General Education Our Students’ Best Job Security Sacramento State University GE Recognition Day November 5, 2010 Ken O’Donnell CSU Office of the Chancellor

Purposes of General Education

☼ KNOW ABOUT human cultures and the natural world

Purposes of General Education ☼ KNOW ABOUT human cultures and the natural world ☼ KNOW HOW to inquire, think, solve, communicate

Purposes of General Education ☼ KNOW ABOUT human cultures and the natural world ☼ KNOW HOW to inquire, think, solve, communicate ☼ ENGAGE in the broader world

Purposes of General Education ☼ KNOW ABOUT human cultures and the natural world ☼ KNOW HOW to inquire, think, solve, communicate ☼ ENGAGE in the broader world ☼ INTEGRATE learning to adapt to new ideas adapted from the Association of American Colleges & Universities

our students need general education:

* to enjoy a full life

our students need general education: * to enjoy a full life less likely to smoke

our students need general education: * to enjoy a full life less likely to smoke likelier to stay married

our students need general education: * to enjoy a full life less likely to smoke likelier to stay married likelier to attend museums, festivals, live performances

our students need general education: * to enjoy a full life healthier less likely to smoke likelier to stay married likelier to attend museums, festivals, live performances

our students need general education: * to enjoy a full life healthier less likely to smoke likelier to stay married likelier to start a business likelier to attend museums, festivals, live performances

healthier less likely to smoke likelier to stay married likelier to start a business likelier to attend museums, festivals, live performances

healthier less likely to smoke likelier to stay married likelier to start a business likelier to attend museums, festivals, live performances agency

our students need general education: * to enjoy a full life

Haiti, January 2010

$40 million raised in text messages by the following April source: bnet.com

our students need general education: * to enjoy a full life

our students need general education: * to enjoy a full life * to participate fully in the world

our students need general education: * to enjoy a full life * to participate fully in the world * to get a good job

Chancellor Charles B. Reed February 25, 2008

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality." "No matter the industry, we found similarities in the skills they wanted from our graduates

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality." "No matter the industry, we found similarities in the skills they wanted from our graduates." "I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could:

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality." "No matter the industry, we found similarities in the skills they wanted from our graduates." "I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could: * Come ready to work the first day on time

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality." "No matter the industry, we found similarities in the skills they wanted from our graduates." "I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could: * Come ready to work the first day on time * Communicate and think critically * Work in teams

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality." "No matter the industry, we found similarities in the skills they wanted from our graduates." "I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could: * Come ready to work the first day on time * Communicate and think critically * Work in teams * Use technology * Speak multiple languages and

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality." "No matter the industry, we found similarities in the skills they wanted from our graduates." "I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could: * Come ready to work the first day on time * Communicate and think critically * Work in teams * Use technology * Speak multiple languages and * Think and communicate globally

Chancellor Charles B. Reed February 25, 2008 "We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality." "No matter the industry, we found similarities in the skills they wanted from our graduates." "I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could: * Come ready to work the first day on time * Communicate and think critically * Work in teams * Use technology * Speak multiple languages and * Think and communicate globally "In other words, they want employees with the kind of experience and opportunities that come from a CSU college education."

Richard A. Greenwald Professor of History Drew University

Richard A. Greenwald Professor of History Drew University The Triangle Fire (2005)

Richard A. Greenwald Professor of History Drew University The Triangle Fire (2005) The World in a Box: Containerization (2011)

Richard A. Greenwald Professor of History Drew University “Liberal Arts: The Economy Requires Them” October 1, 2010 The Triangle Fire (2005) The World in a Box: Containerization (2011)

Richard A. Greenwald Professor of History Drew University “Liberal Arts: The Economy Requires Them” October 1, 2010 The Triangle Fire (2005) The World in a Box: Containerization (2011) Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain.

Richard A. Greenwald Professor of History Drew University “Liberal Arts: The Economy Requires Them” October 1, 2010 The Triangle Fire (2005) The World in a Box: Containerization (2011) Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain. Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes.

Richard A. Greenwald Professor of History Drew University “Liberal Arts: The Economy Requires Them” October 1, 2010 The Triangle Fire (2005) The World in a Box: Containerization (2011) Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain. Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes. Today, breadth, cultural knowledge and sensitivity, flexibility, the ability to continually learn, grow and reinvent, technical skills, as well as drive and passion, define the road to success.

Richard A. Greenwald Professor of History Drew University “Liberal Arts: The Economy Requires Them” October 1, 2010 The Triangle Fire (2005) The World in a Box: Containerization (2011) Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain. Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes. Today, breadth, cultural knowledge and sensitivity, flexibility, the ability to continually learn, grow and reinvent, technical skills, as well as drive and passion, define the road to success.

Richard A. Greenwald Professor of History Drew University “Liberal Arts: The Economy Requires Them” October 1, 2010 The Triangle Fire (2005) The World in a Box: Containerization (2011) Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain. Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes. Today, breadth, cultural knowledge and sensitivity, flexibility, the ability to continually learn, grow and reinvent, technical skills, as well as drive and passion, define the road to success. And liberal arts institutions should take note, because this is exactly what we do best.

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 World University of Michigan 2007

“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 World University of Michigan 2007

“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 World University of Michigan 2007

“The world’s problems today – with the environment, energy, global warming -- will be solved by engineers, Sue Holl, Mechanical Engineer Sacramento 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 Engineer Sacramento State University

calstate.edu/app

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist

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social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist social worker curator publicist graphic designer geologist research scientist mechanical engineer statistician

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker curator publicist graphic designer geologist research scientist mechanical engineer statistician

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer geologist research scientist mechanical engineer statistician

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer health worker geologist research scientist mechanical engineer statistician

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer health worker geologist research scientist mechanical engineer statistician electrical engineer

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer health worker geologist research scientist mechanical engineer statistician electrical engineer

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer health worker geologist research scientist mechanical engineer statistician electrical engineer

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer health worker geologist research scientist mechanical engineer statistician electrical engineer

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer health worker geologist research scientist mechanical engineer statistician electrical engineer

social sciences English, arts, humanities physical and life sciences logic and quantitative reasoning economist demographer social worker journalist curator publicist graphic designer health worker geologist research scientist mechanical engineer statistician electrical engineer

our students need general education: * to enjoy a full life * to participate fully in the world * to get a good job

our students need general education: * to enjoy a full life * to participate fully in the world * to get a good job – more than once

our students need general education: * to enjoy a full life * to participate fully in the world * to get a good job – more than once

our students need general education: * to enjoy a full life * to participate fully in the world * to get a good job – more than once your most engaging teaching experience?

Latino/anot Latino/a Graduation Rates by Ethnicity and Participation in High-Impact Practices

00 Latino/anot Latino/a 38% 55% Graduation Rates by Ethnicity and Participation in High-Impact Practices

00 Latino/anot Latino/a 38% 55% gap 17 Graduation Rates by Ethnicity and Participation in High-Impact Practices

0011 Latino/anot Latino/a 38% 55% 49% 63% Graduation Rates by Ethnicity and Participation in High-Impact Practices

0011 Latino/anot Latino/a 38% 55% 49% 63% gap 14 Graduation Rates by Ethnicity and Participation in High-Impact Practices

Latino/anot Latino/a 38% 55% 49% 63% 65% 68% Graduation Rates by Ethnicity and Participation in High-Impact Practices

Latino/anot Latino/a 38% 55% 49% 63% 65% 68% gap 3 Graduation Rates by Ethnicity and Participation in High-Impact Practices

Latino/anot Latino/a 38% 55% 49% 63% 65% 68% 73% 69% Source: CSU Northridge Institutional Research August, 2010 Graduation Rates by Ethnicity and Participation in High-Impact Practices

Graduation Rates by Ethnicity and Participation in High-Impact Practices Latino/anot Latino/a 38% 55% 49% 63% 65% 68% 73% 69% Source: CSU Northridge Institutional Research August, 2010 gap -4

Making General Education Relevant January 26-29, 2011 calstate.edu/app/compass