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Ge Gene neral l Edu ducatio cation n and nd the he Inter In eroperab perabili ility ty Pu Puzzl zzle 2019 AAC&U Network for Academic Renewal Creating a 21 st Century General Education: Responding to Seismic Shifts Dr.

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Ge Gene neral l Edu ducatio cation n and nd the he In Inter eroperab perabili ility ty Pu Puzzl zzle

2019 AAC&U Network for Academic Renewal Creating a 21st Century General Education: Responding to Seismic Shifts

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Anthony Siciliano Executive Director, General Education and First Year Experience Southern New Hampshire University - Global Campus a.siciliano@snhu.edu

  • Dr. Priscilla Hobbs

Associate Dean, General Education and Interdisciplinary Studies Southern New Hampshire University - Global Campus p.hobbs-penn@snhu.edu Jake DeSchuiteneer Curriculum and Assessment Developer Southern New Hampshire University - Global Campus j.deschuiteneer1@snhu.edu

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What is Interoperability and Why is it a Puzzle?

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The SNHU Online Student is…

  • 72% identified as female
  • 32% non-white
  • 66% full-time employed
  • 2% report being active duty Military
  • 35 years old on average

This is shifting as more “digital natives” enter college.

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General Education 1.0 Outcomes Based Learning

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General Education 1.0

PROS:

  • Traditional higher education distribution model
  • Alignment to national AAC&U LEAP initiative
  • Centered on measurable program and course
  • utcomes
  • Scaffolding of skills built through Foundation,

Exploration, and Integration areas

  • Built on student choice

CONS:

  • Difficult for students to understand purpose and find

value; difficult to navigate the many choices available

  • Centered on traditional coming of age experience

(18-22 year old) through survey course approaches

  • No apparent relationship of courses to one another
  • Difficult to measure achievement of General

Education program outcomes

A (Fine Art & Creativity) B (Literature) D (Ethics & Philosophy) FAS 201, FAS 202, MUS 223, FAS 226, FAS 260, FAS 270, FAS 320, FAS 326, FAS 342, FAS 365, FAS 370, FAS 380, LIT 100, LIT 201, LIT 202, LIT 229, LIT 231, LIT 300, LIT 306, LIT 307, LIT 309, LIT 310, LIT 311, LIT 312, LIT 314, LIT 315, LIT 319, LIT 322, LIT 323, LIT 327, LIT 330, LIT 350, LIT 450, LIT 451, LIT 452 PHL 111, PHL 210, PHL 212, PHL 230, PHL 316, A (Social Science) B (Economics) D (Psychology) ATH 111, SOC 112, SOC 213, SOC 317, SOC 318, SOC 320, SOC 324, SOC 325, SOC 326, SOC 328, SOC 330 ECO 201, ECO 202, ECO 301, ECO 306, ECO 322, ECO 327, ECO 330, ECO 335, ECO 345, ECO 360 PSY 108, PSY 201, PSY 205, PSY 211, PSY 215, PSY 216, PSY 224, PSY 225, PSY 230, PSY 257, PSY 258, PSY 300, PSY 305, PSY 307, PSY 310, PSY 314, PSY 315, PSY 319, PSY 321, PSY 322, PSY 323, PSY 324, PSY 326, PSY 327, PSY 331, PSY 335, PSY 405, PSY 442 A (Science) B (Information Technology) BIO 101, BIO 210, BIO 215, BIO 315, BIO 330, BIO 340, ENV 305, GEO 200, PHL 363, SCI 212, SCI 215, SCI 219, SCI 220, SCI 333 IT 100, IT 135, IT 145, IT 201, IT 205, IT 207, IT 209, IT 225, IT 232, IT 242, IT 270, IT 303, IT 305/GAM 305, IT 370, IT 375/GRA 310, IT 450 Diversity (IDIV): IDS 400 Diversity Preparing for the Future (PFTF): IDS 403 Preparing for the Future

TOTAL CREDITS in GENERAL EDUCATION PROGRAM: 45

  • 4. General Education Electives (EGED) (choose any TWO): Any two of the above Exploration courses or choices from the

following:

ADV 263,ADV 340, ADV 429, COM 126, COM 212, COM 320, COM 322, COM 332, ENG 220, ENG 350, INT 113,INT 200, INT 309, INT 335, INT 433/MKT 433, INT 440, INT 441, Language Courses (From Subjects: LAN, LAS, LAR, LFR, LSP), MKT 113, MKT 222, MKT 229, MKT 230, MKT 266, MKT 270, MKT 326, MKT 337, MKT 345, MKT 350, MKT 355, MKT 360, MKT 432

INTEGRATION 9 CR COCE/Online Students: Choose ONE seminar course from below plus TWO courses from the Exploration area. Seminar #:

Global Society (IGSO): IDS 401 Global Society Wellness (IWEL): IDS 402 Wellness

EXPLORATION 24 CR

  • 1. Fine Arts and Humanities (EFAH): choose one course from two different columns

C (History) HIS 113, HIS 114, HIS 117, HIS 118, HIS 220, HIS 222, HIS 223, HIS 235, HIS 240, HIS 241, HIS 245, HIS 270, HIS 301, HIS 314, HIS 319, HIS 321, HIS 330, HIS 338, HIS 357, HIS 374

  • 2. Social and Behavioral Sciences (ESBS): choose one course from two different columns

C (Political Science) POL 210, POL 211, POL 305, POL 306, POL 309, POL 327, POL 328, POL 360, POL 364, POL 370, POL 371, POL 372, POL 374

  • 3. Science, Technology, and Mathematics (ESTM): choose one course from two different columns

C (Mathematics) IHP 340 (Nursing majors ONLY), MAT 125, MAT 130, MAT 135, MAT 140, MAT 210, MAT 211, MAT 230, MAT 240, MAT 260, MAT 299, MAT 300, MAT 310, MAT 330, MAT 350, MAT 361, MAT 415, MAT 460, MAT 470, PHL 214

FOUNDATION 12 CR

ENG 122 English Composition I ENG 123 English Composition II SNHU 107 Success Strategies for Online Learning Students with 12 or more transfer credits may substitute a FREE ELECTIVE Mathematics (Choice of one): MAT 125, MAT 130, MAT 135, MAT 140, MAT 210, MAT 211, MAT 299, MAT 230, or MAT 240 MAT 240 (Required for Business Programs ONLY)

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General Education Program Outcomes

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General Education 2.0 The Working Adult Learner

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Degree Completion

US Department of Education notes:

  • College graduates with a Bachelors earn

66% more than those without

  • College graduates are less likely to face

unemployment

  • The average worker with a Bachelor’s

degree will earn approx. $1 MILLION more than a worker without

  • By 2020, two-thirds of job openings will

require postsecondary education or training

In the U.S, undergraduate students who enter college seeking higher education credentials are not graduating at high enough rates, leaving many students with student loan debt and nothing to show for their efforts and risk.

The Lumina Foundation reported

that 40% of U.S. residents aged 25-34 lack a degree or credential from a college or university, equaling roughly 36 million adults.

Statistics

Reality

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Employability and what Students Learn - The Skills Gap

Notable gaps emerge between the importance of key learning outcomes and employers’ sense that recent graduates are prepared in these areas.

* 8-10 ratings on a 0-to-10 scale

34% 78%

33% 76% 33% 76% 35% 76% 40% 80% 38% 77% 42% 77% 43% 77% 34% 67% 41% 73% 36% 65% 36% 61% 36% 54% 52% 60% 22% 23%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Critical thinking/analytical reasoning Apply knowledge/skills to real world Communicate effectively in writing Self-motivated Communicate effectively orally Able to work independently Able to work effectively in teams Ethical judgment/decision-making Able to analyze/solve complex problems Find, organize, evaluate info: multiple sources Solve problems w/people of diff. backgrounds Able to innovate/be creative Able to work with numbers/stats Stay current on changing tech Proficiency in foreign language

2014 Gap

  • 55
  • 57
  • 55

N/A

  • 57

N/A

  • 46
  • 51
  • 46
  • 39
  • 38
  • 40
  • 28
  • 23
  • 7

 Recent college grads well prepared*  Very important quality*

Among business execs:

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PROS:

  • Prescribed academic pathway focused
  • n the working adult learner
  • Alignment to AAC&U Essential

Learning Outcomes, and LEAP VALUE Rubrics – core skills

  • Promotes intentional relevance and the

achievement of transparent outcomes and professionally relevant core skills – effectively prepares students for program level work

  • Fosters integrative learning as the

student is front and center in the learning model

  • Transformative experiences through

the study of ways of knowing or “lenses” of General Education

General Education 2.0

CONS:

  • Core skills mastery still isolated to

individual courses and not integrated throughout program

  • Non-interoperable

FOUNDATIONS (15 CR)

ENG 122 English Composition I 3 CR ENG 123 English Composition II 3 CR SNHU 107 Success Strategies for Online Learning *Students with 12 or more transfer credits may substitute a FREE ELECTIVE 3 CR IDS 100 Perspectives in Liberal Arts **Students with 12 or more transfer credits may substitute a FREE ELECTIVE 3 CR Mathematics (Choice of one): MAT 3CR_ (select ONE): MAT 125 Quantitative Reasoning and Problem Solving MAT 130 Applied Finite Mathematics MAT 135 The Heart of Mathematics MAT 136 Introduction to Quantitative Analysis MAT 240 Applied Statistics (required for all Business Programs)

EXPLORATION (24 CR)

  • 1. Fine Arts and Humanities (EFAH):

6 CR

HUM 100 Perspectives in the Humanities HUM 200 Applied Humanities

  • 2. Social and Behavioral Sciences (ESBS):

6 CR

SCS 100 Perspectives in the Social Sciences SCS 200 Applied Social Sciences (ECO 201 and ECO 202 for all Business Programs and BS Information Technology ONLY)

  • 3. Science, Technology, and Mathematics (ESTM):

6 CR

SCI 100 Perspectives in the Natural Sciences SCI 200 Applied Natural Sciences

  • 4. History (EHIS)

6 CR

HIS 100 Perspectives in History HIS 200 Applied History

INTEGRATION (3 CR) COCE/Online Students: Choose ONE seminar course from below

3 CR Registration hold: a student must contact their advisor and may only register for their integration requirement after completing ENG 122, ENG 123, and are within the last 12-18 credits of their program Diversity (IDIV):

IDS 400 Diversity

Global Society (IGSO):

IDS 401 Global Society

Wellness (IWEL):

IDS 402 Wellness

Preparing for the Future (PFTF):

IDS 403 Technology and Society

Popular Culture (IPOC):

IDS 404 Popular Culture

Total Credits in General Education Program 42 Credits

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General Education 3.0 21st Century Competencies and Interoperability Models

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General Education 3.0 - Goals

Develop a competency framework for General Education that prioritizes the demonstration of mastery of competencies rather than outcomes Create flexible learning pathways to allow students to customize their education and credentials Support student relevancy, agency, and authenticity to improve persistence and retention efforts Scaffold multiple, aligned frameworks throughout General Education to maintain transferability for educational and professional recognition Emphasize an interdisciplinary perspectives and the Core Skills identified as a part of the LEAP initiative

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General Education 3.0

Competency-Based Learning Model

Example of how

  • ne competency

module could be deployed in different learning models:

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PROS:

  • Prescribed academic pathway focused on the

working adult learner

  • Alignment to national AAC&U Essential

Learning Outcomes, Connecting Credentials, and LEAP VALUE Rubrics – core skills

  • 1 credit competency modules can be

combined into different configurations for different modalities

  • Promotes intentional relevance for both

workforce preparation and further academic accomplishments

  • Fosters integrative and interdisciplinary

learning experiences as the lenses of General Education are interwoven

  • Project-based learning focuses on the

application of skills

General Education 3.0

Foundation Exploration Integration

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Competency, Project-Based Learning Framework

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General Education 3.0

Frameworks:

  • Degree Qualification Profile
  • AAC&U Essential Learning

Outcomes

  • Lumina Foundation’s Connecting

Credentials and C-BEN’s Quality Principles and Standards for Competency-Based Programs

  • AAC&U’s LEAP VALUE Rubrics

Competencies should be articulated as more granular in nature than program outcomes (and largely derived from program

  • r institutional outcomes), but more

broad in scope than individual performance indicators.

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Applying the Framework

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General Education 3.0

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General Education 3.0

Competency Specification Document Summative Assessment Curriculum Mapping Learner-to- Content Formative Assessments Build in LMS

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General Education 3.0

Summative Assessment

Apply cross-cultural communication strategies for global audiences in real-world contexts

Scenario and Directions:

  • Set the scene for the

learner

  • Provide high-level

context for the project

  • Illustrate background that

informs the execution of the project

  • Root the project in a real-

world example

  • Provide step-by-step

instructions for students earn mastery

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General Education 3.0

Summative Assessment

  • Rubric Criteria are:
  • Evaluated on a binary

scale

  • Mastered
  • Not yet
  • Derived from

Competency and Performance Indicators

  • Specific to the

Deliverable(s)

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General Education 3.0

Sources for Learner-to-Content

  • SNHU library
  • This would also include coordination with SNHU Shapiro Library
  • n any potential assets that could be licensed through Shapiro

that may not already be available.

  • Open Education Resources (OER)
  • Sources should be defined in coordination with SNHU Learning

Resources team.

  • Publisher content
  • Initial vendor preferences and agreements will be determined in

coordination with SNHU Learning Resources

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General Education 3.0

Formative Assessments

Formative Assessments are:

  • Scaffolded to the

summative project

  • Auto-graded when

possible

  • Aligned to units within the

1c:1c modules

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General Education and AA.LAR – Global Campus Paced

Pilot paced GenEd Competencies within the AA.LAR Monitor the General Education Competencies Launch GenEd 3.0

Fall 2019 Fall 2019-Fall 2020 Fall 2020-Beyond

  • Developed as 1C=1C, paced

course model

  • Aligns with One University

Interoperability Model

  • Skills-focused,

interdisciplinary, and project- based

  • Developed as 1C=1C, paced

course model

  • Aligns with One University

Interoperability Model

  • Skills-focus, interdisciplinary,

project-based

  • Pilot year allows for

stakeholder communication, training, and buy-in

  • Allows internal stakeholders

to gauge student KPIs and success before full launch

  • Fully launch the Paced

General Education competencies

  • Time to prepare to scaffold

paced competency version

  • f GenEd into program

level coursework

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Anthony Siciliano a.siciliano@snhu.edu

  • Dr. Priscilla Hobbs

p.hobbs-penn@snhu.edu Jake DeSchuiteneer j.deschuiteneer1@snhu.edu

Thank you!

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References 2017-2018 Academic Catalog. Southern New Hampshire University. N.p., n.d. http://www.snhu.edu/admission/academic-catalogs/coce-catalog#/courses Accessed June 2017 Carnevale, Anthony P. "The Economic Value of College Majors Executive Summary 2015." Georgetown University Center on Education and the Workforce, McCourt School of Public Policy, 2015, pp. 1-44. Carnevale, Anthony P., Nicole Smith, and Jeff Strohl. "Recovery: Job Growth and Education Requirements Through 2020." Georgetown Public Policy Institute: Center

  • n Education and the Workforce, June, 2013, pp. 1-14.

Couturier, L.K. (2012). Cornerstones of Completion – State policy support for accelerated, structured pathways to college credentials and transfer. Falling short? College learning and career success. Hart Research Associates and Association of American Colleges & Universities. January 2015.Washington, DC. https://www.aacu.org/leap/public-opinion-research/2015-survey-falling-short. Accessed May 2016. Fulfilling the American Dream: Liberal Education and the Future of Work. Hart Research Associates and Association of American Colleges & Universities. January- June 2018.Washington, DC. https://www.aacu.org/research/2018-future-of-work Gaston, P.L., Clark, J.E., Ferren, A.S., Maki, P., Rhodes, T.L., Schilling, K.M., and Smith, D. (2010). General education & liberal learning: Principles of effective

  • practice. Washington, DC: Association of American Colleges & Universities.

Gaston, P.L. (2015). General education transformed: how we can, why we must. Washington, DC: Association of American Colleges & Universities. General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement, American Association of Colleges and Universities, 2015. Implementing guided pathways: early insights from the AACC pathways colleges. April 2017. The American Association

  • f

Community Colleges. http://leapconnections.aacu.org/system/files/implementing_guided_pathways.pdf Liberal Education & America’s Promise: The LEAP Challenge. 2005. Association of American Colleges and Universities. http://www.aacu.org/leap Median annual earnings of full-time year-round workers 25 to 34 years old and full-time year-round workers as a percentage of the labor force, by sex, race/ethnicity, and educational attainment: Selected years, 1995 through 2013. Digest of Education Statistics, 2014. U.S. Department of Education, National Center for Education Statistics, 2014. https://nces.ed.gov/programs/digest/d14/tables/dt14_502.30.asp. Accessed April 2015

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29 References The pathways to prosperity network: a state progress report 2012-2014, 2014. Boston, MA: The Pathways to Prosperity State Network. www.pathwatstopresperity.org Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches. Hart Research Associates and Association of American Colleges &

  • Universities. January 2016. Washington, DC:

Which job skills make the most money? PayScale 2016 Workforce-Skills Preparedness Report, May 2016. http://www.payscale.com/data-packages/job-skills. Accessed May 2016