From Discussion to Action: Unifying the Undergraduate Experience

1. 10th Annual Undergraduate Experiences Symposium 1. National Context From Discussion to Action: Unifying the Undergraduate Experience From Discussion to Action: Unifying the Undergraduate Experience Greg Cook, University of Wisconsin Whitewater Ken O’Donnell, California State University

2. agriculture business engineering teaching right here right now ballooning enrollment 1880s Germany almost everything almost everyone law medicine theology 1100s Bologna almost everything

3. almost everyone enrollment rates of 18- to 24-year-olds in degree-granting institutions 1970 top 26% Source: National Center for Education Statistics 2009 top 41% enrollment by Hispanics, African-Americans, and Asians: 15% 19% 34% 1990 2009 1976 enrollment by students eligible for financial aid: 30% 46% 66% 2009 1976 1990

4. almost everyone almost everything six-year graduation rate Latino six-year graduation rate 42.7% 2006 2005 -4.1% 2004 2003 2006 55.9% 2005 -11.9% 2004 2003 2006 51.6% 2005 -7.0% 2004 2003

5. almost everything portion of U.S. jobs requiring at least a two-year degree 2018 45% Source: Georgetown Center on Education and the Workforce coordination complexity rising expectations of employers “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.” “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.” “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.” 1973 28% 1973 28% Jobs have become more intellectually demanding. 89% Source: Raising the Bar, Hart Research Associates

6. almost everything wage premium for skilled labor 81% 78% 66% 59% 49% 48% 37% 1950 1960 1970 1980 1990 2000 2010

7. almost everything relative change in supply and demand since 1970 wage premium for skilled labor demand 2% average annual growth 1.5% average annual growth Claudia Goldin Lawrence Katz Harvard University 81% 81% 89% wage premium for skilled labor

8. David Autor MIT “Computerization has boosted demand for workers who perform “non-routine” tasks that complement the automated activities. “At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity. “On the other end are so-called manual tasks. Preparing a meal, driving a truck through city traffic or cleaning a hotel room present mind-bogglingly complex challenges for computers.” “Computerization has boosted demand for workers who perform “non-routine” tasks that complement the automated activities. “At one end are so-called abstract tasks that require problem-solving, intuition, persuasion and creativity. “On the other end are so-called manual tasks. Preparing a meal, driving a truck through city traffic or cleaning a hotel room present mind-bogglingly complex challenges for computers.” David Dorn Madrid

9. The new kind of work will reward those who master: design story symphony empathy play meaning “Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”

12. Graduation Rates by Ethnicity and participation in High-Impact Practices Source: CSU Northridge Institutional Research August, 2010 68% 65% 63% 55% 49% 38% 0 1 2 0 1 2 Latino/a not Latino/a

13. 1. National Context 2. CU Denver Vision for Learning From Discussion to Action: Unifying the Undergraduate Experience

14. Inspired us to dig deeper into our LEAP work . . . Ken visited UW-Whitewater

15. UW-Whitewater adopted the LEAP Essential Learning Outcomes: whole cloth • Beneficial as a comprehensive framework • Break down silos • Facilitate communication and collaboration • Enhance the quality of undergraduate education

16. Using LEAP tools to explore the CU Denver Vision for Integrative Learning Principles of Excellence Connections to your campus initiative on Integrative Learning? Essential Learning Outcomes

17. Connections to Integrative Learning? High-Impact Educational Practices

18. VALUE Rubrics Valid Assessment of Learning in Undergraduate Education

19. Inclusive Excellence “Through LEAP, AAC&U calls on the United States to ‘make excellence inclusive’ so that all students receive the best and most powerful preparation for work, life and citizenship.” -http://aacu.org/leap Connections to Integrative Learning?

23. What promise does U.S. higher education represent? What promise does CU Denver represent? Table discussion, . . . . . then share out. What is America’s Promise?

24. UW-Whitewater handout: 25.6 percentage point gap in 6-year graduation rate between African American students and the general student population. Do we promise a real opportunity for success? Do we have a record of keeping our promises?

25. Be HIP: Get a JOB! 6-Year Graduation Rates 79 GAP +33 57 GAP +11 GAP +11 46 Gap -20 Gap -20 26 ALL STUDENTS Not in OCE URM Not in OCE URM In OCE ALL STUDENTSIn OCE On-Campus Employment (OCE): 2006-2007 cohorts

26. Quality of Teaching and Learning Retention Success Graduation Jobs and quality of life Integrative Learning and LEAP

27. Integrative Learning in Practice Mark Gelernter Dean, College of Architecture and Planning Dawn Gregg Associate Dean, Business School Bruce Janson Associate Dean, School of Engineering and Applied Sciences Pamela Jansma Dean, College of Liberal Arts and Sciences Rebecca Kantor Dean, School of Education and Human Development Paul Teske Dean, School of Public Affairs From Discussion to Action: Unifying the Undergraduate Experience

28. Lunch Activity: What can you and your tablemates do to learn and engage more with LEAP and the CU-Denver initiative on Integrative Learning? Each table: create a poster describing your plans See instructions at each table. From Discussion to Action: Unifying the Undergraduate Experience

29. 6. One-Year Horizon (state level) From Discussion to Action: Unifying the Undergraduate Experience

30. General Education Certification

31. CSU Chancellor’s General Education Advisory Group 2007-2008 revision of Executive Order on GE Breadth Article 1 Applicability Article 2 Pathways to Meet Requirements Article 3 Premises Article 4 Distribution of Units Article 5 Transfer and Articulation Article 6 Implementation and Governance Article 1 Applicability Article 2 Pathways to Meet Requirements Article 3 Premises Article 4 Distribution of Units Article 5 Transfer and Articulation Article 6 Implementation and Governance LEAP Essential Learning Outcomes

32. CSU GE Breadth certification

33. oral communication written communication quantitative reasoning critical thinking cohort-based learning community peer mentoring off-campus learning lifelong learning physical science arts or humanities social science life science arts or humanities social science science laboratory arts or humanities social science

34. calstate.edu/app/geac

35. if it’s true, then build it into: • faculty load • facilities allocation • degree requirements • problems with HIPs data: • students self-report it on NSSE

36. if it’s true, then build it into: • faculty load • facilities allocation • degree requirements completed freshman math participated in first-year-experience Can we define high-impact practices so unambiguously that a registrar would be confident saying whether or not a student participated in one?

39. 5. One-Year Horizon (state level) From Discussion to Action: Unifying the Undergraduate Experience

40. 7. One-Year Horizon (university level) From Discussion to Action: Unifying the Undergraduate Experience

41. One University’s Journey to LEAP: University of Wisconsin-Whitewater UW System asked campuses to define baccalaureate learning outcomes UW-Whitewater formed a BLT (2009-2010) Recommended LEAP ELOs Endorsed by campus governance groups (Spring 2010) Now what? What if nothing happens or changes? What does it look like to implement LEAP/ELOs?

42. Team to AAC&U Summer Institute (Summer 2010) Learned about LEAP Defined goals & milestones: “What should our campus accomplish/do over the next 18 months to make good progress in integrating the ELOs and implementing LEAP?”

43. Our plan included . . . Campus LEAP Workshops: teams invited (inclusively) 2 days in January (learn and plan actions) implement Feb-April 2 days in May (share lessons and revise plans) implement June through next May Stipend paid (same amount to all)

44. Workshop participation: Funding for 30 participants 2011: 57 participants on 17 teams 2012: 102 participants on 23 teams 2013: 118 participants on 21 teams (cross units) 2014: 154 participants on 24 teams (IE) 400+ participants, 85 LEAP teams

45. Participant feedback: They enjoy action (beyond talk!) They enjoy collaborations (breaking down silos) A common language spoken across campus Feeling of working together toward common goal

46. “This is a fad that will go away” (I won’t commit) Upper-level support is critical

47. “Are you going to tell us what to do with LEAP?” No, it’s a grass-roots approach. Campus defines the meaning and best uses of LEAP.

48. “What support do we get for stepping up?” Honor time and effort Stipends (the right amount)

49. “Who’s going to make everyone else do it?” No one. We rely on the intrinsic value of LEAP. If it’s valuable, more people will use it.

50. Making it work: Commitment and Support from the Top Engagement and Ideas from the Campus Everyone’s in (inclusive approach) Aimed at enhancing teaching and learning To improve enrollment, retention, graduation, success