1. Betting on Gravity Ken O’Donnell Associate Dean, Academic Programs and Policy California State University Office of the Chancellor Association of American Colleges and Universities Network for Academic Renewal Working Conference General Education and Assessment Seattle, Washington, February 20, 2010

2. Betting on Gravity Ken O’Donnell Associate Dean, Academic Programs and Policy California State University Office of the Chancellor Association of American Colleges and Universities Network for Academic Renewal Working Conference General Education and Assessment Seattle, Washington, February 20, 2010

3. California Master Plan c. 1960

4. California Master Plan c. 1960

5. California Master Plan c. 1960

6. California Master Plan c. 1960

8. future supply future demand state demographic and workforce trends

9. future supply * first generation future demand state demographic and workforce trends

10. future supply * first generation * historically underrepresented and underserved future demand state demographic and workforce trends

11. future supply * first generation * historically underrepresented and underserved * economically disadvantaged future demand state demographic and workforce trends

12. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand state demographic and workforce trends

13. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete state demographic and workforce trends future demand * clear communication

14. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete state demographic and workforce trends future demand * clear communication * critical thinking

15. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete state demographic and workforce trends future demand * clear communication * critical thinking * real-world application

16. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete state demographic and workforce trends future demand * clear communication * critical thinking * real-world application * complex problem- solving

17. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand * clear communication * critical thinking * real-world application * complex problem- solving * ethical decision- making state demographic and workforce trends

18. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand * clear communication * critical thinking * real-world application * complex problem- solving * ethical decision- making * teamwork skills state demographic and workforce trends

19. future supply * first generation * historically underrepresented and underserved * economically disadvantaged * less likely to persist and complete future demand * clear communication * critical thinking * real-world application * complex problem- solving * ethical decision- making * teamwork skills source: “Raising the Bar” AAC&U/Peter D. Hart Research, January, 2010 state demographic and workforce trends

20. “How do I nebulize a calcified GE committee?”

21. “How do I nebulize a calcified GE committee?” Christopher J. Lucas University of Arkansas-Fayetteville

22. “How do I nebulize a calcified GE committee?” Christopher J. Lucas University of Arkansas-Fayetteville

23. Betting on Gravity 1. history as pendulum (regression to mean)

24. Betting on Gravity 1. history as pendulum (regression to mean) 2. history as an arrow

33. Blombos Cave excavation South Africa, 75,000 BCE

34. Blombos Cave excavation South Africa, 75,000 BCE

35. Blombos Cave excavation South Africa, 75,000 BCE

36. Christopher Henshilwood Institute of Human Evolution University of the Witwatersrand Johannesburg Blombos Cave excavation South Africa, 75,000 BCE 11/17/2009

37. 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.” 11/17/2009

38. store information outside of the human brain

39. constants in education:

40. store information outside of the human brain constants in education: - social

41. store information outside of the human brain constants in education: - outcomes-oriented - social

42. store information outside of the human brain constants in education: - practical - outcomes-oriented - social

43. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social

44. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social

45. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social Alain de Botton The School of Life London

46. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social Jennifer Eagan Philosophy, CSU East Bay

47. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social

48. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social

49. Europe’s early universities were founded in the a. fifth century. b. twelfth century. c. fourteenth century. d. sixteenth century.

50. Europe’s early universities were founded in the a. fifth century. b. twelfth century. c. fourteenth century. d. sixteenth century.

51. In universities, use of the Carnegie unit or “credit hour” dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s.

52. In universities, use of the Carnegie unit or “credit hour” dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s.

53. In universities, use of the Carnegie unit or “credit hour” dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s.

54. In universities, use of the Carnegie unit or “credit hour” dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s.

55. In universities, use of the Carnegie unit or “credit hour” dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s.

56. In universities, use of the Carnegie unit or “credit hour” dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s.

57. In universities, use of the Carnegie unit or “credit hour” dates from a. the 1860s. b. the 1880s. c. the 1910s. d. the 1930s.

58. Bologna University 1100 A.D.

59. here right now Bologna University 1100 A.D.

60. here right now Bologna University 1100 A.D. credit hour c. 1910

61. credit hour c. 1910 “One of the most serious evils of American education in school and college is counting by courses.” Abbott Lawrence Lowell President, Harvard University 1917

62. “One of the most serious evils of American education in school and college is counting by courses.” Abbott Lawrence Lowell President, Harvard University 1917 “Once a credit was earned, it was as safe as anything in the world. It would be deposited and indelibly recorded in the registrar’s saving bank, while the substance of the course could be, if one wished, happily forgotten.” Dietrich Gerhard, 1937 thanks to Dr. John Harris, Samford University

63. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social

64. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social

65. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow

66. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment

67. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics

68. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics

69. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics

70. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics

71. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics

72. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics

73. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics credit hour c. 1910

74. Betting on Gravity U.S. postsecondary enrollments source: National Center for Education Statistics

75. Betting on Gravity Student Ethnicity, 2003-04 source: National Center for Education Statistics

76. Betting on Gravity Student Ethnicity, 2003-04 source: National Center for Education Statistics

77. Betting on Gravity Student Ethnicity, 2003-04 source: National Center for Education Statistics

78. Betting on Gravity Student Ethnicity, 2003-04 source: National Center for Education Statistics

79. Betting on Gravity Student Ethnicity, 2003-04 source: National Center for Education Statistics

80. Betting on Gravity Percentage First-Generation, 2003-04 source: National Center for Education Statistics

81. Betting on Gravity Percentage First-Generation, 2003-04 source: National Center for Education Statistics

82. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White 76%

83. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black 76%12%

84. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am 76%12%

85. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian 76%12%

86. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12%

87. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12%

88. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12%

89. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12%

90. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12% 53% White

91. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12% 53%16% White Black

92. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12% 53%16% White Black Native Am

93. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12% 53%16%10% White Black Asian Native Am

94. Betting on Gravity Projected Population by Ethnicity source: U.S. Census Bureau White Black Native Am Asian Hispanic 9% 76%12% 53%16%10%23% White Black Asian Hispanic Native Am

95. Betting on Gravity White Black Native Am Asian Hispanic 9% 76%12% 53%16%10%23% White Black Asian Hispanic Native Am Percent of the U.S. population agreeing that “A college education is necessary for a person to be successful in today’s work world.” Source: National Center for Public Policy and Higher Education and Public Agenda, 2/17/10 31% 2000 31% 2000

96. Betting on Gravity White Black Native Am Asian Hispanic 9% 76%12% 53%16%10%23% White Black Asian Hispanic Native Am Percent of the U.S. population agreeing that “A college education is necessary for a person to be successful in today’s work world.” Source: National Center for Public Policy and Higher Education and Public Agenda, 2/17/10 31% 2000 55% 2010

101. responses to changing enrollment:

102. - improved academic advising (purpose as well as procedure)

103. responses to changing enrollment: - improved academic advising (purpose as well as procedure) - nimble, any-time class offerings

104. responses to changing enrollment: - improved academic advising (purpose as well as procedure) - nimble, any-time class offerings - aggressive award of credit for prior learning

105. responses to changing enrollment: - improved academic advising (purpose as well as procedure) - nimble, any-time class offerings - aggressive award of credit for prior learning - pedagogies of transparent practicality

106. responses to changing enrollment: - improved academic advising (purpose as well as procedure) - nimble, any-time class offerings - aggressive award of credit for prior learning - pedagogies of transparent practicality Academic Affairs

107. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment

108. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work

109. source: U.S. Bureau of Labor Statistics Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018

110. source: U.S. Bureau of Labor Statistics Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018

111. source: U.S. Bureau of Labor Statistics Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018

112. source: U.S. Bureau of Labor Statistics Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018

113. source: U.S. Bureau of Labor Statistics Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018

114. Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018 source: U.S. Bureau of Labor Statistics

119. “What seems different now is that global technologies intensify a historical Doppler effect -- the pace of events seems to increase as we move into the future.” Lance Morrow

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

123. The new kind of work will reward those who master: * design

124. “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 master: * design * story

125. “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 master: * design * story * symphony

126. “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 master: * design * story * symphony * empathy

127. “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 master: * design * story * symphony * empathy * play

128. “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 master: * design * story * symphony * empathy * play * meaning

129. January 4, 2010

130. “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

131. “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)

132. “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)

133. “Undergraduate engineering should be reconfigured as an academic discipline, Engineering for a Changing World University of Michigan 2007

134. “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

135. “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

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

137. “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

138. source: U.S. Bureau of Labor Statistics Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018

139. source: U.S. Bureau of Labor Statistics Projected Employment by Educational Attainment Growth in U.S. Demand 2008-2018 adjusted for changes in the nature of work

140. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work

141. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work

142. 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work Betting on Gravity

143. 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work Betting on Gravity

144. 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work Diana Nataliscio, President University of Texas at El Paso

145. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work Diana Nataliscio, President University of Texas at El Paso “U.S. higher education has also begun to focus greater attention on educating a broader population, recognizing that our country will not be able to compete globally without a better educated workforce.” Texas Tribune, January 19, 2010

146. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work

147. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work - technology

148. 1100 A.D.2010 changing role of faculty

149. 2010 you are here changing role of faculty 1100 A.D.

150. store and impart what’s known 2010 you are here changing role of faculty 1100 A.D.

151. store and impart what’s known 2010 you are here changing role of faculty mentor students 1100 A.D.

152. store and impart what’s known 2010 changing role of faculty mentor students 1100 A.D. create new knowledge

153. 2010 changing role of faculty create new knowledge mentor students store and impart what’s known

154. 2010 changing role of faculty mentor students store and impart what’s known create new knowledge

155. 2010 changing role of faculty mentor students store and impart what’s known create new knowledge

156. 2010 changing role of faculty mentor students store and impart what’s known “There are many ways faculty members spend their time that may have been very important five years ago but may not be as important now. Molly Corbett Broad President American Council on Education

157. 2010 changing role of faculty mentor students store and impart what’s known “There are many ways faculty members spend their time that may have been very important five years ago but may not be as important now. Maybe we need to free them up so their time can be directed in ways that have an impact on students.” Molly Corbett Broad President American Council on Education

158. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President Carnegie Foundation for the Advancement of Teaching 2008

159. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President Carnegie Foundation for the Advancement of Teaching 2008 “In the near future, all students will likely live in a ubiquitous 24/7 digital environment.

160. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President Carnegie Foundation for the Advancement of Teaching 2008 “In the near future, all students will likely live in a ubiquitous 24/7 digital environment. How can this extraordinary new capacity transform learning for adults and students alike?

161. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President Carnegie Foundation for the Advancement of Teaching 2008 “In the near future, all students will likely live in a ubiquitous 24/7 digital environment. How can this extraordinary new capacity transform learning for adults and students alike? Can the engaging aspect of gaming be harnessed as a tool for advancing more traditional forms of academic learning as well?”

162. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President, Carnegie Foundation for the Advancement of Teaching 2008

163. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President, Carnegie Foundation for the Advancement of Teaching 2008 “A key term in thinking about these emergent shifts is participatory learning.

164. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President, Carnegie Foundation for the Advancement of Teaching 2008 “A key term in thinking about these emergent shifts is participatory learning. [...] These new modes of distributed, collaborative engagement are likely both to attract a broad range of motivated learning across conventional social divisions (think of the anonymous interactions across classes and races in online gaming)

165. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President, Carnegie Foundation for the Advancement of Teaching 2008 “A key term in thinking about these emergent shifts is participatory learning. [...] These new modes of distributed, collaborative engagement are likely both to attract a broad range of motivated learning across conventional social divisions (think of the anonymous interactions across classes and races in online gaming) and to inspire new forms of knowledge and product creation.”

166. 2010 changing nature of education mentor students store and impart what’s known Anthony Bryk President, Carnegie Foundation for the Advancement of Teaching 2008 “A key term in thinking about these emergent shifts is participatory learning. [...] These new modes of distributed, collaborative engagement are likely both to attract a broad range of motivated learning across conventional social divisions (think of the anonymous interactions across classes and races in online gaming) and to inspire new forms of knowledge and product creation.”

167. Betting on Gravity 1. history as pendulum (regression to mean) - practical - outcomes-oriented - social 2. history as an arrow - enrollment - society and the nature of work - technology

168. Ken O’Donnell Associate Dean, Academic Programs and Policy California State University Office of the Chancellor kodonnell@calstate.edu (562) 951-4735