betting on gravity
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Association of American Colleges and Universities Network for Academic Renewal Working Conference General Education and Assessment Seattle, Washington, February 20, 2010. Betting on Gravity. Ken O’Donnell Associate Dean, Academic Programs and Policy - PowerPoint PPT PresentationTRANSCRIPT
Betting on Gravity
Ken O’DonnellAssociate Dean, Academic Programs and PolicyCalifornia State University Office of the Chancellor
Association of American Colleges and UniversitiesNetwork for Academic Renewal Working Conference
General Education and Assessment Seattle, Washington, February 20, 2010
Betting on Gravity
Ken O’DonnellAssociate Dean, Academic Programs and PolicyCalifornia State University Office of the Chancellor
Association of American Colleges and UniversitiesNetwork for Academic Renewal Working Conference
General Education and Assessment Seattle, Washington, February 20, 2010
CaliforniaMasterPlan
c. 1960
CaliforniaMasterPlan
c. 1960
CaliforniaMasterPlan
c. 1960
CaliforniaMasterPlan
c. 1960
future supply future demand
state demographic and workforce trends
future supply
* first generation
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
state demographic and workforce trends
future demand
* clear communication
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
state demographic and workforce trends
future demand
* clear communication* critical thinking
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
state demographic and workforce trends
future demand
* clear communication* critical thinking* real-world application
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
state demographic and workforce trends
future demand
* clear communication* critical thinking* real-world application* complex problem-solving
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* clear communication* critical thinking* real-world application* complex problem-solving* ethical decision-making
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* clear communication* critical thinking* real-world application* complex problem-solving* ethical decision-making* teamwork skills
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* clear communication* critical thinking* real-world application* complex problem-solving* ethical decision-making* teamwork skills
source: “Raising the Bar” AAC&U/Peter D. Hart Research, January, 2010
state demographic and workforce trends
“How do I nebulize acalcified GE committee?”
“How do I nebulize acalcified GE committee?”
Christopher J. LucasChristopher J. LucasUniversity of Arkansas-FayettevilleUniversity of Arkansas-Fayetteville
“How do I nebulize acalcified GE committee?”
Christopher J. LucasChristopher J. LucasUniversity of Arkansas-FayettevilleUniversity of Arkansas-Fayetteville
Betting on Gravity
1. history as pendulum(regression to mean)
Betting on Gravity
1. history as pendulum(regression to mean)
2. history as an arrow
Blombos Cave excavationSouth Africa, 75,000 BCE
Blombos Cave excavationSouth Africa, 75,000 BCE
Blombos Cave excavationSouth Africa, 75,000 BCE
Christopher HenshilwoodInstitute of Human Evolution
University of the WitwatersrandJohannesburg
Blombos Cave excavationSouth Africa, 75,000 BCE 11/17/2009
Blombos Cave excavationSouth Africa, 75,000 BCE
Christopher HenshilwoodInstitute of Human Evolution
University of the WitwatersrandJohannesburg
“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.”
11/17/2009
store information outside of the human brain
store information outside of the human brain
constants in education:constants in education:
store information outside of the human brain
constants in education:constants in education:
- social
store information outside of the human brain
constants in education:constants in education:
- outcomes-oriented- social
store information outside of the human brain
constants in education:constants in education:
- practical- outcomes-oriented- social
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Alain de BottonThe School of Life
London
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Jennifer EaganPhilosophy, CSU East Bay
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Europe’s early universities were founded in the
a. fifth century.
b. twelfth century.
c. fourteenth century.
d. sixteenth century.
Europe’s early universities were founded in the
a. fifth century.
b. twelfth century.
c. fourteenth century.
d. sixteenth century.
In universities, use of the Carnegie unit or “credit hour” dates from
a. the 1860s.
b. the 1880s.
c. the 1910s.
d. the 1930s.
In universities, use of the Carnegie unit or “credit hour” dates from
a. the 1860s.
b. the 1880s.
c. the 1910s.
d. the 1930s.
In universities, use of the Carnegie unit or “credit hour” dates from
a. the 1860s.
b. the 1880s.
c. the 1910s.
d. the 1930s.
In universities, use of the Carnegie unit or “credit hour” dates from
a. the 1860s.
b. the 1880s.
c. the 1910s.
d. the 1930s.
In universities, use of the Carnegie unit or “credit hour” dates from
a. the 1860s.
b. the 1880s.
c. the 1910s.
d. the 1930s.
In universities, use of the Carnegie unit or “credit hour” dates from
a. the 1860s.
b. the 1880s.
c. the 1910s.
d. the 1930s.
In universities, use of the Carnegie unit or “credit hour” dates from
a. the 1860s.
b. the 1880s.
c. the 1910s.
d. the 1930s.
Bologna University1100 A.D.
hereright now
Bologna University1100 A.D.
hereright now
Bologna University1100 A.D.
credit hourc. 1910
credit hourc. 1910
“One of the most serious evils of American education in
school and college is counting by courses.”
Abbott Lawrence LowellPresident, Harvard University
1917
“One of the most serious evils of American education in
school and college is counting by courses.”
Abbott Lawrence LowellPresident, Harvard University
1917
“Once a credit was earned, it was as safe as anything in the world. It would be deposited and indelibly recorded in the registrar’s saving bank, while the substance of the course could be, if one wished, happily forgotten.”Dietrich Gerhard, 1937
thanks to Dr. John Harris, Samford University
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
credit hourc. 1910
Betting on Gravity
17,758,870
1,100,73752,286
1869 1899 1929 1959 1989 2006
U.S. postsecondary enrollmentssource: National Center for Education Statistics
Betting on GravityStudent Ethnicity, 2003-04source: National Center for Education Statistics
White, 63.1 Black, 14.0
Hispanic, 12.7
Asian/Pacific Islander, 5.9
American Indian, 0.9
Other, 3.3
Betting on GravityStudent Ethnicity, 2003-04source: National Center for Education Statistics
White, 63.1 Black, 14.0
Hispanic, 12.7
Asian/Pacific Islander, 5.9
American Indian, 0.9
Other, 3.3
Betting on GravityStudent Ethnicity, 2003-04source: National Center for Education Statistics
White, 63.1 Black, 14.0
Hispanic, 12.7
Asian/Pacific Islander, 5.9
American Indian, 0.9
Other, 3.3
Betting on GravityStudent Ethnicity, 2003-04source: National Center for Education Statistics
White, 63.1 Black, 14.0
Hispanic, 12.7
Asian/Pacific Islander, 5.9
American Indian, 0.9
Other, 3.3
Betting on GravityStudent Ethnicity, 2003-04source: National Center for Education Statistics
White, 63.1 Black, 14.0
Hispanic, 12.7
Asian/Pacific Islander, 5.9
American Indian, 0.9
Other, 3.3
Betting on GravityPercentage First-Generation, 2003-04source: National Center for Education Statistics
parents with college degree, 59
parents without college degree, 41
Betting on GravityPercentage First-Generation, 2003-04source: National Center for Education Statistics
parents with college degree, 59
parents without college degree, 41
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
76%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
76% 12%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
76% 12%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
76% 12%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
53%
White
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
53% 16%
White
Black
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
53% 16%
White
Black
Native Am
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
53% 16% 10%
White
Black Asian
Native Am
Betting on GravityProjected Population by Ethnicitysource: U.S. Census Bureau
0% 20% 40% 60% 80% 100%
1990
2000
2025
2050
White
Black
Native Am
Asian
Hispanic
9%76% 12%
53% 16% 10% 23%
White
Black Asian
HispanicNative Am
Betting on Gravity
White
Black
Native Am
Asian
Hispanic
9%76% 12%
53% 16% 10% 23%
White
Black Asian
HispanicNative Am
Percent of the U.S. population agreeing that “A college education is necessary for a person to be successful in today’s work world.”Source: National Center for Public Policy and Higher Education and Public Agenda, 2/17/10
31%
2000
31%
2000
Betting on Gravity
White
Black
Native Am
Asian
Hispanic
9%76% 12%
53% 16% 10% 23%
White
Black Asian
HispanicNative Am
Percent of the U.S. population agreeing that “A college education is necessary for a person to be successful in today’s work world.”Source: National Center for Public Policy and Higher Education and Public Agenda, 2/17/10
31%
2000
55%
2010
responses to changing enrollment:
responses to changing enrollment:
- improved academic advising(purpose as well as procedure)
responses to changing enrollment:
- improved academic advising(purpose as well as procedure)
- nimble, any-time class offerings
responses to changing enrollment:
- improved academic advising(purpose as well as procedure)
- nimble, any-time class offerings
- aggressive award of creditfor prior learning
responses to changing enrollment:
- improved academic advising(purpose as well as procedure)
- nimble, any-time class offerings
- aggressive award of creditfor prior learning
- pedagogies of transparent practicality
responses to changing enrollment:
- improved academic advising(purpose as well as procedure)
- nimble, any-time class offerings
- aggressive award of creditfor prior learning
- pedagogies of transparent practicality
Academic Affairs
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
19.05%
15.12%
13.24%
7.81%
Associate degree Bachelor's degree orhigher
PostsecondaryCertificate
On-the-Job Training
source: U.S. Bureau of Labor Statistics
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
19.05%
15.12%
13.24%
7.81%
Associate degree Bachelor's degree orhigher
PostsecondaryCertificate
On-the-Job Training
source: U.S. Bureau of Labor Statistics
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
19.05%
15.12%
13.24%
7.81%
Associate degree Bachelor's degree orhigher
PostsecondaryCertificate
On-the-Job Training
source: U.S. Bureau of Labor Statistics
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
19.05%
15.12%
13.24%
7.81%
Associate degree Bachelor's degree orhigher
PostsecondaryCertificate
On-the-Job Training
source: U.S. Bureau of Labor Statistics
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
19.05%
15.12%
13.24%
7.81%
Associate degree Bachelor's degree orhigher
PostsecondaryCertificate
On-the-Job Training
source: U.S. Bureau of Labor Statistics
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
19.05%
15.12%
13.24%
7.81%10.52%
Associate degree Bachelor's degree orhigher
PostsecondaryCertificate
On-the-Job Training
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
source: U.S. Bureau of Labor Statistics
“What seems different now is that global technologies intensify a historical Doppler effect -- the pace of events seems to increase as we move into the future.”
Lance Morrow
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who master:
* design
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who master:
* design* story
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who master:
* design* story* symphony
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who master:
* design* story* symphony* empathy
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who master:
* design* story* symphony* empathy* play
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who master:
* design* story* symphony* empathy* play* meaning
January 4, 2010
“To land the jobs that will see some of the most growth, job seekers will
need to branch out and pick up secondary skills or combine hard
science study with softer skills.”
January 4, 2010
“U.S. nursing programs are not effective in teaching nursing science, natural sciences, social sciences, technology and the humanities.
Educating Nurses: A Call for Radical Transformation (2009)
“U.S. nursing programs are not effective in teaching nursing science, natural sciences, social sciences, technology and the humanities.
“Developing knowledge that is to be used in a complex, high-stakes practice such as nursing calls for an ongoing dialogue between information and practice, so that students build an evidence base for care and thus learn to make decisions about appropriate interventions for a particular patient.”
Educating Nurses: A Call for Radical Transformation (2009)
“Undergraduate engineering should be reconfigured as an academic discipline,
Engineering for a Changing WorldUniversity of Michigan2007
“Undergraduate engineering should be reconfigured as an academic discipline, similar to other liberal arts disciplines in the sciences, arts, and humanities,
Engineering for a Changing WorldUniversity of Michigan2007
“Undergraduate engineering should be reconfigured as an academic discipline, similar to other liberal arts disciplines in the sciences, arts, and humanities, thereby providing students with more flexibility to benefit from the broader educational opportunities offered by the comprehensive American university with the goal of preparing them for a lifetime of further learning rather than professional practice.”
Engineering for a Changing WorldUniversity of Michigan2007
“The world’s problems today – with the environment, energy, global warming -- will be solved by engineers,
Sue Holl, Mechanical EngineerSacramento State University
“The world’s problems today – with the environment, energy, global warming -- will be solved by engineers, using a broad understanding of where we are as a civilization to know what will WORK for society.”
Sue Holl, Mechanical EngineerSacramento State University
source: U.S. Bureau of Labor Statistics
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
Associate degree Bachelor's degree or higher Postsecondary Certificate On-the-Job Training
source: U.S. Bureau of Labor Statistics
Projected Employment by Educational AttainmentGrowth in U.S. Demand 2008-2018
Associate degree Bachelor's degree or higher Postsecondary Certificate On-the-Job Training
adjusted for changes in the nature of work
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
Betting on Gravity
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
Diana Nataliscio, PresidentUniversity of Texas at El Paso
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
Diana Nataliscio, PresidentUniversity of Texas at El Paso
“U.S. higher education has also begun to focus greater attention on educating a broader population, recognizing that our country will not be able to compete globally without a better educated workforce.”
Texas Tribune, January 19, 2010
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work- technology
1100 A.D. 2010
changing role of faculty
2010
you are here
changing role of faculty
1100 A.D.
store and impart what’s known
2010
you are here
changing role of faculty
1100 A.D.
store and impart what’s known
2010
you are here
changing role of faculty
mentor studentsmentor students
1100 A.D.
store and impart what’s known
2010
changing role of faculty
mentor studentsmentor students
1100 A.D.
create new knowledgecreate new knowledge
2010
changing role of faculty
create new knowledgecreate new knowledge
mentor studentsmentor students
store and impart what’s known
2010
changing role of faculty
mentor studentsmentor students
store and impart what’s known
create new knowledgecreate new knowledge
2010
changing role of faculty
mentor studentsmentor students
store and impart what’s known
create new knowledgecreate new knowledge
2010
changing role of faculty
mentor studentsmentor students
store and impart what’s known“There are many ways faculty members spend their time that may have been very important five years ago but may not be as important now.
Molly Corbett BroadPresidentAmerican Council on Education
2010
changing role of faculty
mentor studentsmentor students
store and impart what’s known“There are many ways faculty members spend their time that may have been very important five years ago but may not be as important now. Maybe we need to free them up so their time can be directed in ways that have an impact on students.”Molly Corbett Broad
PresidentAmerican Council on Education
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresidentCarnegie Foundation for the Advancement of Teaching2008
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresidentCarnegie Foundation for the Advancement of Teaching2008
“In the near future, all students will likely live in a ubiquitous 24/7 digital environment.
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresidentCarnegie Foundation for the Advancement of Teaching2008
“In the near future, all students will likely live in a ubiquitous 24/7 digital environment. How can this extraordinary new capacity transform learning for adults and students alike?
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresidentCarnegie Foundation for the Advancement of Teaching2008
“In the near future, all students will likely live in a ubiquitous 24/7 digital environment. How can this extraordinary new capacity transform learning for adults and students alike? Can the engaging aspect of gaming be harnessed as a tool for advancing more traditional forms of academic learning as well?”
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresident, Carnegie Foundation for the Advancement of Teaching2008
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresident, Carnegie Foundation for the Advancement of Teaching2008
“A key term in thinking about these emergent shifts is participatory learning.
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresident, Carnegie Foundation for the Advancement of Teaching2008
“A key term in thinking about these emergent shifts is participatory learning. [. . .] These new modes of distributed, collaborative engagement are likely both to attract a broad range of motivated learning across conventional social divisions (think of the anonymous interactions across classes and races in online gaming)
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresident, Carnegie Foundation for the Advancement of Teaching2008
“A key term in thinking about these emergent shifts is participatory learning. [. . .] These new modes of distributed, collaborative engagement are likely both to attract a broad range of motivated learning across conventional social divisions (think of the anonymous interactions across classes and races in online gaming) and to inspire new forms of knowledge and product creation.”
2010
changing nature of education
mentor studentsmentor students
store and impart what’s known
Anthony BrykPresident, Carnegie Foundation for the Advancement of Teaching2008
“A key term in thinking about these emergent shifts is participatory learning. [. . .] These new modes of distributed, collaborative engagement are likely both to attract a broad range of motivated learning across conventional social divisions (think of the anonymous interactions across classes and races in online gaming) and to inspire new forms of knowledge and product creation.”
Betting on Gravity
1. history as pendulum(regression to mean)
- practical- outcomes-oriented- social
2. history as an arrow- enrollment- society and the nature of work- technology
Ken O’DonnellAssociate Dean, Academic Programs and Policy
California State University Office of the [email protected]
(562) 951-4735