General Education and the Interoperability Puzzle

2019 AAC&U Network for Academic Renewal

Creating a 21st Century General Education:

Responding to Seismic Shifts

2

Anthony Siciliano

Executive Director, General Education and First Year ExperienceSouthern New Hampshire University - Global Campus a.siciliano@snhu.edu

Dr. Priscilla Hobbs

Associate Dean, General Education and Interdisciplinary StudiesSouthern New Hampshire University - Global Campusp.hobbs-penn@snhu.edu

Jake DeSchuiteneer

Curriculum and Assessment DeveloperSouthern New Hampshire University - Global Campus j.deschuiteneer1@snhu.edu

3

What is Interoperability and Why is it a Puzzle?

The SNHU Online Student is…• 72% identified as female

• 32% non-white

• 66% full-time employed• 2% report being active duty Military

• 35 years old on average

This is shifting as more “digital natives” enter college.

4

General Education 1.0Outcomes Based Learning

6

7

Gene

ral E

du

ca

tio

n 1

.0

PROS:

• Traditional higher education distribution model

• Alignment to national AAC&U LEAP initiative

• Centered on measurable program and course

outcomes

• Scaffolding of skills built through Foundation,

Exploration, and Integration areas

• Built on student choice

CONS:

• Difficult for students to understand purpose and find

value; difficult to navigate the many choices

available

• Centered on traditional coming of age experience

(18-22 year old) through survey course approaches

• No apparent relationship of courses to one another

• Difficult to measure achievement of General

Education program outcomes

A (Fine Art & Creativity) B (Literature) D (Ethics & Philosophy)

FAS 201, FAS 202, MUS 223,

FAS 226, FAS 260, FAS 270,

FAS 320, FAS 326, FAS 342,

FAS 365, FAS 370, FAS 380,

LIT 100, LIT 201, LIT 202, LIT 229,

LIT 231, LIT 300, LIT 306, LIT 307,

LIT 309, LIT 310, LIT 311, LIT 312,

LIT 314, LIT 315, LIT 319, LIT 322,

LIT 323, LIT 327, LIT 330, LIT 350,

LIT 450, LIT 451, LIT 452

PHL 111, PHL 210, PHL 212, PHL 230,

PHL 316,

A (Social Science) B (Economics) D (Psychology)

ATH 111, SOC 112, SOC 213,

SOC 317, SOC 318, SOC 320,

SOC 324, SOC 325, SOC 326,

SOC 328, SOC 330

ECO 201, ECO 202, ECO 301, ECO

306, ECO 322, ECO 327, ECO 330,

ECO 335, ECO 345, ECO 360

PSY 108, PSY 201, PSY 205, PSY 211,

PSY 215, PSY 216, PSY 224, PSY 225,

PSY 230, PSY 257, PSY 258, PSY 300,

PSY 305, PSY 307, PSY 310, PSY 314,

PSY 315, PSY 319, PSY 321, PSY 322,

PSY 323, PSY 324, PSY 326, PSY 327,

PSY 331, PSY 335, PSY 405, PSY 442

A (Science) B (Information Technology)

BIO 101, BIO 210, BIO 215,

BIO 315, BIO 330, BIO 340,

ENV 305, GEO 200, PHL 363,

SCI 212, SCI 215, SCI 219, SCI

220, SCI 333

IT 100, IT 135, IT 145, IT 201, IT

205, IT 207, IT 209, IT 225, IT 232,

IT 242, IT 270, IT 303, IT 305/GAM

305, IT 370, IT 375/GRA 310, IT

450

Diversity (IDIV): IDS 400

Diversity

Preparing for the Future

(PFTF): IDS 403 Preparing for

the Future

TOTAL CREDITS in GENERAL EDUCATION PROGRAM: 45

4. General Education Electives (EGED) (choose any TWO): Any two of the above Exploration courses or choices from the

fol lowing:

ADV 263,ADV 340, ADV 429, COM 126, COM 212, COM 320, COM 322, COM 332, ENG 220, ENG 350, INT 113,INT 200, INT 309, INT 335, INT

433/MKT 433, INT 440, INT 441, Language Courses (From Subjects: LAN, LAS, LAR, LFR, LSP), MKT 113, MKT 222, MKT 229, MKT 230, MKT 266,

MKT 270, MKT 326, MKT 337, MKT 345, MKT 350, MKT 355, MKT 360, MKT 432

INTEG

RA

TION

9 C

R

COCE/Online Students: Choose ONE seminar course from below plus TWO courses from the Exploration area. Seminar #:

Global Society (IGSO): IDS 401 Global Society Wellness (IWEL): IDS 402 Wellness

EXP

LOR

ATIO

N 2

4 C

R

1. Fine Arts and Humanities (EFAH): choose one course from two different columns

C (History)

HIS 113, HIS 114, HIS 117, HIS 118, HIS

220, HIS 222, HIS 223, HIS 235, HIS

240, HIS 241, HIS 245, HIS 270, HIS

301, HIS 314, HIS 319, HIS 321, HIS

330, HIS 338, HIS 357, HIS 374

2. Social and Behavioral Sciences (ESBS): choose one course from two different columns

C (Political Science)

POL 210, POL 211, POL 305, POL 306,

POL 309, POL 327, POL 328, POL 360,

POL 364, POL 370, POL 371, POL 372,

POL 374

3. Science, Technology, and Mathematics (ESTM): choose one course from two different columns

C (Mathematics)

IHP 340 (Nursing majors ONLY), MAT 125, MAT 130, MAT 135, MAT 140, MAT

210, MAT 211, MAT 230, MAT 240, MAT 260, MAT 299, MAT 300, MAT 310,

MAT 330, MAT 350, MAT 361, MAT 415, MAT 460, MAT 470, PHL 214

FOU

ND

ATIO

N 1

2 C

R

ENG 122 English Composition I

ENG 123 English Composition II

SNHU 107 Success Strategies for Online Learning Students with 12 or more transfer credits may substitute a FREE ELECTIVE

Mathematics (Choice of one):

MAT 125, MAT 130, MAT 135, MAT 140, MAT 210, MAT 211, MAT 299, MAT 230, or MAT 240

MAT 240 (Required for Business Programs ONLY)

General Education Program Outcomes

General Education 2.0The Working Adult Learner

9

10

Degree Completion

US Department of Education notes:• College graduates with a Bachelors earn

66% more than those without

• College graduates are less likely to face unemployment

• The average worker with a Bachelor’s degree will earn approx. $1 MILLION more than a worker without

• By 2020, two-thirds of job openings will require postsecondary education or training

In the U.S, undergraduate students who enter college seeking higher education credentials are not graduating at high enough rates, leaving many students with student loan debt and nothing to show for their efforts and risk.

The Lumina Foundation reported that 40% of U.S. residents aged 25-34 lack a degree or credential from a college or university, equaling roughly 36 million adults.

Statistics Reality

11

Employability and what Students Learn - The Skills GapNotable gaps emerge between the importance of key learning outcomes and employers’ sense that recentgraduates are prepared in these areas.

* 8-10 ratings on a 0-to-10 scale

34% 78%

33% 76%

33% 76%

35% 76%

40% 80%

38% 77%

42% 77%

43% 77%

34% 67%

41% 73%

36% 65%

36% 61%

36% 54%

52% 60%

22% 23%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Critical thinking/analytical reasoning

Apply knowledge/skills to real world

Communicate effectively in writing

Self-motivated

Communicate effectively orally

Able to work independently

Able to work effectively in teams

Ethical judgment/decision-making

Able to analyze/solve complex problems

Find, organize, evaluate info: multiple sources

Solve problems w/people of diff. backgrounds

Able to innovate/be creative

Able to work with numbers/stats

Stay current on changing tech

Proficiency in foreign language

2014

Gap

-55

-57

-55

N/A

-57

N/A

-46

-51

-46

-39

-38

-40

-28

-23

-7

Recent college grads well prepared* Very important quality*Among business execs:

12

PROS:

• Prescribed academic pathway focused

on the working adult learner

• Alignment to AAC&U Essential

Learning Outcomes, and LEAP VALUE

Rubrics – core skills

• Promotes intentional relevance and the

achievement of transparent outcomes

and professionally relevant core skills –

effectively prepares students for

program level work

• Fosters integrative learning as the

student is front and center in the

learning model

• Transformative experiences through

the study of ways of knowing or

“lenses” of General Education

Gene

ral E

du

ca

tio

n 2

.0

CONS:

• Core skills mastery still isolated to

individual courses and not integrated

throughout program

• Non-interoperable

FOU

ND

ATIO

NS (1

5 C

R)

ENG 122 English Composition I 3 CR

ENG 123 English Composition II 3 CR

SNHU 107 Success Strategies for Online Learning *Students with 12 or more transfer credits may substitute a FREE ELECTIVE

3 CR

IDS 100 Perspectives in Liberal Arts **Students with 12 or more transfer credits may substitute a FREE ELECTIVE

3 CR

Mathematics (Choice of one):

MAT 3CR_

(select ONE): MAT 125 Quantitative Reasoning and Problem Solving MAT 130 Applied Finite Mathematics MAT 135 The Heart of Mathematics MAT 136 Introduction to Quantitative Analysis MAT 240 Applied Statistics (required for all Business Programs)

EXP

LOR

AT

ION

(24

CR

)

1. Fine Arts and Humanities (EFAH): 6 CR HUM 100 Perspectives in the Humanities

HUM 200 Applied Humanities

2. Social and Behavioral Sciences (ESBS):

6 CR SCS 100 Perspectives in the Social Sciences SCS 200 Applied Social Sciences

(ECO 201 and ECO 202 for all Business Programs and BS Information Technology ONLY)

3. Science, Technology, and Mathematics (ESTM): 6 CR SCI 100 Perspectives in the Natural Sciences

SCI 200 Applied Natural Sciences

4. History (EHIS) 6 CR HIS 100 Perspectives in History

HIS 200 Applied History

INT

EGR

ATIO

N (3

CR

)

COCE/Online Students: Choose ONE seminar course from below

3 CR

Registration hold: a student must contact their advisor and may only register for their integration requirement after completing ENG 122, ENG 123, and are within the last 12-18 credits of their program

Diversity (IDIV): IDS 400 Diversity

Global Society (IGSO): IDS 401 Global Society

Wellness (IWEL): IDS 402 Wellness

Preparing for the Future (PFTF): IDS 403 Technology and Society

Popular Culture (IPOC): IDS 404 Popular Culture

Total Credits in General Education Program 42 Credits

General Education 3.021st Century Competencies and Interoperability Models

13

14

Gene

ral E

ducation

3.0

-G

oa

ls

Develop a

competency

framework for General

Education that

prioritizes the

demonstration of

mastery of

competencies rather

than outcomes

Create flexible

learning pathways to

allow students to

customize their

education and

credentials

Support student

relevancy, agency,

and authenticity to

improve persistence

and retention efforts

Scaffold multiple,

aligned frameworks

throughout General

Education to maintain

transferability for

educational and

professional recognition

Emphasize an

interdisciplinary

perspectives and the

Core Skills identified

as a part of the LEAP

initiative

15

Ge

nera

l E

duca

tion

3.0

Competency-Based Learning Model

Example of how

one competency

module could be

deployed in

different learning

models:

16

PROS:

• Prescribed academic pathway focused on the

working adult learner

• Alignment to national AAC&U Essential

Learning Outcomes, Connecting Credentials,

and LEAP VALUE Rubrics – core skills

• 1 credit competency modules can be

combined into different configurations for

different modalities

• Promotes intentional relevance for both

workforce preparation and further academic

accomplishments

• Fosters integrative and interdisciplinary

learning experiences as the lenses of General

Education are interwoven

• Project-based learning focuses on the

application of skills

Gene

ral E

du

ca

tio

n 3

.0

Foundation

ExplorationIntegration

Competency, Project-Based Learning Framework

17

18

Ge

nera

l E

duca

tion

3.0

Frameworks:• Degree Qualification Profile

• AAC&U Essential Learning

Outcomes

• Lumina Foundation’s Connecting

Credentials and C-BEN’s Quality

Principles and Standards for

Competency-Based Programs

• AAC&U’s LEAP VALUE Rubrics

Competencies should be

articulated as more granular in

nature than program outcomes

(and largely derived from program

or institutional outcomes), but more

broad in scope than individual

performance indicators.

Applying the Framework

19

20

Ge

nera

l E

duca

tion

3.0

21

Ge

nera

l E

duca

tion

3.0

Competency Specification

Document

Summative Assessment

Curriculum Mapping

Learner-to-Content

Formative Assessments

Build in LMS

22

Ge

nera

l E

duca

tion

3.0

Summative AssessmentApply cross-cultural communication strategies for global audiences in real-world contexts

Scenario and Directions:

• Set the scene for the learner

• Provide high-level context for the project

• Illustrate background that informs the execution of the project

• Root the project in a real-world example

• Provide step-by-step instructions for students earn mastery

23

Ge

nera

l E

duca

tion

3.0

Summative Assessment

• Rubric Criteria are:

• Evaluated on a binary scale

• Mastered

• Not yet

• Derived from Competency and Performance Indicators

• Specific to the Deliverable(s)

24

Ge

nera

l E

duca

tion

3.0

Sources for Learner-to-Content

• SNHU library• This would also include coordination with SNHU Shapiro Library

on any potential assets that could be licensed through Shapiro that may not already be available.

• Open Education Resources (OER)• Sources should be defined in coordination with SNHU Learning

Resources team.

• Publisher content• Initial vendor preferences and agreements will be determined in

coordination with SNHU Learning Resources

Ge

nera

l E

duca

tion

3.0

Formative Assessments

Formative Assessments are:

• Scaffolded to the summative project

• Auto-graded when possible

• Aligned to units within the 1c:1c modules

25

General Education and AA.LAR – Global Campus Paced

Pilot paced GenEdCompetencies

within the AA.LAR

Monitor the General Education

CompetenciesLaunch GenEd 3.0

Fall 2019 Fall 2019-Fall 2020 Fall 2020-Beyond

• Developed as 1C=1C, paced

course model

• Aligns with One University

Interoperability Model

• Skills-focused,

interdisciplinary, and project-

based

• Developed as 1C=1C, paced

course model

• Aligns with One University

Interoperability Model

• Skills-focus, interdisciplinary,

project-based

• Pilot year allows for

stakeholder communication,

training, and buy-in

• Allows internal stakeholders

to gauge student KPIs and

success before full launch

• Fully launch the Paced

General Education

competencies

• Time to prepare to scaffold

paced competency version

of GenEd into program

level coursework

Anthony Siciliano

a.siciliano@snhu.edu

Dr. Priscilla Hobbs

p.hobbs-penn@snhu.edu

Jake DeSchuiteneer

j.deschuiteneer1@snhu.edu

Thank you!

References

2017-2018 Academic Catalog. Southern New Hampshire University. N.p., n.d. http://www.snhu.edu/admission/academic-catalogs/coce-catalog#/courses Accessed

June 2017

Carnevale, Anthony P. "The Economic Value of College Majors Executive Summary 2015." Georgetown University Center on Education and the Workforce, McCourt

School of Public Policy, 2015, pp. 1-44.

Carnevale, Anthony P., Nicole Smith, and Jeff Strohl. "Recovery: Job Growth and Education Requirements Through 2020." Georgetown Public Policy Institute: Center

on Education and the Workforce, June, 2013, pp. 1-14.

Couturier, L.K. (2012). Cornerstones of Completion – State policy support for accelerated, structured pathways to college credentials and transfer.

Falling short? College learning and career success. Hart Research Associates and Association of American Colleges & Universities. January 2015.Washington, DC.

https://www.aacu.org/leap/public-opinion-research/2015-survey-falling-short. Accessed May 2016.

Fulfilling the American Dream: Liberal Education and the Future of Work. Hart Research Associates and Association of American Colleges & Universities. January-

June 2018.Washington, DC. https://www.aacu.org/research/2018-future-of-work

Gaston, P.L., Clark, J.E., Ferren, A.S., Maki, P., Rhodes, T.L., Schilling, K.M., and Smith, D. (2010). General education & liberal learning: Principles of effective

practice. Washington, DC: Association of American Colleges & Universities.

Gaston, P.L. (2015). General education transformed: how we can, why we must. Washington, DC: Association of American Colleges & Universities.

General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement, American Association of Colleges and Universities, 2015.

Implementing guided pathways: early insights from the AACC pathways colleges. April 2017. The American Association of Community Colleges.

http://leapconnections.aacu.org/system/files/implementing_guided_pathways.pdf

Liberal Education & America’s Promise: The LEAP Challenge. 2005. Association of American Colleges and Universities. http://www.aacu.org/leap

Median annual earnings of full-time year-round workers 25 to 34 years old and full-time year-round workers as a percentage of the labor force, by sex, race/ethnicity,

and educational attainment: Selected years, 1995 through 2013. Digest of Education Statistics, 2014. U.S. Department of Education, National Center for

Education Statistics, 2014. https://nces.ed.gov/programs/digest/d14/tables/dt14_502.30.asp. Accessed April 2015

29

References

The pathways to prosperity network: a state progress report 2012-2014, 2014. Boston, MA: The Pathways to Prosperity State Network. www.pathwatstopresperity.org

Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches. Hart Research Associates and Association of American Colleges &

Universities. January 2016. Washington, DC:

Which job skills make the most money? PayScale 2016 Workforce-Skills Preparedness Report, May 2016. http://www.payscale.com/data-packages/job-skills.

Accessed May 2016