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New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor, Kent State University & Consultant to Lumina Foundation

New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

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Page 1: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

New Mexico General Education Summit

January 13, 2016

Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U

Paul Gaston, Trustees Professor, Kent State University& Consultant to Lumina Foundation

Page 2: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

General Education Today: Toward Inclusive Excellence and Student Success in an

Innovation-Driven Global Society

Debra Humphreyswww.aacu.org/leap; @debrahumphreys

[email protected]

Page 3: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,
Page 4: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

College Learning for the New Global Century (2007) “The world in which today’s students will make choices and compose lives is one of disruption rather than certainty, and of interdependence rather than insularity.”

LEAP Asks:• How do we educate students for success in this kind of

world? • What are the Essential Learning Outcomes and set of

educational practices aligned to this reality?

Page 5: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Narrow Learning is Not EnoughThe LEAP Essential Learning Outcomes

Knowledge of Human Cultures and the Physical and Natural WorldFocused on engagement with big questions, enduring and contemporary

Intellectual and Practical SkillsPracticed extensively across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance

Personal and Social ResponsibilityAnchored through active involvement with diverse communities and real-world challenges

Integrative and Applied LearningDemonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

Page 6: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Why Do Liberal Education Learning Outcomes Remain So Important?

And Why Is a Transformed General Education Needed to Provide These Outcomes?

• Who Our Students Are

• And What the World Now Demands and What Capacities Are Rewarded

Page 7: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

It Takes More Than a Major

• “Beware. Your degree is not a proxy for your ability to do any job. The world only cares about — and pays off on — what you can do with what you know (and it doesn’t care how you learned it). And in an age when innovation is increasingly a group endeavor, it also cares about a lot of soft skills — leadership, humility, collaboration, adaptability and loving to learn and re-learn. This will be true no matter where you go to work.”

Lazslo Bock, senior VP of people operations, Google (quoted in NY Times 2/23, 2014)

Page 8: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

The Big Economic Picture“Human work will increasingly shift toward two kinds of tasks: solving problems for which standard operating procedures do not currently exist, and working with new information—acquiring it, making sense of it, communicating it to others….today, work that consists of following clearly specified directions is increasingly being carried out by computers and workers in lower-wage countries. The remaining jobs that pay enough to support families require a deeper level of knowledge and the skills to apply it.”

“Frank Levy and Richard Murnane, “Dancing with Robots” (2013)

Page 9: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Dancing With Robots (2013)

Page 10: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

What do Employers Say?

Falling Short? College Learning and Career Success(Hart Research Associate 2015)

AAC&U has commissioned a series of studies (2006-2015)—focus groups/surveys of students and business leaders

www.aacu.org/leap/public-opinion-research

Page 11: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Three in five employers believe that it takes BOTH specific knowledge/skills and broad knowledge/skills to achieve long-term career success.

15%

60%

25%

Which is more important for recent college graduates to have who want to pursue advancement and long-term career success at your company?

Knowledge and skills that apply to a specific field or position

Range of knowledge and skills that apply to a range of fields or positions

Both field-specific and broad range of knowledge and skills

(employers)

College students: Specific 15% Both 63% Broad range 22%

11

Page 12: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

21%

29%

33%

32%

59%

Strongly agree Somewhat agree

Employers are in broad agreement on college learning outcomes for all students, regardless of their chosen field of study.

Employers’ agreement with statements about college learning aims regardless of student’s chosen field of study

All college students should have educational experiences that teach them how to solve problems with people whose views are different from their own

96%

87%

78%

Every college student should take courses that build the civic knowledge, skills, and judgment essential for contributing to our democratic society

Every college student should acquire broad knowledge in the liberal arts and sciences

All college students should gain an understanding of democratic institutions and values

86%

78%

Students/total agree

94%

85%

86%

83%

87%

All college students should gain intercultural skills and an understanding of societies and countries outside the United States

12

Page 13: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Learning Outcomes that at Least Four in Five Employers Rate as Very Important

80%

81%

81%

82%

83%

85%Oral communication

Working effectively with others in teams

Written communication

Ethical judgment and decision-making

Critical/analytical thinking

Applying knowledge/ skills to real world

Students:very important

for successin workplace*

78%

77%

75%

74%

79%

79%

Proportions of employers rating each skill/knowledge area as very important for recent college graduates to have*

*8, 9, 10 ratings on zero-to-10 scale, 10 = very important

13

Page 14: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Employers give college graduates lower scores for preparedness across learning outcomes than current students give themselves.

57%

66%

65%

55%

62%

64%

62%

46%

64%

25%

26%

27%

28%

28%

29%

30%

37%

37%

Employers Students

Proportions who believe they/recent college graduates are well prepared in each area*

*8-10 ratings on zero-to-ten scale

Working effectively with others in teams

Staying current on technologies

Ethical judgment and decisionmaking

Locating, organizing, evaluating information

Oral communication

Working with numbers/ statistics

Written communication

Critical/analytical thinking

Being innovative/creative

(continued)

14

Page 15: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

General Education Maps and MarkersPrinciples for Redesign

Redesign general education around core principles of:

• Proficiency (align outcomes to global economy and society)• Agency and Self-Direction (place students’ own questions and

needs at center)• Integrative Learning and Problem-Based Inquiry (move beyond

knowledge exposure/acquisition)• Equity (attend to all students’ achievement of outcomes; need for

alternative pathways)• Transparency and Assessment (demonstrate what students can do

with their learning)

Page 16: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

GEMs Builds on Reforms Already Underway Throughout Higher Education

First-Year Seminars and Experiences 

Common Intellectual Experiences

Learning Communities

Writing-Intensive Courses

Collaborative Assignments and Projects

Undergraduate Research

Diversity/Global Learning

Service Learning, Community-Based Learning

Internships

Capstone Courses and Projects

Page 17: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

The majority of institutions uses a distribution model with additional integrative features. Fewer use only distribution model in 2015 than did so in 2008.

Which of these features are part of your institution’s general education program?

Other features:Common intellectual experienceThematic required coursesUpper-level requirementsCore curriculumLearning communitiesCapstone projects

15%

8%

64%68%

18%

24%

Distribution model only Distribution model with other features One or more other features only

November – December 2008 July – October 2015

Page 18: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Employers say they are more likely to consider hiring recent college graduates who have completed an applied/integrative learning or project-based learning experience.

13%

22%

21%

24%

27%

39%

60%

Much more likely to consider Somewhat more likely to consider

How much more likely is your company to consider hiring recent college graduates if they have had this experience?

Internship/apprenticeship with company/organization

Senior thesis/project demonstrating knowledge, research, problem-solving,

communication skillsMultiple courses involving

significant writing

Research project done collaboratively with peers

Service-learning project with community organization

Field project in diverse community with people from different background/culture

Study abroad program

94%

87%

81%

80%

69%

66%

51%

Students: morelikely to be hired

95%

89%

76%

82%

85%

87%

71%

18

Page 19: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

The LEAP Challenge: Every Student Should Do Signature Work

For more information, see http://www.aacu.org/leap/challenge

Page 20: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

The LEAP Challenge“It is high time to break free of the old ‘breadth first, depth second’ model for college learning. Instead, we need guided pathways to integrative and adaptive learning. We must ensure that all students are given opportunities to tackle complex questions—from first to final year.”

Carol Geary Schneider, president, AAC&U

The LEAP challenge is to make integrated, problem-based Signature Work a goal for all students—and the expected standard of quality learning in college.

Page 21: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

How Do We Close the Gaps? Prioritize Integration and Collaborate Across

Divisions/Institutions

• Need Redesign of Curricular Pathways Rich in High-Impact Practices—both General Education and Majors

• Need Redesign of Assessment Approaches Focused on Projects and Signature Work

• Need Integration of Gen Ed, Majors, Co-Curricular, Work-based learning—advising and career exploration

• Need New Ways for Graduates to Demonstrate Their Achievement (e.g. e-portfolios, sophisticated Linked-In pages, etc.)

Page 22: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

22

LEAP Challenge Curricular Pathway Model

Page 23: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

A Twenty-First-Century Liberal Education

Source: General Education Transformed (Gaston, 2015)

Page 24: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

What Students and Our Society Need and Deserve

“In a world of relentless change, all students need the kind of education that leads them to ask not just ‘how do we get this done?’ but also ‘what is most worth doing?’”

College Learning for the New Global Century, 2007

Page 25: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Getting from Point A to Point B

Paul L. [email protected]

Page 26: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

POINT A

Today’s summit—which offers an enviable point of departure for a statewide, systemic, strategic strengthening of general education for New Mexico students.

Page 27: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

But at “POINT A” far too often . . .

• There’s a “haphazard character” to the general education many students undertake (AAC&U 2005, 6)

• Too many students do not persist• General Education often a curriculum “to get out of

the way”• Employers express concerns that graduates lack the

preparation required for success.

Page 28: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Some symptoms of “POINT A”

• Transfer students receive little special attention• Advising is little more than course scheduling (if that) • Students ask, “Why in the heck am I taking this

course?” and “What’s the point of general education?”

• Learning outcomes statements are rife with “non-operational verbs” such as “appreciate,” “recognize,” “become aware of,” “respect,” “experience,” “value,”

Page 29: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

POINT B

A general education program known for

coherencecontinuitycompetence developmentcommon learningcommunity consciousness

Page 30: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

GETTING FROM

POINT A

Page 31: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

TO POINT B

POINT A POINT B

Page 32: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

ROAD MAP

• Achieve consensus on clear, concrete, assessable learning outcomes

• Focus on student understanding and experience

• Development of a curriculum that will ensure the “five C’s”

• Assessment• Refinement

Page 33: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

ROAD MAP

• Achieving consensus on clear, concrete, assessable learning outcomes– Are they clear to faculty, students,

advisors?– Do they express explicit

performance expectations?– Do they invite assessment?– Do they avoid “non-operational”

verbs?

Page 34: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

ROAD MAP

• Clarifying the focus on student understanding and experience– Does the curriculum embody a

clear emphasis not on What shall we teach? but on What should our students know and be able to do?

– Is the discussion “our students” rather than “my courses”?

Page 35: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

ROAD MAP• Developing a curriculum that will ensure the “five

C’s”– Is the curriculum coherent? Does it make

difficult choices in pursuit of widely shared objectives?

– Does the curriculum create continuity between general education and the major—and vice-versa?

– Is there ample opportunity for common learning?

– Is there an emphasis throughout on competence development?

– Does the curriculum celebrate community consciousness?

Page 36: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

ROAD MAP

• Developing a curriculum that invites assessment at all levels– Institutionally– Programmatically– Within courses– Within class sessions

Page 37: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

ROAD MAP

• Committing to continuous improvement in the light of assessment – For degrees– For programs– For courses– For class sessions

Page 38: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

QUESTIONS A STUDENT SHOULD ASK

•Are the learning outcomes clearly stated in terms I can understand and appreciate?

•Are the content and structure of the general education program clearly directed toward these outcomes?

•Will I be guided toward curricular choices that make sense in terms of both my broad educational aspirations and my interest in a discipline?

Page 39: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

QUESTIONS A STUDENT SHOULD ASK

•Will I be able to document my progress through general education and the major toward the institutional learning outcomes?

• Will I have opportunities for active, collaborative learning? Will I accomplish Signature Work that addresses issues important to me—and enables me to demonstrate proficiency in solving complex and consequential problems?

•Will I be able to document and explain the proficiencies I have developed in language that is widely understood?

Page 40: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

CONSIDER JUAN

A successful, motivated high school senior (two Advanced Placement courses) who has not yet made his plans for college.

Page 41: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

At last he’s thinking about college—and it’s about time!

Page 42: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

“Which college would be the right one for me?”

Page 43: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

What about . . . ?

Page 44: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

One ofNew Mexico’s

Great Community Colleges?

Page 45: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

To the website!

Page 46: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

DEGREE OUTCOMES There’s no mystery to a degree at New Mexico’s Community Colleges and Universities. Through close partnerships, every student who receives a community college or university degree will be able to demonstrate mastery of clearly defined learning outcomes in five areas:

Specialized KnowledgeBroad and Integrative KnowledgeIntellectual SkillsApplied and Collaborative LearningCivic and Global Learning

Page 47: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Looks good! I’ll apply.

Juan completes an online questionnaire and receives a response that (1) maps his preparation and interests to NM’s Essential Education and (2) suggests several alternate curricular pathways.

All pathways include opportunities for Juan to engage in integrative Signature Work, to demonstrate academic proficiencies, and to engage in co-curricular learning.

Page 48: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Even before admission, Juan has access to personalized overviews of several trajectories he might follow in his community college experience, all organized according to integrated student learning priorities.

Page 49: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,
Page 50: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

[One of New Mexico’s Community Colleges]

Dear Juan,

It is my pleasure to welcome you ______Community College. Your application for admission has been accepted.

Within 48 hours, you will be contacted by an advisor who will work with you throughout your college career. He or she will make an appointment with you for a one-on-one discussion either on campus or by Skype. Through that discussion, you will become acquainted with our interactive digital planner that will track your progress along the integrative curricular and co-curricular pathway you choose..

Page 51: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Next . . .

In consultation with his advisor, Juan chooses a provisional curriculum and co-curriculum that will help him develop proficiencies in areas keyed to his interests and at levels of challenge appropriate to his preparedness.

He also creates an electronic portfolio that will document his Signature Work in both general education and the major.

Page 52: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Next . . .

In consultation with his advisor, Juan chooses a provisional curriculum and co-curriculum that will help him develop proficiencies in areas keyed to his interests and at levels of challenge appropriate to his preparedness.

He also creates an electronic portfolio that will document his Signature Work. Both Juan’s dedicated advisor and faculty advisors in his possible areas of specialization review the curriculum he has chosen and recommend modifications.

Page 53: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Then, at least once each semester . . . .

Juan meets with his advisors to discuss

• how his Essential Education courses are helping him work toward academic proficiencies required for aware of a degree

• how his EE courses are preparing him for possible transfer to a four-year institution

• whether his performance and evolving interests suggest possible changes in his curricular plan

Page 54: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Second year, second semester

Page 55: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Hmmm. I’m doing well, but . . .

Juan decides to transfer to a New Mexico university in order to continue study toward a bachelor’s degree and a master’s degree in accounting.

Page 56: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Juan’s electronic portfolio documents . . .(1) proficiencies achieved and demonstrated through Signature Work developed in connection with Essential Education courses offering increasing levels of challenge (2) accomplishments through the co-curriculum that complement his academic work

Page 57: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Working with Juan’s portfolio . . .

An advisor in the university’s College of Business informs Juan that his community college work has received full transfer credit.He compares Juan’s preparation with the expectations of the COB and recommends any necessary modifications in the pathway Juan is pursuing.

Page 58: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Hence, at Juan’s transfer institution . . . .

. . . . just as at his first institution, Juan’s pathway will align a four-year, interdisciplinary Essential Education curriculum with the major curriculum and co-curriculum. The liberal learning proficiencies Juan develops through Essential Education are strengthened through progressively more challenging, more fully integrated learning in the major and co-curriculum.

Page 59: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

The Capstone

Page 60: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

Anticipating graduation . . .

. . . with acceptance to the master’s program in accounting already ensured—Juan participates in a multidisciplinary general education capstone experience. Juan integrates proficiencies gained through multiple disciplines while demonstrating the proficiencies that have defined his pathway.

Page 61: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

But for Juan, the end of the road . . . is just the beginning

• His essential education has enabled him to become a confident, self-directed learner

Page 62: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

But for Juan, the end of the road is just the beginning

• His essential education has enabled him to become a confident, self-directed learner

• His institutions will make relevant professional development continually available

Page 63: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

But for Juan, the end of the road is just the beginning

• His essential education has enabled him to become a confident, self-directed learner

• His institutions will make relevant professional development continually available

• Juan’s institutions will reach out to him to assist them in fine-tuning essential education

Page 64: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

But for Juan, the end of the road is just the beginning

• His essential education has enabled him to become a confident, self-directed learner

• His institutions will make relevant professional development continually available

• Juan’s institutions will reach out to him to assist them in fine-tuning essential education

• Juan will donate $10 million to each of his New Mexico institutions

Page 65: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

POINT B!

Page 66: New Mexico General Education Summit January 13, 2016 Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U Paul Gaston, Trustees Professor,

POINT B!THANK YOU!