Orienting Ourselves in Free Fall

1. Orienting Ourselves in Free Fall

2. “In fifty years there will be only ten institutions in the world delivering higher education. “Udacity has a shot at being one of them.” Wired Magazine March 20, 2012 diffusionoflight.wordpress.com ShaiReshef University of the People Claudio Sanchez NPR “We’re under attack from all sides.” “So get ready for enormous change.” Sebastian Thrun

3. what we teach whom we teach what we teach how we fund

4. what we teach law medicine theology law medicine theology Jobs have become more intellectually demanding. agriculture business engineering teaching agriculture business engineering teaching much more much more

5. what we teach 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. what we teach wage premium for skilled labor 81% 78% 66% 59% 49% 48% 37% 1950 1960 1970 1980 1990 2000 2010

7. whom we teach what we teach 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. whom we teach 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

9. whom we teach John Hammang AASCU San Diego State “There is no one ‘magic bullet’ that guarantees success. “Success instead means aligning people and programs, and making a collective commitment to be in it for the long haul.” “It’s in the water. And getting it there is a lot of hard work.” Cal State Long Beach CSU, Chico

10. what we teach whom we teach how we fund what we teach whom we teach (harder) (harder) how we fund how we fund

11. how we fund increasing cost for public students percent of revenue supported by tuition 43.15% public appropriation per FTE 23.18% tuition and fees per FTE increasing cost for public students Source: State Higher Education Executive Officers

12. how we fund - higher than previously estimated - increases caused by: - rising tuition - delayed entry into weak job market - higher interest rates as defaults rise - could slow housing recovery increasing debt for all students increasing cost for public students Source: Consumer Financial Protection Bureau

13. how we fund structural constraints 2009 median expenditures per FTE per institution Source: Delta Cost Project “The public simply will not continue to provide billions of dollars without an adequate answer to the question of what we are getting in return.” $7,821 physical plant debt service employee benefits Restructuring costs means making “permanent reductions in spending in areas that don’t contribute to performance.” increasing debt for all students $15,636 education and related expenses “The derived Education and Related Expense category is our single most important cost metric.” Jane V. Wellman Delta Cost Project National Association of System Heads Richard Vedder Center for College Affordability and Productivity increasing cost for public students

14. how we fund structural constraints “Higher education can't be a luxury. It's an economic imperative that every family in America should be able to afford.” “Let me put colleges and universities on notice: If you can't stop tuition from going up, the funding you get from taxpayers will go down.” State of the Union, January 24, 2012 national exasperation increasing debt for all students Jane V. Wellman Delta Cost Project National Association of System Heads increasing cost for public students

15. what we teach whom we teach how we fund

16. sources of inflexibility

17. sources of inflexibility 1. fear of falling “Older universities represent continuity, stability, prestige, longevity, traditions, and 'reputation'. “However, the ethos that results from these assumptions and ideas are implicitly (and sometimes even explicitly) hostile . . .” “There are few bottom-line measures analogous to profit or return on investment for assessing an institution’s standing or establishing its competitive advantage. “Under these conditions, the management of image becomes particularly important.” “There are few bottom-line measures analogous to profit or return on investment for assessing an institution’s standing or establishing its competitive advantage. “Under these conditions, the management of image becomes particularly important.” Adrianna Kazar University of Southern California Sophia Gilliat-Ray Cardiff University

18. sources of inflexibility 3% 5% 50,000 20,000,000 1. fear of falling 24% transferred once 67% never transferred 3. rampant automation fall 2006 cohort 2,803,472 Source: National Student Clearinghouse Research Center 4. student mobility 2. unchecked growth

19. sources of inflexibility 1. fear of falling Unsustainable status quo: what we teach whom we teach how we fund increasing cost for publics increasing debt for all structural constraints national exasperation sources of inflexibility: fear of falling unchecked growth rampant automation student mobility 3. rampant automation 4. student mobility 2. unchecked growth

21. “For me, what is really important is here, for the first time, really, ever, we have evidence that people can store information outside of the human brain.” Christopher Henshilwood Institute of Human Evolution University of the Witwatersrand Johannesburg Blombos Cave excavation South Africa, 75,000 BCE

22. service learning High-Impact Practices constants in education: undergraduate research store information outside of the human brain - practical - outcomes-oriented - social learning communities service learning undergraduate research learning communities - practical - outcomes-oriented - social

23. folioCI traditional academic records service learning undergraduate research learning communities - practical - outcomes-oriented - social

24. folioCI traditional academic records 0-30 30-60 60-90 90-120 F So J Se -90-120 - 60-90 - 30-60 - 0-30 service learning undergraduate research learning communities - practical - outcomes-oriented - social

26. Orienting Ourselves in Free Fall - practical - outcomes-oriented - social 1. pick three convictions

27. 1. pick three convictions 2. condone innovation

28. Orienting Ourselves in Free Fall diffusionoflight.wordpress.com 1. pick three convictions 2. condone innovation 3. network 1. pick three convictions 2. condone innovation 3. network