Presidents / chancellors

Free online course providers pair up with credit-bearing exams

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New batch of free, online courses geared to credit-bearing exams could be the fastest, most affordable way to earn college credit.

College leaders need to reframe discussion of value (essay)

As the National Association for Independent Colleges and Universities (NAICU) holds its annual meeting this week, the presidents will spend a lot of time discussing how they and their institutions can more effectively communicate institutional value, and counter the volatile -- and negative -- public discourse involving issues of cost, student debt, learning outcomes, and placement rates for our graduates.

The challenge, however, is that if we focus solely on deflating myths and countering the sensationalized rhetoric of the media, we are reinforcing the public’s focus on negative issues. We are unwittingly exacerbating the widely held view that, crudely put, “higher education is too expensive, students aren’t learning what they need to learn, and graduates are leaving school with crippling debt and no jobs.”

While this hyperbolic rhetoric is grounded in real issues that we must resolve institutionally and collectively, it is dominating the national discourse in ways that are making an increasingly broad sector of the public suspicious of our relevance, quality and integrity.   It is time for us, as leaders in higher education, to play offense as well as defense.  We must find ways to collectively guide the national discourse back to a position of truth — of fact-based information that is relevant to the needs and aspirations of prospective students and their families — and then ensure that our institutions communicate our individual values, strengths and demonstrable outcomes in the context of an accurate and nuanced narrative.  

Before I offer some suggestions about starting points for shaping that discourse, I do want to recognize that I am implicitly challenging us — the higher education community — to do something that historically we haven’t been very good at: to explain “what it is that we do, how we do it, why we do it this way, and how we know that we’re doing it well” in ways that make any sense at all to people who aren’t us.

We have a tendency — as every profession does — to talk about what we do in a jargon-filled tribal dialect (filled with unspoken assumptions) that is impenetrable to “outsiders.”  We need not only to articulate the core narrative about the value and purpose of higher education, but to do so in a language that those who are not us find useful, meaningful and compelling.

So here are some suggested starting points for shaping the national conversation:

Identify and emphasize the skills that employers want and the ways in which our graduates are prepared to fill those needs

As those of us in higher education know, a college education is not job training.  The mission statement of my institution, Drake University, promises to prepare students for “meaningful personal lives, professional accomplishment and responsible global citizenship.”  But we know that the relationship between higher education and jobs, between higher education and economic development, is at the center of the public consciousness these days, and we must address it head-on.

A national survey of 305 businesses across sectors, conducted for the Association of American Colleges & Universities (AAC&U), demonstrated powerfully that employers are much less interested in undergraduate major than they are in oral and written communication skills, critical thinking and analytical reasoning, the ability to analyze and solve complex problems, quantitative literacy, the ability to collaborate and to work in diverse groups, the capacity for ethical decision making and for creativity and innovation -- all of which align completely with the essential learning outcomes articulated in AAC&U’s “Liberal Education and America’s Promise” (LEAP) initiative.

These data run counter to recent arguments by some governors that job skills training should be prioritized at the expense of liberal arts programs. These elected officials need to be introduced to today’s liberal arts— where liberal education is integrated with preparation for the world of practice, and where the outcomes directly address the stated needs of America’s employers. 

Further, Drake’s strategic plan serves as proof that innovation, agility and flexibility are in play on campus. We must ensure the ongoing vitality and vibrancy of the institution in a world of volatility, uncertainty, complexity and ambiguity[1], while preparing our students to succeed in fulfilling their personal, professional and citizenship aspirations in that environment as well.

Encourage students to focus on passion, not expectations of income

In an ideal world, a student should enroll in the institution that is the best fit for his or her goals, learning and living styles and academic ability. College must not be just about jobs and money. College should be the place where men and women figure out their aspirations for meaningful professional and personal lives, and set off — with our support and guidance — to make those aspirations come true. It is incumbent upon us to find ways to make that goal the centerpiece of the national discourse.

Choosing a major field of study (and the institution that offers it) on the basis of expected career earnings entails the greatest risk. While we applaud President Obama's call for a college "scorecard" that helps students and their parents compare institutions with objective data, the proposal for a "potential earnings" indicator exacerbates the already serious negative impact of money on college choice for a variety of reasons.

Data indicate that a significant number of undergraduates (40 percent) change their major at least once, and there is a relatively low correlation between undergraduate major and eventual career, especially given the fact that the majority of future graduates will be employed in jobs that do not exist yet. Similarly, there has been little historical correlation between major and eventual earnings. There is a correlation between grade point average and earnings — suggesting that a student is much better off majoring in something for which he/she has both talent and passion.

There is an anecdote circulating on the web that is illustrative, if unverifiable, of the unreliability of connecting a major to career earnings. Supposedly, the highest average starting salary of University of North Carolina graduates belongs to geography majors — thanks to Michael Jordan's staggeringly high earnings. The cautionary message, of course, is that high-paid outliers, who may well be in careers unrelated to their majors, can skew the statistical average and provide students with misleading data on salary prospects.

Shift the discussion from expensive sticker prices to net cost

Students are increasingly making critical life choices based primarily on money — choices that may turn out to be the wrong ones in the long run. They are choosing an institution based on often-uninformed assumptions about the cost of public institutions versus private; based on which school has offered them the largest scholarship; and based on assumptions about earning potential of a particular major.  

I do recognize that in offering merit aid, we are contributing to the fact that considerations of money are increasingly distorting important educational choices, and I think most of us would welcome a national moratorium on that practice.

What are missing from these deliberations, when dominated by financial considerations, are some important nuances. Private colleges and universities are not necessarily more expensive than public. The four- and six-year graduation rates for private institutions are higher than for their public peers. Additionally, many private institutions offer significant amounts of aid, reducing the real cost.

As leaders, I fear that we aren’t having all the right conversations. Rather than focusing our attention solely on myths and half-truths, we should counter our critics by reframing the questions to focus on what is really important, and by providing evidence of the student outcomes and institutional values that we promise. Both approaches need to be infused with transparency and accountability on the part of all of us who speak for our institutions and for the higher education community. Most importantly, we need to reframe the conversation to be about the students, not about us.

Ultimately, the long-term solution to cost and access has to be a partnership among families, institutions and policy makers. We must help families understand and appreciate that higher education is an investment in their future, and we ourselves must be cost-effective and financially accessible. And governments must recognize that postsecondary education, including liberal education, is a public good for which they must share the burden of cost — a burden that is much less expensive than prisons, welfare and a stagnant economy.

David Maxwell is president of Drake University.

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Endowments averaged a small loss for the 2012 fiscal year

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College endowments averaged a small loss for the 2012 fiscal year -- the third year of losses since 2007 -- highlighting growing uncertainty about a once robust and predictable revenue stream.

Competency-based education and regional accreditation

Historians of this period, possessing the clearsightedness that only time provides, will likely point to online learning as the disruptive technology platform that radically changed higher education, which had remained largely unchanged since the cathedral schools of medieval Europe -- football, beer pong and food courts notwithstanding.

Online learning is already well-understood, well-established and well-respected by those who genuinely know it. But what we now see in higher education is a new wave of innovation that uses online learning, or at least aspects of it, as a starting point. The meteoric growth of the for-profit sector, the emergence of MOOCs, new self-paced competency-based programs, adaptive learning environments, peer-to-peer learning platforms, third-party service providers, the end of geographic limitations on program delivery and more all spring from the maturation of online learning and the technology that supports it. Online learning has provided a platform for rethinking delivery models and much of accreditation is not designed to account for these new approaches. 

Until now, regional accreditation has been based on a review of an integrated organization and its activities: the college or university. These were largely cohesive and relatively easy to understand organizational structures where almost everything was integrated to produce the learning experience and degree. Accreditation is now faced with assessing learning in an increasingly disaggregated world with organizations that are increasingly complex, or at least differently complex, including shifting roles, new stakeholders and participants, various contractual obligations and relationships, and new delivery models. There is likely to be increasing pressure for accreditation to move from looking only at the overall whole, the institution, to include smaller parts within the whole or alternatives to the whole: perhaps programs, providers and offerings other than degrees and maybe provided by entities other than traditional institutions. In other words, in an increasingly disaggregated world does accreditation need to become more disaggregated as well?

Take the emergence of competency-based education, which is more profound – if less discussed – than massive open online courses (MOOCs). Our own competency-based program, College for America (CfA), is the first of its kind to so wholly move from any anchoring to the three-credit hour Carnegie Unit that pervades higher education (shaping workload, units of learning, resource allocation, space utilization, salary structures, financial aid regulations, transfer policies, degree definitions and more). The irony of the three-credit hour is that it fixes time while it leaves variable the actual learning. In other words, we are really good at telling the world how long students have sat at their desks and we are really quite poor at saying how much they have learned or even what they learned.  Competency-based education flips the relationship and says let time be variable, but make learning well-defined, fixed and non-negotiable.

In our CfA program, there are no courses. There are 120 competencies – “can do” statements, if you will – precisely defined by well-developed rubrics. Students demonstrate mastery of those competencies through completion of “tasks” that are then assessed by faculty reviewers using the rubrics. Students can’t “slide by” with a C or a B; they have either mastered the competencies or they are still working on them. When they are successful, the assessments are maintained in a web-based portfolio as evidence of learning. Students can begin with any competency at any level (there are three levels moving from smaller, simpler competencies to higher level, complicated competencies) and go as fast or as slow as they need to be successful. We offer the degree for $2,500 per year, so an associate degree for $5,000 if a student takes two years and for as little as $1,250 if they complete in just six months (an admittedly formidable task for most). CfA is the first program of its kind to be approved by a regional accreditor, NEASC in our case, and is the first to seek approval for Title IV funding through the “direct assessment of learning” provisions. At the time of this writing, CfA has successfully passed the first stage review by the Department of Education and is still moving through the approval process.

The radical possibility offered in the competency-based movement is that traditional higher education may lose its monopoly on delivery models. Accreditors have for some time put more emphasis on learning outcomes and assessment, but the competency-based education movement privileges them above all else. When we excel at both defining and assessing learning, we open up enormous possibilities for new delivery models, creativity and innovation. It’s not a notion that most incumbent providers welcome, but in terms of finding new answers to the cost, access, quality, productivity and relevance problems that are reaching crisis proportions in higher education, competency-based education may be the most dramatic development in higher education in hundreds of years. For example, the path to legitimacy for MOOCs probably lies in competency-based approaches, and while they can readily tackle the outcomes or competency side of the equation, they still face formidable challenges of reliable, trustworthy and rigorous assessment at scale (at least while trying to remain free). Well-developed competency-based approaches can also help undergird the badges movement, demanding that such efforts be transparent about the claims associated with a badge and the assessments used to validate learning or mastery. 

Competency-based education may also provide accreditors with a framework for more fundamentally rethinking assessment. It would shift accreditation to looking much harder at learning outcomes and competencies, the claims an entity is making for the education it provides and for the mechanisms it uses for knowing and demonstrating that the learning has occurred. The good news here is that such a dual focus would free accreditors from so much attention on inputs, like organization, stakeholder roles and governance, and instead allow for the emergence of all sorts of new delivery models. The bad news is that we are still working on how to craft well designed learning outcomes and conduct effective assessment. It’s harder than many think. A greater focus on outcomes and assessment also begs other important questions for accreditors:

  • How will they rethink standards to account for far more complex and disaggregated business models which might have a mix of “suppliers,” some for-profit and some nonprofit, and which look very different from traditional institutions?
  • Will they only accredit institutions or does accreditation have to be disaggregated too? Might there by multiple forms of accreditation: for institutions, for programs, for courses, for MOOCs, for badges and so on? At what level of granularity?
  • CBE programs are coming. College for America is one example, but other institutions have announced efforts in this area. Major foundations are lining up behind the effort (most notably the Lumina and Bill and Melinda Gates Foundations), and the Department of Education appears to be relying on accreditors to attest to the quality and rigor of those programs. While the Department of Education is moving cautiously on this question, accreditors might want to think through what a world untethered to the credit hour might look like. Might there be two paths to accreditation: the traditional “institutional path” and the “competency-based education path,” with the former looking largely unchanged and the latter using rigorous outcomes and assessment review to support more innovation than current standards now do?  Innovation theory would predict that new innovative CBE accreditation pathway would come to improve the incumbent accreditation processes and standards.

This last point is important: accreditors need to think about their relationship to innovation. If the standards are largely built to assess incumbent models and enforced by incumbents, they must be by their very nature conservative and in service of the status quo. Yet the nation is in many ways frustrated with the status quo and unwilling to support it in the old ways. Frankly, they believe we are failing, and the ways they think we are failing depend on whom you ask. But never has the popular press (and thus the public and policy makers) been so consumed with the problems of traditional higher education and intrigued by the alternatives.  In some ways, accreditors are being asked to shift or at least expand their role to accommodate these new models.

If regional accreditors are unable to rise to that challenge they might see new alternative accreditors emerge and be left tethered to incumbent models that are increasingly less relevant or central to how higher education takes place 10 years from now. There is time. As has been said, we frequently overestimate the amount of change in the next two years and the dramatically underestimate the amount of change in the next 10. The time is now for regional accreditors to re-engineer the paths to accreditation. In doing so they can not only be ready for that future, they can help usher it into reality.

Paul J. LeBlanc is president of Southern New Hampshire University. This essay is adapted from writing produced for the Western Association of Schools and Colleges as part of a convening to look at the future of accreditation. WASC has given permission for it to be shared more widely and without restriction.

Minority faculty at University of Pennsylvania question president's commitment to diversity

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Senior Africana studies professors at Penn pledge to skip president's dinner, saying diversity push at Penn is more talk than action.

Community colleges are good investment for students and taxpayers, report finds

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Associate degrees pay off for both students and taxpayers, report finds, but state funding of community colleges still lags.

Public universities use MOOCs to steer students to traditional credit pathways

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Nonelite public universities are trying to tap into the MOOC excitement to direct students toward traditional credit pathways, generating revenues along the way.

National Commission on Higher Education Attainment releases final report

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The National Commission on Higher Education Attainment lists steps institutions can take to help more students finish college.

ACE commissioned report on disruption and adult students

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College leaders need to get involved in the disruption debate and do more to help adult students, finds a "mainfesto" issued on the American Council on Education's letterhead.

Yudof to retire as president of U. of California

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After 5 years of budget wars and battling with students, Mark Yudof will retire as president of the University of California.

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