Designing the University for 2030: ePor5olio as a Catalyst for Change Randy Bass Georgetown University McMasters University March 28, 2014 PLEASE DO NOT REPRODUCE WITHOUNT PERMISSION
2030
“What the hell is the World Wide Web?” 1994
2030 Designing for context not content
“The Future of the University as a Design Problem” (Spring 2014) Profs. Ann Pendleton Jullian and Randy Bass
communities of practice industry partners <20 classes
internal projects
cross-COP projects
student faculty
What might a design approach look like? What will the world be like in 2030? What will the condiYons of knowledge, technology, learning and work be in 15-‐20 years? What kind of graduate do we want to produce?
Changing Capaci>es and Outcomes for the 21st C “the human labor market will center on three kinds of work: solving unstructured problems, working with new informaYon (including complex communicaYon), and carrying out non-‐rouYne manual tasks.”
What might a design approach look like? What kind of educaYon is needed at this moment of history? What kind of educaYon is only possible in these emerging condiYons?
“UniversiYes are primarily equipped only to look in the rear-‐view mirror.” John Seely Brown
Our understanding of learning has expanded at a rate that has far outpaced our concepYons of teaching.
Expanding understanding of learning & changing skillset required for the 21st C
Learning Paradigm: Learning –focused Outcome-‐driven Student-‐centered
Growing mismatch between these changing aspiraYons for learning and our structures
High Impact PracYces (NaYonal Survey of Student Engagement-‐-‐NSSE)
• • • • • • • • • •
First-‐year seminars and experiences Learning communiYes (Common intellectual experiences) WriYng-‐intensive courses CollaboraYve assignments Undergraduate research Global learning/ study abroad Internships Community-‐based learning Capstone courses and projects
George Kuh, High Impact Prac7ces: What are they, who has access to them, and why they ma=er. (AAC&U, 2008)
Study abroad
Internships
ExperienYal co-‐curriculum Collabora>ve Assignments
Formal First-‐year undergraduate Student Affairs Seminars curriculum Advising Wri>ng-‐ intensive Capstone courses
Where are the high-‐impact prac>ces located?
Undergraduate research
ExperienYal co-‐curriculum
Community-‐ based learning ExperienYal co-‐curriculum
ExperienYal co-‐curriculum
What makes High Impact Prac>ces high impact?
Invest Yme and effort (Yme on task)
ExperienYal co-‐curriculum
Accountable talk and thinking
Formal undergraduate Get (and give) frequent and curriculum meaningful feedback Make daily decisions – judgment in uncertainty
NEW ECOLOGY FOR LEARNING
ExperienYal co-‐curriculum
Meet challenges to perspecYves and belief, take risks, operate outside comfort zone Opportunity to integrate, synthesize, make meaning
Changing Capaci>es and Outcomes for the 21st C “the human labor market will center on three kinds of work: solving unstructured problems, working with new informaYon (including complex communicaYon), and carrying out non-‐rouYne manual tasks.”
ExperienYal co-‐curriculum
What makes High Impact Prac>ces high impact?
Invest Yme and effort (Yme on task)
ExperienYal co-‐curriculum
Accountable talk and thinking
Formal undergraduate Get (and give) frequent and curriculum meaningful feedback Make daily decisions – judgment in uncertainty
NEW ECOLOGY FOR LEARNING
ExperienYal co-‐curriculum
Meet challenges to perspecYves and belief, take risks, operate outside comfort zone Opportunity to integrate, synthesize, make meaning
DisrupYng Ourselves
What difference could Learning Por5olios make to the future of higher educaYon?
“The future is already here. It is just not evenly distributed.” William Gibson
ePor5iolio help insYtuYons address prioriYes and meet challenges they didn’t know they had thirty years ago.
“ePor5olio is rare among innovaYons in that they are not really replacing anything.” (Trent Batson)
Learning Por5olios
Delivered Curriculum
“the first and most important principle about ePor5olios is that they are student-‐owned space. That’s a paradigm shik for many.” Howard Wach, LGCC
Experienced Curriculum
Lived Curriculum
• Kathleen Yancey
ePorSolio: What Have We Learned? Findings from the Connect to Learning Project
C2L.mcnrc.org
Connect to Learning • FIPSE Funded naYonal project, led by LaGuardia’s Making ConnecYons NaYonal Resource Center • Partnership w/ AAEEBL, Trent & Judy Batson • Bret Eynon, Director • Judit Torok, Co-‐director • Laura Gambino, Research Director • Mikhail ValenYn, Web Design • Randy Bass & Helen Chen Senior Research Scholars
C2L.mcnrc.org
What Difference does ePorSolio Make? C2L evidence supports 3 preliminary claims SophisYcated ePor5olio iniYaYves: 1. Advance Student Learning & Success 2. Make Student Learning Visible 3. Catalyze InsYtuYonal Change
Claim # 1: ePor.olio ini0a0ves
Advance Student Learning & Success At a growing number of campuses with sustained por5olio iniYaYves ePor5olio pracYces correlate with higher levels of student success, as measured by pass rates, GPA, retenYon, graduaYon, etc.
Claim # 1: ePorSolio ini>a>ves advance 60 student learning & success. 58 56Helping students ePortfolio r eflect o n & c onnect LaGuardia CC Courses 54 58.3% academic, their l earning a cross c o-‐ High Pass Rates 52 (C & up) curricular a nd c ommunity-‐based 50 48learning experiences, sophisYcated 46ePor5olio pracYces correlate with Comparison Courses 44 higher levels 49.4% of student success, as 42 measured b y p ass r ates, G PA a nd 40 2009-10 Academic Year retenYon.
ePor5olio was introduced into a required first semester “Mission” course in 2008-‐9, and student performance improved Pre ePorSolio (2007-‐8)
Post ePorSolio 2009-‐12
GPA in Mission Course
B (3.213)
B+ (3.508)
GPA in all first semester courses
B-‐ (2.933)
B (3.095)
ePorSolio integrated into Metro Health Academies, an SFSU learning community project for high-‐risk students
Metro Academy, All SFSU First Year/ First Year/First First Time Students Time Students
1 Yr Retention Rate
90.0%
79.3%
3 Yr Retention Rate
79.0%
60.0%
4 Yr Grad’n Rate
24.6%
14.9%
Tunxis Community College
80.00% 70.00%
Spring to Fall Reten>on Rates 71.4% 66.2%
60.00% 50.00%
60.9% 52.7%
40.00% 30.00% 20.00% 10.00% 0.00%
No ePorSolio Courses 1 ePorSolio Course 2 ePorSolio Courses 3 ePorSolio Courses
How does ePorSolio
Shape the Student Learning Experience? C2L Core Survey • Conducted on mulYple C2L campuses across three semesters: Fall 2011, Spring 2012, Fall 2012 (Spring 2013 pending) n=6,729 • Goal: to build a common data set that can help us berer understand the contours of the ePor5olio-‐enhanced student learning experience
Building my ePorSolio
Agree/ Strongly Agree
Helped me make connecYons between ideas
75.6%
Helped me think more deeply about course content Allowed me to be more aware of my growth & development as a learner
64.4%
My (ePorSolio-‐enhanced) course engaged me in…
Quite a Bit/ Very Much
69.3%
Synthesizing & organizing ideas, informaYon or experiences in new ways
83.1%
Applying theories or concepts to pracYcal problems or in new situaYons
77.2%
My course contributed to my knowledge, skills and personal development in understanding myself
78.6%
ExperienYal co-‐curriculum
What makes High Impact Prac>ces high impact?
Invest Yme and effort (Yme on task)
ExperienYal co-‐curriculum
Accountable talk and thinking
Formal undergraduate Get (and give) frequent and curriculum meaningful feedback Make daily decisions – judgment in uncertainty
NEW ECOLOGY FOR LEARNING
ExperienYal co-‐curriculum
Meet challenges to perspecYves and belief, take risks, operate outside comfort zone Opportunity to integrate, synthesize, make meaning
Claim #2: ePor.olio Ini0a0ves
Make Student Learning Visible ePorSolio ini>a>ves support reflec>on, social pedagogy, and deep learning. Helping students reflect on and connect their learning across academic and co-‐curricular learning experiences, sophisYcated ePor5olio pracYces transform the student learning experience. Advancing higher order thinking and integraYve learning, the connecYve ePor5olio helps students construct purposeful idenYYes as learners.
Making Learning Visible to Others
• • • •
ePorSolio as a Social Pedagogy Feedback, Peer CriYques External Audiences – Family, Professionals, Experts in the field CollaboraYng on Shared Projects ConstrucYng Sustained Knowledge CommuniYes
100
Building my ePorSolio helped me to make connec>ons between ideas… % Agree/Strongly
89.2
80
82.3
60
49.1
40 37.6 20
0 Low Instructor Feedback
High Instructor Feedback
Low Student Feedback
High Student Feedback
SophisYcated ePor5olio pracYce makes the integraYve qualiYes of student learning visible to faculty and the insYtuYon. Grounding outcomes assessment in these arYfacts helps faculty see classrooms, students, and their own work in new contexts, empowering them to “close the loop” in unique and powerful ways. Authen>c Ar>facts of Integra>ve Learning Re-‐Design Program Curricula & Pedagogy
Purposeful Faculty Engagement Learning-‐Focused Ins>tu>onal Outcomes Assessment
Claim #3: ePor.olio ini0a0ves
Catalyze learning-‐centered Ins>tu>onal Change Focusing arenYon on student learning and prompYng purposeful connecYon across departments and divisions, ePor5olio iniYaYves can catalyze campus cultural and structural change, helping the insYtuYon move towards becoming an adapYve learning organizaYon.
What do successful campuses do to launch, build and sustain effecYve ePor5olio iniYaYves?
What Does it Take to Make a Difference?
What Does it Take to Make a Difference?
Five Interlocking Sectors
What Does it Take to Make a Difference?
Inquiry – Reflec>on – Integra>on
Catalyze Ins>tu>onal Change
U. Delaware – Faculty using eP in assessment report • Increased engagement with colleagues • New insights into the ways students interpreted & completed assignments • Understood more deeply how their course fit into a broader program
Manharanville College – • ePor5olio-‐focused prof’l dev’t spurs interest in pedagogy. • College creates & funds a new Center for Teaching & Learning
LaGuardia CC – ePor5olio supports sustained focus on integraYve learning,. • In 2012, LaGuardia restructures to merge Academic & Student Affairs. Advisement, assessment, prof’l dev’t reorganized to address the whole student.
Being Disrupted
A Brief History of the Past Three Years in Higher EducaYon
Gartner Group Hype Cycle
MOOC Hype Cycle
hrp://pando.com/2013/09/13/moocs-‐and-‐the-‐gartner-‐hype-‐cycle-‐a-‐very-‐slow-‐tsunami/
External Forces of PotenYal DisrupYon
We are working out a great tension between integraYon and dis-‐integraYon.
“I have 150,000 data points about your students that you don’t have.” CEO, Knewton
Learning AnalyYcs: PersonalizaYon of learning …through data …at scale
The split logic of the learning paradigm DisintegraYve (granular): Design of discrete experiences Outcomes driven Competency-‐based Focus on what’s measureable Learning decoupled from formal boundaries
IntegraYve (holisYc, coherent): Design of whole learning experiences Curricular and co-‐curricular Competencies conceived as part of a whole vision of learning ConnecYons Forma7on
ePor5olios and IntegraYve Learning
The Recentered Curriculum
Engaging Difference Ethical Judgment Self-‐ReflecYon PracYYoner educaYon, leadership
Massive Online Blended Formal undergraduate curriculum
High impact integra>ve curriculum
InsYtuYonal
Founda>onal Knowledge Brand and Some generic and interchangeable IdenYty Some insYtuYonally-‐disYncYve LOCUS OF INTEGRATIVE experYse LEARNING
ExperienYal co-‐curriculum
Local and Iden>ty Jesuit and Catholic Mentor-‐based tradiYon ResidenYal, Diverse
KNOWLEDGE: Specialized and Broad / IntegraYve Values
Skills and Abili>es (competencies)
Disposi>ons (character traits)
Analysis (criYcal thinking) Problem-‐Solving Inquiry and Research InformaYon literacy QuanYtaYve Reasoning CommunicaYon (wriren, oral, visual) IntegraYon & synthesis CreaYvity Leadership ReflecYon Ethical judgment
CriYcal Empathy Openness CollaboraYon Grit Resilience Risk-‐taking Curiosity Humility Self-‐awareness Self-‐efficacy Well-‐being Agency ReflecYveness Moral discernment Integrity
Trust Respect Compassion
Common Good Social JusYce
Human Dignity Human Flourishing
Knowing that Knowing how Judgment Psychosocial Civic
Self-‐authorship
Learning PorSolios and the future recentered Curriculum
Students learn on an arc that moves them inward and outward
Contribu>on to a knowledge community Unstructured problems Interdisciplinary Inquiry Social learning
Developmental Outcomes High impact integra>ve curriculum
Knowledge/skills in the context of … Capaci>es and disposi>ons creaYvity, resilience, empathy, responsibility, curiosity, self-‐awareness
Founda>onal Knowledge Some generic and interchangeable Some insYtuYonally-‐disYncYve experYse
Local and Iden>ty-‐ specific Urban sewng Community-‐based Mentor-‐based ResidenYal, Diverse
“Through my ePor5olio I learned how to express myself as a hard working student. Being a shy girl was always an issue for me. This ePor5olio helped me to see a new me… the potenYal I have as a student and what I want to accomplish in my life.” Rezwana Islam
Building my ePorSolio
Agree/ Strongly Agree
Allowed me to be more aware of my growth & development as a learner
69.3%
Helped me make connecYons between ideas
75.6%
Por5olios: You have to Look IN, Before you can Look OUT What’s My Story? What’s My Story for Others? What’s My Story in New Media?
Master’s Program in Communication, Culture and Technology (Georgetown) Professor Jeanine Turner
Northeastern University • “[based on our read of the por5olios… the redesign transformed the program from a collecYon of courses into an intenYonally designed learning experience… from a ‘degree with a por5olio requirement’ into a por5olio program whose students graduate with a collecYon of signature work that evidences their capabiliYes.” “Are we who we think we are? ePorColios as a Tool for Curriculum Redesign.” Gail Ma=hews-‐DeNatale
Self-‐authorship
Learning PorSolios and the future recentered Curriculum
Students learn on an arc that moves them inward and outward
Contribu>on to a knowledge community Unstructured complex problems Interdisciplinary Inquiry Social learning
Founda>onal Knowledge Some generic and interchangeable Some insYtuYonally-‐disYncYve experYse
Developmental Outcomes High impact integra>ve curriculum
CapaciYes and disposiYons creaYvity, resilience, empathy, responsibility, curiosity
DESIGN CHALLENGE: What will university educa>on be for in 2030?
Local and Iden>ty-‐ specific Urban sewng Community-‐based Mentor-‐based ResidenYal, Diverse
Jack DeGioia, President, Georgetown
Three interlocking and inseparable elements of the University:
• FormaYon of men and women
• Knowledge-‐creaYon through scholarship and research • Public Good and the Common Good
Forma>on Transforma>on Integra>on
2030
Randy Bass Georgetown University bassr@georgetown.edu
PLEASE DO NOT REPRODUCE WITHOUNT PERMISSION