1. Orienting Ourselves in Free Fall

2. “We’re under attack from all sides.” “So get ready for enormous change.” Claudio Sanchez NPR Shai Reshef University of the People Sebastian Thrun “In fifty years there will be only ten institutions in the world delivering higher education. “Udacity has a shot at being one of them.” Wired Magazine March 20, 2012 diffusionoflight.wordpress.com

3. what we teach whom we teach how we fund what we teach

4. law medicine theology agriculture business engineering teaching much more Jobs have become more intellectually demanding. law medicine theology agriculture business engineering teaching much more

5. Jobs have become more intellectually demanding. what we teach portion of U.S. jobs requiring at least a two-year degree 1973 28% 2018 45% Source: Georgetown Center on Education and the Workforce “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.” 89% rising expectations of employers Source: Raising the Bar, Hart Research Associates 1973 28% “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.” coordination complexity “Organizations are looking for employees to use a broader set of skills and have higher levels of learning and knowledge than in the past.”

6. what we teach wage premium for skilled labor 1950196019701980199020002010 37% 49% 59% 48% 66% 78% 81%

7. what we teach wage premium for skilled labor Claudia Goldin Lawrence Katz Harvard University relative change in supply and demand since 1970 2% average annual growth 1.5% average annual growth 81% 89% whom we teach demand 81%

8. whom we teach 1970 top 26% 2009 top 41% enrollment rates of 18- to 24-year-olds in degree-granting institutions enrollment by Hispanics, African-Americans, and Asians: enrollment by students eligible for financial aid: 15%19% 1976 19902009 34% 30% 1976 46% 1990 2009 66% Source: National Center for Education Statistics

9. San Diego State Cal State Long Beach CSU, Chico whom we teach “It’s in the water. And getting it there is a lot of hard work.” John Hammang AASCU “There is no one ‘magic bullet’ that guarantees success. “Success instead means aligning people and programs, and making a collective commitment to be in it for the long haul.”

10. how we fund whom we teach (harder) what we teach (harder) what we teach whom we teach

11. how we fund Source: State Higher Education Executive Officers public appropriation per FTE tuition and fees per FTE increasing cost for public students percent of revenue supported by tuition 23.18% 43.15% increasing cost for public students

12. how we fund increasing cost for public students increasing debt for all students - higher than previously estimated - increases caused by: - rising tuition - delayed entry into weak job market - higher interest rates as defaults rise - could slow housing recovery Source: Consumer Financial Protection Bureau

13. how we fund increasing cost for public students increasing debt for all students 2009 median expenditures per FTE per institution Source: Delta Cost Project $7,821 physical plant debt service employee benefits $15,636 education and related expenses Jane V. Wellman Delta Cost Project National Association of System Heads Restructuring costs means making “permanent reductions in spending in areas that don’t contribute to performance.” “The derived Education and Related Expense category is our single most important cost metric.” structural constraints Richard Vedder Center for College Affordability and Productivity “The public simply will not continue to provide billions of dollars without an adequate answer to the question of what we are getting in return.”

14. national exasperation increasing cost for public students increasing debt for all students Jane V. Wellman Delta Cost Project National Association of System Heads structural constraints “Higher education can't be a luxury. It's an economic imperative that every family in America should be able to afford.” “Let me put colleges and universities on notice: If you can't stop tuition from going up, the funding you get from taxpayers will go down.” State of the Union, January 24, 2012 how we fund

15. what we teach whom we teach

16. sources of inflexibility

17. 1. fear of falling “There are few bottom-line measures analogous to profit or return on investment for assessing an institution’s standing or establishing its competitive advantage. “Under these conditions, the management of image becomes particularly important.” Adrianna Kazar University of Southern California “There are few bottom-line measures analogous to profit or return on investment for assessing an institution’s standing or establishing its competitive advantage. “Under these conditions, the management of image becomes particularly important.” Sophia Gilliat-Ray Cardiff University “Older universities represent continuity, stability, prestige, longevity, traditions, and 'reputation'. “However, the ethos that results from these assumptions and ideas are implicitly (and sometimes even explicitly) hostile...”

18. sources of inflexibility 1. fear of falling 4. student mobility 3. rampant automation 2. unchecked growth 50,00020,000,000 fall 2006 cohort 2,803,472 67% never transferred 24% transferred once 5% 3% Source: National Student Clearinghouse Research Center

19. sources of inflexibility 1. fear of falling 4. student mobility 3. rampant automation 2. unchecked growth sources of inflexibility: fear of falling unchecked growth rampant automation student mobility Unsustainable status quo: what we teach whom we teach how we fund increasing cost for publics increasing debt for all structural constraints national exasperation

21. Blombos Cave excavation South Africa, 75,000 BCE Christopher Henshilwood Institute of Human Evolution University of the Witwatersrand Johannesburg “For me, what is really important is here, for the first time, really, ever, we have evidence that people can store information outside of the human brain.”

22. store information outside of the human brain constants in education: - practical - outcomes-oriented - social learning communities undergraduate research service learning learning communities High-Impact Practices undergraduate research service learning - practical - outcomes-oriented - social

23. learning communities undergraduate research service learning - practical - outcomes-oriented - social traditional academic records folio CI

24. learning communities undergraduate research service learning - practical - outcomes-oriented - social traditional academic records FSoJSe 0-3030-6060-9090-120 -90-120- 60-90- 30-60- 0-30 folio CI

26. Orienting Ourselves in Free Fall 1. pick three convictions - practical - outcomes-oriented - social

27. 1. pick three convictions 2. condone innovation

28. Orienting Ourselves in Free Fall 1. pick three convictions 2. condone innovation 3. network 1. pick three convictions 2. condone innovation 3. network diffusionoflight.wordpress.com