The Compass Project in California Compass Tri-State Meeting AAC&U Institute on General Education May 30, 2009 Ken O’Donnell Office of the Chancellor California.

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Presentation transcript:

The Compass Project in California Compass Tri-State Meeting AAC&U Institute on General Education May 30, 2009 Ken O’Donnell Office of the Chancellor California State University

The Compass Project in California state demographic and workforce trends

The Compass Project in California state demographic and workforce trends two kinds of transfer

The Compass Project in California state demographic and workforce trends two kinds of transfer theories of change

state demographic and workforce trends

source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance California population by ethnicity

state demographic and workforce trends source: CA Department of Finance “California’s young adult population is increasingly composed of groups, particularly Latinos, that historically have relatively low levels of educational attainment.”

state demographic and workforce trends source: CA Department of Finance “California’s young adult population is increasingly composed of groups, particularly Latinos, that historically have relatively low levels of educational attainment.” Closing the Gap Public Policy Institute of California April, 2009

state demographic and workforce trends source: CA Department of Finance “California’s young adult population is increasingly composed of groups, particularly Latinos, that historically have relatively low levels of educational attainment.” Closing the Gap Public Policy Institute of California April, 2009

state demographic and workforce trends California degree production public private source: Public Policy Institute of California

state demographic and workforce trends California degree production public private source: Public Policy Institute of California shortfall

state demographic and workforce trends California degree production public private source: Public Policy Institute of California shortfall

state demographic and workforce trends California degree production public private source: Public Policy Institute of California shortfall

state demographic and workforce trends California degree production public private source: Public Policy Institute of California shortfall

state demographic and workforce trends California degree production public private source: Public Policy Institute of California shortfall

state demographic and workforce trends public private source: Public Policy Institute of California “If past trends continue, we project that California’s economy will demand almost one million more college graduates in 2025 than is likely to be supplied by the state’s population.” Closing the Gap Public Policy Institute of California April, 2009

state demographic and workforce trends public private source: Public Policy Institute of California If past trends continue “If past trends continue, we project that California’s economy will demand almost one million more college graduates in 2025 than is likely to be supplied by the state’s population.” Closing the Gap Public Policy Institute of California April, 2009

Why college?

“To lead the examined life.”

Why college? “To get a good job.” “To lead the examined life.”

Why college?

The end of the “Ovarian Lottery.”

Why college? The end of the “Ovarian Lottery.” “Ability trumps geography”

Why college? The end of the “Ovarian Lottery.” “Ability trumps geography”

Why college? “Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”

Why college? The new kind of work will reward those who can master: “Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”

Why college? The new kind of work will reward those who can master: * design “Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”

Why college? The new kind of work will reward those who can master: * design * story “Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”

Why college? “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 can master: * design * story * symphony

Why college? “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 can master: * design * story * symphony * empathy

Why college? “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 can master: * design * story * symphony * empathy * play

Why college? “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 can master: * design * story * symphony * empathy * play * meaning

state demographic and workforce trends California degree production public private source: Public Policy Institute of California shortfall

state demographic and workforce trends California degree production public private shortfall

state demographic and workforce trends California population by ethnicity

California Master Plan c. 1960

California Master Plan c. 1960

California Master Plan c. 1960

California Master Plan c. 1960

state demographic and workforce trends 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 future demand * new concepts in science and tech

state demographic and workforce trends future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand * new concepts in science and tech * ability to collaborate w/diverse groups

state demographic and workforce trends future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand * new concepts in science and tech * ability to collaborate w/diverse groups * practical application

state demographic and workforce trends future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand * new concepts in science and tech * ability to collaborate w/diverse groups * practical application * effective communication

state demographic and workforce trends future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand * new concepts in science and tech * ability to collaborate w/diverse groups * practical application * effective communication * critical thinking source: AAC&U/Peter D. Hart Research, 2007

The Compass Project in California state demographic and workforce trends * two kinds of transfer theories of change

The Compass Project in California state demographic and workforce trends two kinds of transfer * theories of change

BornDie the CSU in a lifespan

BornDie the CSU in a lifespan

BornDie the CSU in a lifespan

BornDie the CSU in a lifespan TRANSFER

“the test we don’t see them take”

TRANSFER “the test we don’t see them take”

TRANSFER comes from:

“the test we don’t see them take” TRANSFER comes from: * Effort and Practice.

“the test we don’t see them take” TRANSFER comes from: * Effort and Practice. * Desirable Difficulty.

“the test we don’t see them take” TRANSFER comes from: * Effort and Practice. * Desirable Difficulty. * Multiple Representations.

“the test we don’t see them take” TRANSFER comes from: * Effort and Practice. * Desirable Difficulty. * Multiple Representations. * Mental Models.

“the test we don’t see them take” TRANSFER comes from: * Effort and Practice. * Desirable Difficulty. * Multiple Representations. * Mental Models.

BornDie the CSU in a lifespan TRANSFER internships

BornDie the CSU in a lifespan TRANSFER internships group work

BornDie the CSU in a lifespan TRANSFER internships group work faculty-student collaboration

BornDie the CSU in a lifespan TRANSFER internships group work problem solving faculty-student collaboration

BornDie the CSU in a lifespan TRANSFER internships learning communities group work problem solving faculty-student collaboration

BornDie the CSU in a lifespan TRANSFER internships learning communities group work problem solving alternative break faculty-student collaboration

BornDie the CSU in a lifespan TRANSFER community engagement internships learning communities group work problem solving alternative break faculty-student collaboration

BornDie the CSU in a lifespan TRANSFER community engagement internships learning communities group work problem solving alternative break study abroad faculty-student collaboration

BornDie the CSU in a lifespan TRANSFER community engagement internships common reading learning communities group work problem solving alternative break study abroad faculty-student collaboration

the CSU in a lifespan TRANSFER

the CSU in a lifespan TRANSFER LEAP Outcomes

the CSU in a lifespan TRANSFER LEAP Outcomes 1. KNOW human cultures & physical world.

the CSU in a lifespan TRANSFER LEAP Outcomes 1. KNOW human cultures & physical world. 2. KNOW HOW to write, reason, calculate.

the CSU in a lifespan TRANSFER LEAP Outcomes 1. KNOW human cultures & physical world. 2. KNOW HOW to write, reason, calculate. 3. ACT ethically and responsibly.

the CSU in a lifespan TRANSFER LEAP Outcomes 1. KNOW human cultures & physical world. 2. KNOW HOW to write, reason, calculate. 3. ACT ethically and responsibly. 4. INTEGRATE learning.

TRANSFER

9 units English and crit thinking

TRANSFER 9 units English and crit thinking 3 units mathematics

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

TRANSFER 9 units English and crit thinking 3 units mathematics 6 units science and lab 9 units arts & humanities 9 units social science 3 units self-development

the two kinds of transfer TRANSFER

the two kinds of transfer TRANSFER * efficient

the two kinds of transfer TRANSFER * modular * efficient

the two kinds of transfer TRANSFER * interchangeable * modular * efficient

the two kinds of transfer TRANSFER * frictionless * interchangeable * modular * efficient

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient * stressful

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient * surprising * stressful

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient * iterative * surprising * stressful

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient * effortful * iterative * surprising * stressful

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient * effective * effortful * iterative * surprising * stressful

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient * effective * effortful * iterative * surprising * stressful DEEPER LEARNING

the two kinds of transfer TRANSFER * fragmentary * frictionless * interchangeable * modular * efficient * effective * effortful * iterative * surprising * stressful DEEPER LEARNING GREATER PERSISTENCE

The Compass Project in California state demographic and workforce trends * two kinds of transfer * theories of change

The Compass Project in California state demographic and workforce trends two kinds of transfer theories of change *

how do we get from here to there?

Give Students a Compass beta sites in California May, 2009

Give Students a Compass beta sites in California May, 2009

Give Students a Compass beta sites in California May, 2009

Give Students a Compass beta sites in California May, 2009

Give Students a Compass change networks in California May, 2009

Give Students a Compass change networks in California May, 2009 communications

Give Students a Compass change networks in California May, 2009 communications faculty

Give Students a Compass change networks in California May, 2009 communications faculty networking

Give Students a Compass change networks in California May, 2009 communications conferences faculty networking

California State Budget

the new GE paradigm will be: purposeful

the new GE paradigm will be: purposeful * outcomes work

the new GE paradigm will be: purposeful * outcomes work * clarity for families

the new GE paradigm will be: purposeful * outcomes work * clarity for families * goal-oriented transfer

the new GE paradigm will be: purposeful demonstrable

the new GE paradigm will be: purposeful demonstrable * signature assignments

the new GE paradigm will be: purposeful demonstrable * signature assignments * ePortfolios

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable * High-Impact Practices

the new GE paradigm will be: purposeful inclusive demonstrable * High-Impact Practices * student affairs

the new GE paradigm will be: purposeful inclusive demonstrable * High-Impact Practices * student affairs * messages

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable

the new GE paradigm will be: purposeful inclusive demonstrable VALUE

Give Students a Compass in the California State University May, 2009