21. Student Support: Surround Sound 29
  22. 22. Goal Setting, Planning, and Pace 26
  23. 23. Snap Shot of Student Learning Activity 27
  24. 24. And, backend, reporting…. 28
  25. 25. • Keep Costs Down – $12.00 per student per year • Become Frictionless – Fewer Systems and Applications • Rapid Development – Platform has covered common problems. 33 • Keep Costs Down – $12.00 per student per year • Become Frictionless – Fewer Systems and Applications • Rapid Development – Platform has covered common problems.
  26. 26. Workforce Development Challenges • Ensure connection to the workforce – Competencies have value to the worker and industry • Focus on industries and occupations that provide on- ramps to a career – Portable within a company – Across occupations and industries 37
  27. 27. Workforce Solutions • Conduct labor market analysis – Identify appropriate industries of focus and occupations within those industries • Target employers in the identified industries – Explore competencies and understand employer interest • Understand competencies and integrate into CfA offerings – Analyze job families to fully understand competencies required to enter and advance in the occupational areas – Determine ways to weave competencies into more industry- focused degrees 38
  28. 28. QUESTIONS?

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