Coming Clean Rebuilding Public Trust With Clear Outcomes,
Coming Clean Rebuilding Public Trust With Clear Outcomes, Substantive Credentials, and Meaningful Degrees. Four Sectors Four Perspectives
Four Questions FOUR SECTORS
Regional accreditation A leading higher education foundation A center for research and dissemination A college presidency FOUR SECTORS Regional accreditation: WSCUC A leading higher education foundation:
Lumina Foundation A center for research and dissemination: NILOA A college presidency: Kentucky State University Four Perspectives Mary Ellen Petrisko, President WSCUC
Debra Humphreys, VP of Strategic Engagement, Lumina Foundation Natasha Jankowski, Director, NILOA Aaron Thompson, Interim President, Kentucky State University Four Questions (1) From your perspective, why is the challenge
of building public trust so important? Indeed, why has re-building become necessary? Four Questions (2) What is happening in your sector that is contributing or will contribute to building public trust in the promise of liberal education and inclusive excellence? To what extent is an
expanded commitment to "Clear Outcomes, Substantive Credentials, and Meaningful Degrees a part of the contribution you are making? Four Questions (3) What are the impediments your sector is facingor is likely to facewith regard to this
challenge? Four Questions (4) What else needs to happen in your sector or elsewhereif genuine progress is to occur? Four Questions (In Brief) Why is the challenge of building public trust so
important? Why is re-building necessary? What is happening in your sector that is contributing or will contribute to building public trust in the promise of liberal education and inclusive excellence? What are the impediments your sector is facing? What else needs to happen if genuine progress is to occur?
Mary Ellen Petrisko President WSCUC EVIDENCE THAT REBUILDING TRUST IS NECESSARY? What is happening in our sector? Whether it be labeled liberal learning or
essential learning or general education, there is, and must be, a core of any college or university program that will enable students to think critically, communicate effectively, integrate and apply their learning, and continue to learn as needed in relation to work, life, and civic participation... This is what we believe should be understood as the most important student
outcomes. Council of Regional Accrediting Commissions What challenges does our sector face? What needs to happen in in our sector? Debra Humphreys
VP of Strategic Engagement Lumina Foundation Imperative of Rebuilding Public Trust Only 80,000 of the nearly 12 million net new jobs created since 2011 were jobs available to those with a high school diploma or less (Carnevale 2016). Postsecondary credential holders are more likely to
be employed, healthier, civically engaged, score higher on well-being measures of all sorts. 17 Imperative of Rebuilding Public Trust BUT Only 24% of Americans believe attaining higher ed
credentials are affordable for all (Gallup/Lumina 2016). Only 32% agree that employers actually value the knowledge and skills a degree represents; Only 36% of whites strongly agree that a postsecondary credential leads to a better life (Gallup/Lumina 2016).
18 Imperative of Rebuilding Public Trust AND, REMEMBER Confidence in all institutions has been declining for years. The overall average of Americans expressing "a great deal" or "quite a lot" of confidence in 14 institutions is below 33% for the third straight year
(Gallup 2016). 19 Luminas Five Priorities for Action All Prioritize Equity/Quality
Redesign the postsecondary learning system Make quality learning transparent and connect credentials Expand competency-based learning Develop clear pathways to initial credentials
Develop effective systems for assuring and improving the quality of credentials so that all who attain credentials are well prepared to succeed in the workplace and participate actively as citizens and community members. @LuminaFound 20
ImpedimentsData, Coordination, Communication ImpedimentsData, Coordination, Communication Gaps in Postsecondary Data/Lack of Transparency/Clarity about Quality Across Sectors
Disaggregated data on retention, attainment, or quality of learning outcomes Lack of Coordination and Connection Ineffective Transfer systems; Chaotic patterns of attendance; Wide disparity of quality outcomes The Public Still Does Not Fully Understand The Problems and How We are Addressing Them Public skepticism about value of postsecondary
credentials; What college means to most people Maintaining Connections Between Equity and Quality; Keeping Learning in The Quality Assurance Policy Conversation Quality/Equity Connections All credentials, including initial credentials must position individuals for success in employment and further education. It is essential to assure that certificates and certifications [and all
degrees and credentials] expand opportunity and do not become a lower-quality default credential only for members of traditionally underserved groups. Maintaining Connections Between Equity and Quality; Keeping Learning in The Quality Assurance Policy Conversation The Policy Conversations --while likely focused on metrics about attainment and
workforce developmentask questions about all policies and accountability frameworks: Are policies advancing attainment goals while also closing equity gaps and improving learning outcomes? The Federal Conversations --preserving positive focus on learning outcomes assessment in context of new risk-based approaches; and in climate of deregulation
Aaron Thompson Interim President Kentucky State University Who is in charge of building public trust?
Why public trust is hard to build Costs are increasing faster than graduation and retention rates Gaps are not closing fast enough Educators are not buying into a business model Debate: public good or private good?
Jobs in the field are hard to find Liberal arts education is taking a beating on its value in high need and high paid employment However, all employers want employees to have necessary skills provided by a liberal arts education It is sold as either/or/neither
Combining necessary soft skills with technical skills is hard to sell inside and outside institutions of higher education State support is decreasing as a whole for public universities. Private institutions can be afforded only by an elite few. Performance funding and increased oversight of governmental entities
Its a lot about quantity and a little about quality So, where do we go from here? Build quality into a quantifiable strategic agenda Engage employers early and often Educate internal and external constituents on
the value of education Produce an educated graduate Natasha Jankowski Director National Institute For Learning Outcomes Assessment
Evidence Rebuilding Trust is Necessary Have you heard (from inside or outside higher education)?
Arguments for a misguided focus on outcomes Learning gains are minimal Is it worth the cost? What does it mean to even have a degree anymore? Outcomes assessment is hurting higher education! Assessment is a waste of time
Anyone can game a system that doesnt care about student learning What is happening in our sector that could contribute to building public trust in the promise of liberal education? What challenges does our sector face?
What needs to happen in in our sector? Now . . . Questions you have for our panelists Four questions for you Questions for the panel?
Four Questions for YOU From your perspective, should there be a priority on building public trust? Or is the question a distraction from more important issues? If you regard building public trust as a priority, what have you observed that might contribute to or is contributing to building public trust in the
promise of liberal education and inclusive excellence? What impediments do you acknowledge? What needs to happen if genuine progress is to occur? THANK YOU!
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