This document discusses the importance of liberal education for preparing students for work and citizenship in the 21st century. It argues that liberal education outcomes like critical thinking, communication skills, and ethical reasoning are valued by employers and important for civic engagement. While liberal education can provide these benefits, not all students currently receive such an education, with some being steered away from broad arts and sciences courses. Overall, the document makes the case that liberal education is essential for both individual and societal success in today's world.
Financing Higher Education (HE) in India is a complex and challenging task due to the rising education-related costs and living expenses. However, it is indispensable for individuals to access quality education and for the country's development.
Students and their families should carefully plan and explore various options to make education accessible and affordable. Additionally, government policies and initiatives may change due course of time.
Therefore, it is essential to stay informed about the latest developments and opportunities in higher education financing.
Some means of financing higher education in India are Government funding, scholarships, grants, education loans, personal savings and investments,, part-time work, Employer Sponsorship, philanthropic donations and so on.
Financing Higher Education (HE) in India is a complex and challenging task due to the rising education-related costs and living expenses. However, it is indispensable for individuals to access quality education and for the country's development.
Students and their families should carefully plan and explore various options to make education accessible and affordable. Additionally, government policies and initiatives may change due course of time.
Therefore, it is essential to stay informed about the latest developments and opportunities in higher education financing.
Some means of financing higher education in India are Government funding, scholarships, grants, education loans, personal savings and investments,, part-time work, Employer Sponsorship, philanthropic donations and so on.
Have a passion for history? Love French literature? Intrigued by Psychology? All of these subjects can make great college majors. College isn't necessarily about preparing you for a single future job. It's about learning how to learn, how to think, how to express yourself articulately, how to be collaborative, and how to succeed under pressure. Studying something you love or are at least interested in will likely be more valuable long-term than a “practical” degree you don’t engage with. This short presentation will walk you through the pros of a Liberal Arts education in the 21st Century marketplace and illustrate why an English Degree with Honors is worth more than a C-average Business degree.
Keynote addess was delivered by Prof.Nityananda Pradhan, Professor of Education and Head, Department of Extension Education, NERIE, NCERT, Shillong, in the National Seminar held on Jan 19, 2015 at Kiraput, Odisha
Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.
Inequality in School Education, Issues Related to Universalization of School Education, Present Examination System, Vocationalization of Secondary Education
Have a passion for history? Love French literature? Intrigued by Psychology? All of these subjects can make great college majors. College isn't necessarily about preparing you for a single future job. It's about learning how to learn, how to think, how to express yourself articulately, how to be collaborative, and how to succeed under pressure. Studying something you love or are at least interested in will likely be more valuable long-term than a “practical” degree you don’t engage with. This short presentation will walk you through the pros of a Liberal Arts education in the 21st Century marketplace and illustrate why an English Degree with Honors is worth more than a C-average Business degree.
Keynote addess was delivered by Prof.Nityananda Pradhan, Professor of Education and Head, Department of Extension Education, NERIE, NCERT, Shillong, in the National Seminar held on Jan 19, 2015 at Kiraput, Odisha
Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.
Inequality in School Education, Issues Related to Universalization of School Education, Present Examination System, Vocationalization of Secondary Education
The Real Economy in the Long RunPurpose of Assignment Students.docxoreo10
The Real Economy in the Long Run
Purpose of Assignment
Students examine the long-run determinants of both the level and the growth rate of real GDP per person and the factors that determine the productivity of workers and what governments might do to improve the productivity of their citizens. Students will learn how saving and investment are coordinated by the loanable funds market and will see the effects of taxes and government deficits on saving, investment, the accumulation of capital, and ultimately, the growth rate of output. Students will be introduced to tools that people use when they participate in financial markets. Students will see how people compare different sums of money at different points in time, how they manage risk, and how these concepts combine to help determine the value of a financial asset, such as a share of stock. Students will be introduced to the labor market and how economists measure the performance of the labor market using unemployment statistics. Students will address a number of sources of unemployment and some policies that the government might use to lower certain types of unemployment.
Assignment Steps
Resources:National Bureau of Economic Research
Scenario: The organization's strategic plan calls for an aggressive growth plan, requiring investment in facilities and equipment, growth in productivity, and labor over the next five years. It is your team's task to determine where, outside the United States, your organization should locate its new manufacturing plant.
Write a 1,050-word report recommending an off-shore country and support your choice with the following data:
· The factors determining the country's productivity
· How the country's policies influence its productivity growth
· How the country's financial system is related to key macroeconomic variables
· How your organization can reduce the risk they would face in relocating
· The current and projected unemployment over the next five years
Cite a minimum of three peer-reviewed sources not including your textbook.
Format the assignment consistent with APA guidelines.
8/20/2018 It Takes More than a Major: Employer Priorities for College Learning and Student Success: Overview and Key Findings | Association of A…
https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary 1/3
Association of American Colleges & Universities
A VOICE AND A FORCE FOR LIBERAL EDUCATION IN THE 21ST CENTURY
Give to AAC&U
Home › About LEAP › LEAP Presidents' Trust Employer-Educator Compact › It Takes More than a Major: Employer Priori�es for College Learning and Student Success: Overview and Key
Findings
It Takes More than a Major: Employer Priorities for College Learning and
Student Success: Overview and Key Findings
A 2013 Na�onal Survey of Business and Non Profit Leaders
See 2015 Employer Survey Data
Especially since the recent economic downturn and in light of the increasingly compe��ve global economy, employers express concerns about
whether the ...
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
We all talk about how important education is, but not necessarily what makes education high quality. This was originally a webinar for a national NGO, Women Graduates, about our work on United Nations Sustainable Development Goals #4: Quality Education. It's based on bits and pieces of doctoral work at the University of California--Los Angeles, plus research on the UN campus in NYC.
Module 5 Action Plan TemplateUse this template to assist you wit.docxgilpinleeanna
Module 5 Action Plan Template
Use this template to assist you with developing a plan for positive change. As you develop the plan, consider and reflect on the following questions:
· For each goal, who are the stakeholders? What is important for them to know?
· What feedback system will you use to keep stakeholders informed?
· How can the individuals who are assisting you best be used? What information can they provide to make the plan successful or more meaningful?
· What type of evaluation is most appropriate for each goal?
· What resources or training is needed? Who will do it?
· Who will perform the evaluation and how will it be reported?
Goal
(Consider Short & Long Term)
Action
(Training, Investigation, Pilot Study, Interviews, etc.)
Time
Frame
Stakeholders
Evaluation
(Formative, Summative, etc.)
5 Top Bot right left. 12 pt
You need to see this article then write a paper 2-3 page, in the essay, you need to talk about this article and “Over determination”.
Running head: EDUCATION 1
EDUCATION 3
Education
Name
Institution
The US education system has come under a lot of criticisms because of the gap that exists between the curriculum and the expectations of employers in the market (America Institutes for Research, 2013). As a business owner, I support an increased focus on professional and technical training. The current economy demands complex knowledge, which means the current workforce should be highly trained workers (America Institutes for Research, 2013). The demands of the current economy cannot be compared to what was required in the past. There is a necessity for change in the education system to ensure that the suitable graduates churned out every year. Document Set 2 shows that there are 3.3 million job opportunities in the United States. Most of these jobs go for over month without being filled. It is a confirmation that the problem is the gap between what is taught and what is needed in the market. The information has been obtained from White House Job Council, which is a government controlled site. The information is backed by extensive research.
Research has discredited the myth that there is a job shortage in the country. There are many industries that have created jobs that require individuals with the appropriate training and education. Therefore, the problem is the lack of a strong connection between what is taught in school and the economy. There is a need to increase focus on the current curriculum to ensure that students are taught what exists in the market. A collaboration between higher learning institutions and employers is necessary to ensure that new graduates possess skills relevant to the demands of the current economy.
Technology has become an essential part of many industries, which explains the increased demand for professional and technical skills (Edmonson, 2005). Change is necessary to ensure that increased focus is given to technic ...
EMPLOYABILITY OF BA-ECONOMICS GRADUATES: A TRACER STUDYAJHSSR Journal
ABSTRACT : The study aimed to evaluate the employability of the graduates of the Bachelor of Arts in
Economics of Surigao del Sur State University – Tandag Campus from 2011 to 2016. Specifically, the
conducted study was administered in the municipalities of Surigao del Sur during the academic year 2016 -
2017. This study used the simple frequency, percentage, ranking, weighted mean and modal value to determine
the employability of the graduates under study. The respondents of this study were the BA – Economics
graduates from 2011 to 2016. Out of 107 total graduates, 84graduates answered the questionnaire. Majority of
them were single and located in the City of Tandag. Most of the respondents were male who graduated in school
year 2010 – 2011. Noted that among the 18 multiple responses of the respondents were receiving first job’s
gross monthly earnings of less than 10,000 and those who were locally employed answered that their present
employment is still their job after graduation.
High school graduates have trouble finding good jobs. There’s a mismatch in our economy, and it is about to get dramatically worse. Business Forward is joined by Carmel Martin, Managing Director of XQ Institute, for a discussion on how to redesign our schools for the 21st century.
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...Robert Kelly
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, provides practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
Multi-State Collaborative To Advance Quality Student Learning Robert Kelly
These slides summarize results from the demonstration study involving 48 institutions in twelve states using common rubrics to assess more than 8,000 student work products. The sample of student work in the pilot represented the near-graduation students across the participating institutions in the twelve states only; therefore, the results are not generalizable for all students in each participating state or nationwide.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
Key findings from a survey among 325 chief academic officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,
by Hart Research Associates for the Association of American Colleges and Universities
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015, by Hart Research Associates for the Association of American Colleges and Universities
.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Key Findings from Focus Groups with College StudentsRobert Kelly
In September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The discussions were structured to explore current college students’ understanding of their colleges’ expected learning outcomes for students, their feelings about making the transition to life after college, and their level of confidence that they will have the skills and knowledge needed to be successful after college. The discussions also sought to provide an understanding of how college students think employers weigh the importance of graduates acquiring knowledge and skills in a specific field vs. a broad range of cross-cutting skills and knowledge, as well as their impressions of the college learning outcomes that employers value most. The sessions also explored students’ participation in and perceptions of various applied learning experiences and the value of these experiences.
Key takeaways from these discussions are outlined in this memorandum. It is important to note that this is qualitative research, and thus the findings should not be interpreted as broadly representative of the views of the nation’s college students.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
Connecting College Learning and Career SuccessRobert Kelly
Employers prioritize liberal and applied learning for all college students.
-Nearly all employers (91 percent) agree that for career success, “a candidate’s demonstrated
capacity to think critically, communicate clearly, and solve complex problems is more
important than his or her undergraduate major.”*
-Nearly all employers (96 percent) agree that “all college students should have experiences
that teach them how to solve problems with people whose views are different from
their own.”
-More than three-quarters (78 percent) agree that “all college students should gain
intercultural skills and an understanding of societies and countries outside the
United States.”
Employers endorse broad learning as essential to long-term career success.
-When hiring recent graduates, employers place the greatest priority on a demonstrated
proficiency in skills and knowledge that cut across majors. Of 17 outcome areas tested,
written and oral communication, teamwork skills, ethical decision making, critical
thinking, and the ability to apply knowledge in real-world settings are the most highly
valued by employers.*
-Confirming findings from four previous national surveys extending back to 2006, employers
overwhelmingly endorse broad learning and cross-cutting skills as the best preparation for
long-term career success. When asked in the latest survey, only 15 percent chose field-specific learning alone as the best preparation for long-term success.*
Employers strongly endorse an emphasis on applied learning and view student
work on applied learning projects as valuable preparation for work. Students
agree that applied learning projects are valuable.
-73 percent think that requiring college students to complete a significant applied learning
project before graduation would improve the quality of their preparation for careers.*
-60 percent think that all students should be expected to complete a significant applied
learning project before graduating.*
-87 percent of employers agree that they are somewhat or much more likely to consider a
graduate as a job candidate if she or he has completed a senior project.*
-Gallup reports that college graduates who did internships, were involved in extracurricular
activities, and worked on a project that took a semester or more to complete were twice as
likely to be engaged at work. Only 6 percent of graduates report experiencing all three of
these things. About one-third report doing a significant project.**
-89 percent of students agree that doing an applied learning project would increase their
likelihood of being hired.*
Sources: *Hart Research Associates. Forthcoming. Falling Short? College Learning and Career Success.
Washington, DC: Association of American Colleges and Universities.
**Gallup. 2014. Great Jobs, Great Lives: The 2014 Gallup-Purdue Index Report. Washington, DC: Gallup.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Liberal Education: Our Students' Best Preparation for Work and Citizenship – At Home and Abroad
1. Prepared for the Presidents’ Trust
by
Carol Geary Schneider, Association of American Colleges &
Universities
Liberal Education: Our Students' Best
Preparation for Work AND Citizenship
2. A Note to Presidents
This “case” combines and synthesizes
evidence from two previous PowerPoint
presentations* prepared for the Trust:
The Economic Value of Liberal Education
The Civic Case for Liberal Education
*Each of these PowerPoint presentations remains
available to Trust members at
http://www.aacu.org/leap/presidentstrust/resources.cfm
3. More College-Educated Workers are
Needed but Supply is Not Keeping up with
Demand
Economists predict that by 2018, America will be 3
million college-educated workers short to meet
demand, but college graduation rates are flat.
By 2018, 22 million new and replacement jobs will
require some college.
By 2018, 63 percent of all jobs will require at least
some postsecondary education.
Sources: Georgetown University Center on Education and the Workforce; AAC&U, College Learning
for the New Global Century (2007); Lumina Foundation for Education
.
4. Education Provides an Umbrella:
High School Dropouts Bear the Brunt of Unemployment
Source: Georgetown University Center on Education and the Workforce
5.
6. Americans Get the Economic
Message
• Everyone understands that college has
become the gateway to opportunity for 21st
century learners.
• More than 90% of high school students now
hope to enroll in postsecondary education,
because they see college as a prerequisite to
economic advancement and a fulfilling life.
College Learning for the New Global Century, 2007, note 3.
7. There has been almost no public or policy
discussion about what students really need from
a 21st
century college education.
Back stage, however, educators, employers and
civic leaders have been actively examining the
learning students need for a fast-changing
economy and an interconnected world.
A consensus on the 21st
century goals for
college learning has started to emerge.
But What Should Students
Learn in College?
8. In what follows, we explore the learning
students need…
• To contribute and thrive in a dynamic, innovation-
fueled economy
• To make wise choices as citizens, at home and
abroad
We explore the new consensus among educators,
employers and civic leaders on making the most of
college in this global century.
Overview
9. College Learning in the
21st
Century Economy
In a word, employers are demanding more –
much more
They want and seek many more college educated
works
They also seek much higher and broader levels of
learning in those they employ, retain and promote
10. Why Is There a Need for Higher
Levels of Learning?
• In a globalized knowledge economy, the capacity
to drive innovation is the key strategic economic
advantage
• Rapid scientific and technological innovations are
changing the workplace and demanding more of
all employees
• Global interdependence and complex cross-
cultural interactions increasingly define modern
society and the workplace and call for new levels
of knowledge and capability
11. Employers Continue to Raise the Bar and
Hire for Innovation
95% of employers “put a priority on hiring people with
the intellectual and interpersonal skills that will help
them contribute to innovation in the workplace”
93% of employers say that they are asking employees
to “take on more responsibilities and to use a broader
set of skills than in the past”
95% of employers say that “a candidate’s
demonstrated capacity to think critically, communicate
clearly, and solve complex problems is more
important than their undergraduate major”
91% of employers say that “the challenges their
employees face are more complex than they were in
the past.”
Source: “It Takes More Than a Major: Employer Priorities for College Learning and
12. The Need for New Learning is
Constant
• Every year, more than 1/3 of the entire US labor
force changes jobs.
• Research Suggests That Today's Students May
Have 10-14 Jobs by the Time They Are 38.
• 50% of Workers Have Been With Their Company
Less Than 5 Years.
• Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
DOL-BLS
13. The Growing Demand for Higher Order Skills
Source: Council on Competitiveness, Competitiveness Index
14. What Employers Say
“[Employers] generally are...frustrated with their
inability to find ‘360 degree people’ who have
both the specific job/technical skills and the
broader skills (communication and problem-
solving skills, work ethic, and ability to work
with others) necessary to promise greater
success for both the individual and the
employer.”
From Peter D. Hart Research Associates, Report
of Findings Based on Focus Groups Among
Business Executives (AAC&U, 2006)
15. National Surveys of Employers on
College Learning and Graduates’
Work Readiness
AAC&U commissioned Hart Research Associates (in 2006, 2007, and in late 2009) to interview
employers (C-level suite executives and, in 2009 additional human resource professionals)
whose companies report that hiring relatively large numbers of college graduates
Findings are summarized in the following reports:
How Should Colleges Prepare Students to Succeed in Today’s Global Economy?
(AAC&U, 2007)
How Should Colleges Assess and Improve Student Learning? Employers’ Views on
the Accountability Challenge (AAC&U, 2008)
Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic
Downturn (AAC&U, 2010)
It Takes More Than a Major: Employer Priorities for College Learning and Student
Success (AAC&U, 2013)
See: www.aacu.org/leap/public_opinion_research
17. Balance of Broad Knowledge and
Specific Skills Preferred
Which is more important for recent college graduates who want to
pursue advancement and long-term career success at your company?
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
Having both field-specific knowledge and skills AND a
broad range of skills and knowledge
Having a range of skills and knowledge that apply to a
range of fields or positions
Having knowledge and skills that apply to a specific
field or position
16%
29%
55%
18. Key Capabilities Open the Door for
Career Success
“Irrespective of college major or
institutional selectivity, what matters
to career success is students’
development of a broad set of
cross-cutting capacities…”
Anthony Carnevale, Georgetown University
Center on Education and the Workforce
19. In the 21st
Century, Liberal
Education Outcomes Have
Become the Key to American
Capability and Student
Success
21. A Liberal Education Provides:
Rich Knowledge – of Human Cultures and the
Physical and Natural Worlds
Intellectual and Practical Skills
Personal and Social Responsibility
Integrative and Applied Learning
22. The LEAP Essential Learning
Outcomes
Knowledge of Human Cultures and the Physical and Natural
World through study in the sciences and mathematics, social
sciences, humanities, histories, languages, and the arts
Intellectual and Practical Skills, including inquiry and analysis,
critical and creative thinking, written and oral communication,
quantitative literacy, information literacy, and teamwork and
problem solving
Personal and Social Responsibility, including civic knowledge
and engagement – local and global, intercultural knowledge and
competence, ethical reasoning and action, and foundations and
skills for lifelong learning
Integrative and Applied Learning, including synthesis and
advanced accomplishment across general and specialized
studies
23. Employers Strongly Endorse the LEAP
“Essential Learning Outcomes” –
And They Urge New Effort to Help All
Students Achieve Them
24. Employers Want “More Emphasis” on Key
Learning Outcomes
Put more emphasis than colleges have in the past Less emphasisThe same emphasis
Critical thinking/
analytical reasoning
Ability to analyze/solve
complex problems
Effective oral
communication
Effective written
communication
Apply knowledge/skills
to real-world settings
Locate, organize, evaluate
info from multiple sources
Innovation/creativity
Teamwork/collaboration
in diverse group settings
Ability to connect
choices and actions
to ethical decisions
64% 27% 9%
67% 22% 11%
71% 20% 9%
72% 19% 9%
78% 16% 6%
80% 12% 8%
80% 12% 8%
81% 13% 6%
82% 11% 7%
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
25. How important is it for colleges and
universities to provide the type of
education described below?
This particular approach to a four-year college
education provides both broad knowledge in a variety
of areas of study and more in-depth knowledge in a
specific major or field of interest. It also helps students
develop a sense of social responsibility, as well as
intellectual and practical skills that span all areas of
study, such as communication, analytical, and
problem-solving skills, and a demonstrated ability to
apply knowledge and skills in real-world settings.
Source: How Should Colleges Prepare Students to Succeed in Today’s
Global Economy? (AAC&U, 2007)
26. How important is it for colleges and
universities to provide this type of
education (see previous slide)?
“It Takes More Than a Major: Employer Priorities for College Learning
and Student Success” (Hart Research Associates, 2013)
6%
43%
51%
Only somewhat important
Fairly important
Very important
27. Higher Level Liberal
Education Skills and Abilities
=
Higher Wages
Data from Georgetown University
Center for Education and the Workforce
Center on Education and the Workforce
28. There is a Salary Premium for
Liberal Education Outcomes
From a federal database analyzing qualifications for
1,100 different jobs, there is consistent evidence that
the highest salaries apply to positions that call for
intensive use of liberal education capabilities,
including (random order):
• Writing
• Inductive and Deductive Reasoning
• Judgment and Decision Making
• Problem Solving
• Social/Interpersonal Skills
• Mathematics
• Originality
Source: Georgetown University Center on Education and the Workforce
29. • In sum, college alone is not enough to ensure
economic opportunity and success.
• The hallmark outcomes of liberal education
prepare students to adapt to change, succeed
in innovative environments and work
successfully with peers and clients from other
cultures and other parts of the world.
College Learning and Economic
Opportunity
30. “In an economy fueled by
innovation, the capabilities
developed through a liberal
education have become
America’s most valuable
economic asset.”
College Learning for the New Global Century
(AAC&U, 2007)
31. College and Civic
Capacity
While economic opportunity is a very
important college outcome, it is equally
important for colleges to build civic capacity-
the knowledge, judgment and commitment to
solve societal problems and ensure the integrity
and vitality of our democratic society.
32. As in the economy, the civic
challenges Americans face
are daunting
Within Our Borders,
And in the Global Community
33. Challenges Within Our Borders
• Cultures – Multiple and Multiplying
• Economy – In the Midst of Painful
Dislocations and Volatility
• Society – Riven Over Immigration
and Other “Social Questions”
• Politics – Contentious, Fractured,
Declining Confidence in Public
Sector
34. Global Challenges
• Poverty, War, Suffering...
Sustenance and Human Dignity
• Illiteracy and Its Effects...
Education and Opportunity
• Energy and the Environment...
Research and Innovation
• Terrorism and Fear...
Law, Justice, Democracy, Freedom
35. Global Challenges (Cont.)
• The United States’ Historic Role in
Global Leadership
• And as a Voice and Force for
Democratic Values and Democratic
Self-Determination
36. The Issues at Home and
Abroad Are Immense
Rising to These Challenges Will
Require Civic Will, Capacity, and
Commitment – the Determination to
Tackle Hard Questions – in All
Their Complexity
37. America’s Best Hope
• Civic Capacity is Developed Through
Education – and Liberal Education is the
Crucial Key Both to New Civic Capacity
And to Meeting the Challenges We Face
at Home and Abroad
39. Liberal Education – By Design –
Builds Both Capacity
(rich knowledge, high level skills;
social imagination)
AND the Commitment
(an examined sense of ethical and
civic responsibility)
To Create and Test Responsible
Solutions – and to Learn with and
for Others – Not Just Ourselves
40. The Civic Value of the
Essential Learning Outcomes
• Rich Knowledge – of Human Cultures
and the Physical and Natural Worlds
• Knowledge that can be applied to big societal,
scientific, and global challenges; knowledge of
the diverse peoples who must work together to
solve our problems of health, human dignity, and
sustainable communities
• Intellectual and Practical Skills
• Especially the capacity to deliberate and work
together, across differences of many kinds
• Testing solutions, and discovering “what works”
41. The Civic Value of Liberal
Education (cont.)
• Personal and Social Responsibility
• Ethical reasoning and action
• Intercultural knowledge and engagement
• Perspective taking and the capacity to work with
people and communities different from one’s own
• Democratic values – including a strong respect for
human dignity and active citizenship
• Integrative and Applied Learning
• The demonstrated ability to apply knowledge,
skills, AND a developed sense of responsibility to
complex problems and new challenges
42. • Liberal education prepares students
for career success and for mindful
citizenship
• It builds commitments and capacity
to work on emerging problems – in
the workplace and in communities
In Sum
43. “... [W]e are not forced to choose. ...
A flourishing economy requires the
same skills that support
citizenship.”
Martha Nussbaum
“The Liberal Arts Are Not Elitist”
Chronicle of Higher Education, June 10, 2010
44. Policy Influencers and
Business Leaders Agree
We must raise the level of civic
knowledge and engagement.
The learning outcomes important for
civic engagement are the same as
those essential for workplace success.
45. Republicans and Democrats
Agree
“Colleges and universities are uniquely
positioned to model and teach respectful
dialogue.” – Democratic policy influencer
“College is the last marker before…[one is]
released into the real world…colleges and
universities—if they have an opportunity to
play a key role in civic education…they
should.” – Republican policy influencer
Source: Key Findings from Focus Groups on Increasing Support for Civic
Learning in Higher Education (Hart Research Associates, 2011)
46. Employers Value Candidates Who Have
Intercultural Skills and Who Show An
Interest in “Giving Back”
Very important that our employees have this quality/skill Fairly important
26%
63%
Comfortable working with colleagues, customers, and/or clients from
diverse cultural backgrounds
Show an interest in giving back to the communities in which our
company is located or those that it serves
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
47. 47
Expecting students complete internship or community-based field project to
connect classroom learning with real-world experiences
Expecting students to develop the skills to conduct research
collaboratively with their peers
Expecting students to work through ethical issues and debates
to form their own judgments about the issues at stake
34%
33%
47%
Will help a lot to prepare college students for success after graduation Will help a fair amount
78%
74%
66%
Employers Think Key Practices Would
Help Prepare Students For Success
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
48. 48
All students should have educational experiences that teach them how to solve
problems with people whose views are different from their own
All students should learn about ethical issues and public debates
important in their field
All students should have direct learning experiences working
with others to solve problems important in their communities
All students should take courses that build knowledge, judgment, commitment
to communities, ensure integrity/vitality of democracy
All students should acquire broad knowledge in
liberal arts and sciences
32%
27%
41%
43%
57%
Strongly agree with this statement about the aims of college learning Somewhat agree
86%
87%
82%
80%
91%
Employers Agree On Key Learning Experiences
For All Students, Regardless of Major
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
49. But in Higher Education Today,
Not Every Student Actually
Gets a Liberal Education
Many Are Steered to Narrow,
Technical Training, Largely Devoid
of the Studies—in the Sciences, the
Humanities, the Social Sciences
and the Arts—that Build Big Picture
Knowledge, Creativity, and
Leadership
50. First-Generation Students
Frequently Miss Out on the
Arts and Sciences
• First-generation students take fewer
courses than others in mathematics,
science, social studies, humanities,
history, foreign languages, or
computer science.
From National Center for Education Statistics, First-Generation Students in Postsecondary
Education: A Look at Their College Transcripts. (Washington, DC: U.S. Department of
Education, 2005).
51. First-Generation Students Are
Over-Represented in So-Called
“Career and Technical Programs”
and in For-Profit Institutions that
Never Were Designed to Foster
Either Broad Knowledge or Civic
Learning
52. Prominent Policy Leaders Are
Vigorously Promoting Short-Term
Technical Certificates for
First-Generation Students –
Faster, Less Costly, Directly Attuned
to Job Availability
Such programs typically include NO studies
in the humanities or social sciences
53. Is It Possible to Be Civically
and Globally Prepared Without
Any Study of:
• World histories?
• Global cultures?
• Political, economic, and social systems
and challenges?
• The ideas and institutions that support
constitutional democracy?
• The great religious and philosophical
traditions of peoples around the world?
54. Is It Possible to Be Economically
Prepared Without Any Study of:
• World histories?
• Global cultures?
• Political, economic, and social systems
and challenges?
• The ideas and institutions that support
constitutional democracy?
• The great religious and philosophical
traditions of peoples around the world?
55. What We Need – Today – from the
Higher Education Community, Is the
Commitment to Ensure that Every
Student Gets a Liberal Education
While in College
We Have Made that Commitment at X
Institution, and We Are Proud to Be a Leader
in Making Liberal Education a Top Priority for
Our Students, Our Faculty, Our Staff—and
through Their Achievements—an Important
Resource for Our Community and our
Economy
56. Here Is What
Our Campus Is Doing
• Mission
• Learning Outcomes
• Signature Programs
• Community Partnerships
57. Higher Education Is
Poised and Ready to
Provide New National
Leadership in Educating
Citizens for the
Challenges We Face,
at Home and Abroad
58. Today, Hundreds of Colleges
and Universities Are Placing
New Emphasis Both on the
Broad Aims of Liberal
Education AND on
Developing Students’
Civic Capacities and their
Economic Savvy
59. Members’ Priorities: % of AAC&U Member Campuses
that Require the LEAP Essential Learning Outcomes
Knowledge of Human Cultures and the Physical and Natural World
Humanities 92%
Sciences 91%
Social Sciences 90%
Global/World Cultures 87%
Mathematics 87%
Diversity in the United States 73%
United States History 49%
Languages Other than English 42%
Sustainability 24%
Intellectual and Practical Skills
Writing Skills 99%
Critical Thinking 95%
Quantitative Reasoning 91%
Oral Communication 88%
Intercultural Skills 79%*
Information Literacy 76%
Research skills 65%
60. Members’ Priorities: % of AAC&U Member Campuses
that Require the LEAP Essential Learning Outcomes
Personal and Social Responsibility
Intercultural Skills 79%*
Ethical Reasoning 75%
Civic Engagement 68%
Integrative and Applied Learning
Application of Learning 66%
Integration of Learning 63%
Note: Nearly 80% of AAC&U member institutions surveyed reported that they had a common set of learning
outcomes for all students. Percentages cited above are the percentage of those with campus-wide goals
reporting that this outcome is one of the learning goals they have for all students. This data was generated as
part of AAC&U’s initiative, Liberal Education and America’s Promise (LEAP). The four categories of learning
outcomes correspond to a set of “Essential Learning Outcomes” developed as part of LEAP. See
www.aacu.org/leap
and Learning and Assessment: Trends in Undergraduate Education—A Survey Among Members of the
Association of American Colleges and Universities (AAC&U and Hart Research Associates, 2009).
* The starred items are shown in two learning outcome categories because they apply to both.
62. Educational Practices that Build Analytical
and Problem-Solving Capacity
• First-Year Seminars and Experiences – widely adopted across the country,
these courses often focus on societal questions and intercultural learning
• Learning Communities – feature topically linked sets of courses that
examine problems like hunger, poverty, energy from diverse disciplinary
and societal perspectives
• Common Intellectual Experiences – these programs of common study
often probe questions about the nature of a “good society” and individual
responsibilities to self and others
• Service Learning – over the past two decades, service learning has
become a top priority for connecting college learning directly with society’s
urgent problems and with community partners who are working to solve
them
63. Educational Practices (cont.)
• Collaborative Assignments and Projects – expected in many courses and
programs, these group assignments build capacities that are fundamental
for active citizenship, effective problem-solving and workplace success
• Undergraduate Research – opportunities to work with scholars on unsolved
problems help college students learn the arts of “evidence-based
reasoning” which is fundamental to innovation at work and problem-solving
in society
• Diversity/Global Learning – these programs build direct knowledge of
people, communities, and challenges different from one’s own; they build
civic vision and capacity and economic capacity
• Capstone Courses and Projects – often required in students’ majors, these
culminating experiences frequently provide opportunities for students to
apply their knowledge and skills to important problems in their chosen field
and in society.
64. As we tackle big challenges –
in the economy and civil
society – graduates need the
kind of education that fosters
BOTH economic innovation
and social responsibility.
65. “In a period of relentless
change, all students need the
kind of education that leads
them to ask not just ‘how do
we get this done’ but also
‘what is most worth doing?’”
College Learning for the New Global Century, 2007,
page 13.
66. Liberal Education – Our
Students’ Best Preparation for
a Complex and Fast-Changing
World