10/7/2013

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Sally M. Johnstone, PhDVice President Academic Advancement

Western Governors University

Eleventh Education and

Technology CongressInter American University of Puerto Rico

3 October 2013

https://www.khanaca

demy.org/math/alge

bra/linear_inequaliti

es/inequalities/v/ine

qualities

https://www.coursera.o

rg/#course/environlaw

2000 2025

Institutional

Needs

Student Needs

Learning

Experienc

e

“Drivers”Workforce

Needs

Education Growth Advisors 2013

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62% say higher ed is doing a fair

to poor job of preparing college

graduates

87% say higher ed must change

to retain a completive workforce

with other countries

College and university

Chief Financial Officers --- Inside Higher Ed & Gallop poll (May 2013)

27%: strong confidence in their

financial model over 5 years

13%: strong confidence over 10

years

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57% agree that new spending at their institutions will come from reallocated dollars rather than new revenue.

Retention, by far, tops the list of strategies business officers hope will increase revenue in the near future.

0

10

20

30

40

50

60

70

Korea

Japan

Canada

Russian Federation1

Ireland

Norway

New Zealand

United Kingdom

Australia

Luxembourg

Israel

Belgium

France

United States

Sweden

Netherlands

Switzerland

Finland

Spain

Chile

Estonia

OECD average

Denmark

Poland

Iceland

Slovenia

Greece

Germany

Hungary

Portugal

Slovak Republic

Czech Republic

Mexico

Austria

Italy

Turkey

Brazil2

China3

25-34 year-olds 55-64 year-olds

Source: Education at a Glance 2012: OECD Indicators, Organisation for Economic Co-operation and Development

%

38.7%

41.8%

44.8%

47.8%

50.9%

53.9%

57.0% 60.0%

40.1%41.4%

42.7%44.1%

45.4%46.7%

48.1%

2011 2013 2015 2017 2019 2021 2023 2025

Straight line trajectory to reach 60% attainment by 2025

Expected degree attainment growth, adults age 25 to 64

Source: A Stronger Nation through Higher education (Lumina Foundation); U.S. Census Bureau,

2010 & 2011 ACS

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Need to credential more post-traditional students in degree fields that lead to jobs

U.S.Expected by 2025 = 278,494

Gap by 2025 to reach 60% = 24,027,391

Puerto Rico2010 Census – analysis unavailable

Are our students learning the knowledge and skills needed to be successful workers and citizens?

Do our graduates get jobs, and do those jobs pay wages and salaries that can support families?

How many students graduate from postsecondary education compared to the number of students who enroll?

What is the return on the state’s and students’ investments in terms of completed degrees and certificates?

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Affordable

Successful

Western Governors University –

the proof of concept

Gates Foundation -- Next

Generation Learning Challenges

U. S. Department of Labor grants –

partner colleges

Lumina Foundation supporting

CBE community of practice

Carnegie Foundation for Advancing

Teaching re-examining ‘Carnegie Unit’

Public and private institutions, SHEEO’s &

Foundations working with regional

accreditors and Dept of Ed to assure

financial aid for CBE

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Western Governors UniversityFounded in 1997

The principal mission of Western Governors

University is to improve quality and expand

access to post-secondary academic opportunity

by providing a means for individuals to learn

independent of time or place and to earn

competency-based degrees and other

credentials that are credible to both

academic institutions and employers.

College of Business Teachers College

College of Information Technology

College of Health Professions

Students are full-time, degree seeking at Baccalaureate and Masters level

Current enrollment

40,000

Price < $6,000 yr

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Most successful students –

start with some college experience

have work experience

motivated to earn degree

average age is 37 years

WG

U C

om

pe

ten

cy Mo

de

l

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Critical Elements of WGU Model for

Student Success

Full-time

Faculty/Mentors

Critical Elements of WGU Model

Learning materials-leverage buying power

-tracking student use

Critical Elements of WGU Model

Assessments-mapped to competencies

-secure

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Student Success

Flips the time/mastery relationshipStudents progress at own pace and can accelerate

based on previous experiences

Students can

be

personally

supported

Graduates explicitly demonstrate skills and knowledge required of their field of study

Scalable business model

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Externally produced learning resources do

not challenge institutional integrity

(MOOCs, OER)

Curriculum = what students need to learn

and how is it measured

Students use personalized learning materials as

they become available

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1. Degree reflects robust and valid competencies.

2. Students are able to learn at a variable pace and are supported in their learning.

3. Effective learning resources are available to students anytime and are reusable.

4. The process for mapping competencies to courses/learning outcomes/assessments is explicit.

5. The assessments are secure and reliable.

�Only 27% of higher education business officers express strong confidence in the viability of their financial models over 5 years -- and that drops to 13% over 10 years.

�57% agree that new spending at their institutions will come from reallocated dollars rather than new revenue.

�Retention, by far, tops the list of strategies business officers hope will increase revenue in the near future.

Inside Higher Education

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http://wgu.mindedgeonline.com/index.p

hp

WGU Portal Video 2 min