ACADE MI C RE VI T AL I ZAT I ON CRE AT I NG A MODE L - - PDF document

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ACADE MI C RE VI T AL I ZAT I ON

CRE AT I NG A MODE L OF HI GHE R E DUCAT I ON T HAT PRE PARE S ST UDE NT S F OR A L I F E T I ME OF L E ARNI NG – AND T HE WORK F ORCE

WE BST E R DE F I NE S T HE L I BE RAL ART S AS “COL L E GE OR UNI VE RSI T Y ST UDI E S I NT E NDE D T O PROVI DE CHI E F L Y GE NE RAL K NOWL E DGE AND T O DE VE L OP GE NE RAL I NT E L L E CT UAL CAPACI T I E S (AS RE ASON AND JUDGME NT ) AS OPPOSE D T O PROF E SSI ONAL OR VOCAT I ONAL SK I L L S.” I BM AND PROGRAMME RS (1970’ S) AS I T T URNS OUT , T HE JOBS OF T HE F UT URE RE QUI RE DE E P UNDE RST ANDI NG OF T HE T E CHNOL OGI E S CHANGI NG OUR WORK PL ACE AND OUR SOCI E T

• Y. T

HAT UNDE RST ANDI NG RE QUI RE S E XPE RI ME NT AL AND E XPE RI E NT I AL T RAI NI NG AND T HE K I ND OF GROUNDE D ACADE MI C T HI NK I NG T HAT L E T S BI G I DE AS SOAR. T HE PROGRAMS, T HE F ACUL T Y, T HE UNI VE RSI T I E S T HAT UNDE RST AND T HAT CHAL L E NGE WI L L L E AD US AL L .

CAT HY N. DAVI DSON (2017). T HE NE W E DUCAT I ON: HOW T O RE VOL UT I ONI ZE T HE UNI VE RSI T Y T O PRE PARE ST UDE NT S F OR A WORL D I N F L UX.

On the na ture o f re vo lutio ns

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PAST , PRE SE NT , AND ……… F UT URE

 T

he histo ry o f hig he r e duc a tio n o ve r the la st c e ntury a nd a ha lf ha s b e e n to wa rds inc re a sing disc iplina ry spe c ia liza tio n, a nd the c o urse wo rk in the lib e ra l a rts ha ve b e e n tra ditio na lly fo c use d o n pre pa ring the hig he st a c hie ving stude nts (the to p 10-20%) fo r a dva nc e d study in g ra dua te o r pro fe ssio na l sc ho o ls.

 MT

SU E xpe rie nc e

 We must re think a nd re vita lize o ur c urric ulum so tha t the 80% o f

• ur stude nts who pla n to e a rn the ir de g re e a nd e nte r the

wo rkfo rc e a re a lso e xc e ptio na lly we ll-pre pa re d to do so .

I BE L I E VE T HAT T HE RE ARE AT L E AST T HRE E I NT E RRE L AT E D ACADE MI C COMPONE NT S T HAT UI S CAN E MPL OY T O ACHI E VE NAT I ONAL DI ST I NCT I ON F OR T HE WAY I N WHI CH I T PRE PARE S ST UDE NT S I N T HE L I BE RAL ART S WI T H E XCE PT I ONAL WORK F ORCE RE ADI NE SS. E xpe rie ntia l L e a rning Cre a ting Cle a r Pa thwa ys to a T

• Sha pe d Pro file

Re vita liza tio n/ Pro fe ssio na liza tio n o f the L ib e ra l Arts

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E XPE RI E NT I AL L E ARNI NG

 Surve ys o f the kno wle dg e , skills, a nd c o mpe te nc ie s in g re a te st

de ma nd fro m e mplo ye rs c o nsiste ntly re ve a l e xa c tly wha t the lib e ra l a rts a re de sig ne d to pro vide – a ne e d fo r g ra dua te s who c a n e ng a g e in c ritic a l thinking , c re a tive pro b le m-so lving , e ffe c tive c o mmunic a tio n, stro ng inte rpe rso na l skills, a nd c ultura l se nsitivity.

 Ho we ve r, e mplo ye rs c o nsiste ntly indic a te tha t c o lle g e g ra dua te s

la c k the se skills. T his disc o nne c t is a pro duc t o f tra ditio na l a ppro a c he s to te a c hing a nd le a rning tha t ha s b e e n b o th pa ssive (stude nts liste n to le c ture s) a nd c o nc e ntra te d within the c la ssro o m (inste a d o f e mb e dde d b o th in a nd o ut o f the c la ssro o m).

T RANSF ORMAT I ONAL , HI GH I MPACT T E ACHI NG AND L E ARNI NG

 E

xpe rie ntia l L e a rning inc lude s se rvic e le a rning , inte rnships (fie ld e xpe rie nc e s), tra ve l study/ study a b ro a d, a pplie d le a rning pro je c ts, inde pe nde nt re se a rc h, a nd inte g ra tive le a rning . E XPL is hig h impa c t.

 E

XPL e ng a g e s stude nts a nd fa c ulty in a c tive te a c hing a nd le a rning (a c tua lly do ing the disc ipline ), a sse sse s the va lue a dde d b e ne fits o f a c tive a nd e ng a g ing le a rning e xpe rie nc e s, a nd re q uire s stude nts to a pply wha t the y ha ve le a rne d in se tting s o utside the c la ssro o m.

 E

XPL

• fte n re q uire s pub lic disse mina tio n o f the stude nt’ s wo rk

(a c c o unta b ility), a nd c ulmina te s in a n e le c tro nic po rtfo lio o f a c hie ve me nt (e vide nc e o f skills fo r po te ntia l e mplo ye rs).

 E

XPL e ffe c tive ly c lo se s the lo o p b e twe e n simply kno wing so me thing , a nd b e ing a b le to a pply (g e ne ra lize ) tha t kno wle dg e whe n a ppro pria te (o utside the struc ture d c la ssro o m e nviro nme nt).

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CRE AT I NG CL E AR PAT HWAYS T O A T

• SHAPE

D PROF I L E

 T

he T

• Sha pe d Pro file ste ms fro m c o rpo ra te c o nc e rns with the

“ro unde dne ss” o f c o lle g e g ra dua te s. F

• r e xa mple , fo r o ve r 30

ye a rs I BM ha s b e e n c o nc e rne d tha t while it c a n find hig hly kno wle dg e a b le a nd skille d pro g ra mme rs, the ir a b ility to e ffe c tive ly c o mmunic a te a nd wo rk c o lla b o ra tive ly with o the rs ha s b e e n pro b le ma tic .

 “Ro unde dne ss”

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T he T

• Sha pe d c o nc e pt is impo rta nt in tha t re se a rc h de mo nstra te s tha t stude nts

who po sse ss b o th c o lla b o ra tive a nd inno va tive skills a t g ra dua tio n find me a ning ful wo rk mo re q uic kly a nd a dva nc e up the o rg a niza tio na l la dde r mo re ra pidly. We c a n c re a te c le a r pa thwa ys to the T

• Sha pe d pro file b y ide ntifying ma jo rs

a nd mino rs tha t c a n b e pa ire d to pro vide stude nts with the te c hnic a l a nd spe c ia lize d inno va tive skills tha t e mplo ye rs se e k with the c o lla b o ra tive skills tha t a re e sse ntia l in the mo de rn wo rkpla c e . T his a ppro a c h do e s no t inc re a se the time o r c o st o f de g re e c o mple tio n, b ut sig nific a ntly e nha nc e s stude nt re a dine ss fo r the wo rkpla c e .

A RE L E VANT L I BE RAL ART S DE GRE E : WORK F ORCE RE ADY AND PRE PARE D F OR A L I F E T I ME OF PROF E SSI ONAL ACHI E VE ME NT AND SUCCE SS

RE VI T AL I ZAT I ON OF T HE L I BE RAL ART S

 Unive rsity Of I

llino is Spring fie ld is de dic a te d to fully e ng a g ing stude nts in the pro c e ss o f a c tive te a c hing a nd le a rning , o ffe ring de g re e s tha t a re re le va nt to stude nt pe rso na l a nd pro fe ssio na l suc c e ss a c ro ss a life time , a nd pro viding stude nts with a distinc tive a c a de mic e xpe rie nc e b y ha rne ssing inte rdisc iplina ry syne rg ie s in te a c hing , re se a rc h, a nd o utre a c h a c tivitie s c re a te d b y a c a de mic re a lig nme nt a nd re vita liza tio n.

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T HE CHRONI C AND PE RSI ST E NT PROBL E MS OF T ODAY (GRAND CHAL L E NGE S) RE QUI RE APPROACHE S AND SOL UT I ONS T HAT T RANSCE ND T RADI T I ONAL DI SCI PL I NARY BOUNDARI E S. E F F E CT I VE E MPL OYE E S I N T HE MODE RN WORK PL ACE ARE T HOSE T HAT ARE PRE PARE D T O I NT E GRAT E K NOWL E DGE F ROM A VARI E T Y OF SOURCE S AND USE T HE M T O PROVI DE BE T T E R SOL UT I ONS. ST ANF ORD’ S D.SCHOOL CI C – SOCI AL E NT RE PRE NE URSHI P T HI S RE COGNI T I ON SHOUL D DRI VE HOW WE CONCE PT UAL I ZE AND DE SI GN T HE ACADE MI C F UNCT I ONS AND ST RUCT URE S OF T HE UNI VE RSI T Y.

CONCE PT UAL I ZI NG DE SI RE D ACADE MI C F UNCT I ONS AND DE SI GNI NG ACADE MI C ST RUCT URE S T HAT SE RVE T HOSE F UNCT I ONS

“PROF E SSI ONAL I ZI NG” T HE L I BE RAL ART S

 T

he a c a de mic func tio n o f UI S is to pro vide stude nts with the b e st po ssib le a c a de mic e xpe rie nc e po ssib le b o th in a nd o ut o f the c la ssro o m b y fa c ilita ting c re a tive a nd inno va tive o ppo rtunitie s fo r fa c ulty to pursue te a c hing , disc o ve ry, a nd o utre a c h a c tivitie s.

 T

he c re a tio n o f ne w a c a de mic struc ture s to se rve the se func tio ns pro vide s a distinc t o ppo rtunity to pro fe ssio na lize the lib e ra l a rts. T his is no t vo c a tio na l tra ining , b ut a mo de rn a ppro a c h to pro viding stude nts with a b e tte r lib e ra l a rts e duc a tio n tha t c ha lle ng e s a nd

• ve rc o me s pe rc e ptio ns tha t lib e ra l e duc a tio n is no lo ng e r re le va nt.

 UI

S is po sitio ne d to pro duc e g ra dua te s who will b e uniq ue ly pre pa re d to c o mpe te fo r me a ning ful wo rk in a n inc re a sing ly c o mpe titive g lo b a l e c o no my.

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DO WE GO F ROM HE RE ? WHE RE ?

 Ho w do we b e g in the c o nve rsa tio n?  Wha t a re the usua l o b sta c le s?  I

s the re a “b e st pro c e ss” fo r wo rking thro ug h c ha lle ng e s?