Transcripts For CSPAN2 Higher Education Innovation Summit Part 2 20171222

Good morning and thank you for the opportunity to be here. Were going to talk but never said marilyn University College which is a public Online University that is designed ago, design from the ground up to provide affordable accessible quality and relevant education for adult learners and especially for military learners. Into understanding i need to tell you the story. We were established in 1947 at the university of maryland as the department was charged with serving adult students, particularly those who were returning gis were born to. In 1949 we became we became the First University to send faculty overseas to teach our troops stationed in germany, this is beginning of umucs global reach. By 1956 we had established the patient to deliver Higher Education in both europe and asia, and in 1963 we became the first u. S. University to send faculty into a war zone in vietnam. In 1970 we became an independent fully accredited university that is part of University System of maryland. Over the years our legendary faculty have traveled overseas to teach boots on the ground classes in the war zones of kosovo, iraq and afghanistan. Today we go with the military goes. The story of her history is important because it is at the core of who we are as a university. Today, we are the largest public Online University offering for your degrees in the United States. We enroll 90,000 students annually and more than excuse me, and more than 90 undergraduate and graduate Degree Programs, certificate programs, specializations, and even michael masters programs. In fall 2017 we served a 2000 activeduty military service members, reservists, veterans, and their dependents. Weve been ranked number one for the online and nontraditional schools for military. And we offer career relevant programs they use projectbased learning to make real world competent graduates. They serving adult students and serving the military is in the fiber of our dna 75 of our students work fulltime. 72 of them are married or in committed relationships. The average age of the undergraduate student at umuc is 31, and a graduate student average age is 37. 8 of our states have children under the age of 18 that are living with them. Umucs students double work, community, family, faith and school responsibilities. We are built to provide them affordable, accessible, quality career relevant education. The use of Predictive Analytics we develop tools that enable our faculty, our staff and our administrators to better serve students pick these include building retention models that allow car advisor to outreach to the students most in need of support in order to persist and succeed the giving us insight into both faculty and Student Engagement in the online classroom so that we can support those types of engagement behaviors that are best linked positive student outcomes. Identifying those courses we call high enrollment but lower success rates so that we know where to target our efforts at course review and redesigned admin of enabling Student Success. We know learning collegelevel learning can happen outside the walls of our institutions, and it happens in the workplace. It happens in the community and volunteer experiences. It happens to military training and so it offer a comprehensive Prior Learning Assessment Program that allow students to demonstrate what they know and can do, earn credit for it, join the time and cost to a degree. These include military training, credit for our current industry certifications and licensors, workplace learning experiences, credit by examination, assessment and host of other mechanisms. We know our students want career relevant training in education and weve already heard today employers want graduates with every ready skills. So were developing a new extended transfer that goes beyond a static list of these other course they took and these other great that they earned. And instead identify what are the expected outcomes a student should be able to know intimates it demonstrate when they complete a program of study, go deeper and show what is the relationship of the courses and the coursework to those outcomes. Two years ago we started converting our programs away from use of traditional industry published textbooks and moved our program to open educational resources. The first year we moved all of undergraduate programs to the oer model and sandra undergraduate students alone 17 million at the with otherwise spent on textbooks. The following year we converted our graduate programs. In 1993 umuc is one of the first universities to actually offer students an opportunity to complete a Degree Program remotely through a combination of media including computers. Today our 90 Program Specializations and certificates are completely online and we have mobile and responsive platforms that allow our students access to the classrooms and the faculty anywhere in the world, anytime of day from any of the Technology Devices that they are using. All of these innovations are things weve developed in response to our students are at the center of our university so their access, affordability, quality and career relevant. Serving adult military learners is who we are. My colleague michael will talk about how we are actually for the breaking down some of the barriers related to costs. We went through an assessment process and set what is core to the university and what is not core to the university. Clearly in academic space in curriculum and teaching, faculty selection, Academic Advising those are things that have to stay inside the university we challenge ourselves to say to Something Else need to stay in your control, within your definition of scope we said no. He said we want to think about spinning off or going to the market for the full range of other capabilities out there. And when we think about, we dont run her own food service anymore. Why should we run our own i. T. Departments . I think thats a question that university should ask themselves and we did ask that question. What we did was we created new companies. We spun them off from umuc and stood up new forprofit businesses to create a new market to give options, to the University Higher edit community. Let me give you one example. Our Analytics Group that blakely talked about a group being predictive and useful. We said why dont we spend it off and make a company out of it and offered to higher edit community . So we have tech enabled platform that helps university increase enrollment, improved Student Success, ensure financial stability, work on the critical questions universities wrestle with today. We have signed up a number of clients in the last of us including systems, Large Research universities and small universities. Its fine if place in the market and it is being useful. Its also creating value at the company and we need to think about how we at umuc think about the value of the company that we create. We have split offer i. T. Department this summer, and these models are predicated on this idea that we can capture, we can harness the forprofit drive, the great entrepreneurial resource that is part of our economy and our american dna to create these companies. That at scale on day one given our size, our i. T. Department has 100 employees. There are not very many employees who have 100 employees in we can put entrepreneur led into the forprofit structure and go these companies. All of those companies are owned, controlled and managedy our nonprofit, umuc ventures which i am the ceo of the River National board. We are doing a seed funding to help encourage and think carefully about how we can expand this market and to provide services to the higher ed unity. All of the profits we learn from these processes will go to scholarships. Thats our public mission. Thats why we exist as a State University and thats what all of this activity while i was to do as we gain the financial benefits, channel 50 Nonprofit Mission will be dramatically reducing the cost of going to school. And thats what we were designed to do, designed to help working adults finish their degrees, whether it was my plan to okinawa across the street or nowadays across the computer. So our vision of where we imagined we will be soon is we will use all of the sectors a, the forprofit, nonprofit and the Public Sector to make colleges as close to free as possible for us adult students finishing a degree in the state of maryland. Iq. [applause] thank you. The issue of going last is all your good ideas were taken or either present in some form or fashion, but with the last name and with my height ive always been at the end of line so i try to improvise a little bit. Thank you, madam secretary. Its a privilege to beer here and an honor to be counted among you and ive learned so much from today and we hope to contribute. I am the Cheapest Energy innovation officer for Southern New Hampshire university. Homework assignment we had was how we look at the future. We have a Great University students have a great story. Would love to tell it but with eight minutes were going to kind of clout in and how we orient towards the future we have everything in our portfolio from a pretty sizable we service pretty sizable student body online. We have a credible Regional College, a beautiful Regional College that serves a younger population coming of age population, and then we have college for america which is a a competencybased program at zero cost to the student but in partnership. Everything thats been brought up today is relevant, but weve earned, kind of earned a place on the credibility scale, and to hear quality, as one of the first topics, was most welcome. Our focus is the student. When it comes to new ideas and strategies, policies, we start with the understanding of our customer pick and its a little bit different. Our students are our mission. Our customer is the community in which they go out in and industry and economy. Thats how we orient on it, on the promise i hit it was brought up today that the global reeducation effort. We see the same way, it was delightful to hear that brought up, but we also, if you really look at the challenges we have ahead of us and people that will Enter College in about 2030, which are talking about, Talent Management issue that takes on a National Security aspect to it. Thats what were talking about because the changes that could be made today will have tremendous impact on our competitive advantage as a nation completed in that and then the values we take forward. Jerry, i had a section on value. I think if i were to add anything, i cant. So thank you for bringing that up. As a former life in the military, thank you. Thank you for what youre doing. I do appreciate it. Were going to try to learn how to use this. So are starting point today is, is here, the class of 2030. To focus that far out becomes a convenience almost to say with issues now but understand that the opportunities we have now will affect the world therein. They are up against a lot. We just finished about a twoyear study with many partners, one of which is the institute for the future, palo alto, where were take a look at this time frame. Its just not an arbitrary number. 2030 is a time point in computing will be in a compact, viable module and it will change everything. Its also in social economic platforms across the industries of healthcare, higher ed, where automation would be acceptable both from a social and economic standpoint. So you have this convergence of how people accept technology into their lives, and then groundbreaking of methods and speeds will converge at this time. So thats how we came up with that. Theres going to be five forces that act on these kids that you see in front of you, and the future, stuff we have talked in the future, its happening now. Its just not happening everywhere. So the examples we bring up, we have concrete examples of these things, and then the impact that they have both as an opportunity and a challenge. But the for something the proliferation of intelligent systems. I that we meet the future becomes increasingly more digital, defined and enabled, the experience and expectations of students will change took ove next decade the systems will pervade everything. Social media, healthcare, were finding the rates of identifying cancer by Automated Systems are up in the 90 degrees, i mean the 90 percentiles, and so we are looking at those hard to see if you can bring that kind assessment over into higher and. The rapid buildout of the systems will challenge learners, workers, managers to come up with the new skills, much of what you talk about today, on how to manage human machine collaborations. The definition of not only what a traditional student is but the definition of what an employee is and what is expected of managers. We know its changing. The second force is the expansion of platform economies. Its come up four times on the geek economy where people are taking gig economy. The transformation services, the lowering transaction cost and to create a twoway channels. The continue expansion of this platform economies which owns people of all pages ages to bun offerings, reputation. They could take hold of it themselves, education, Higher Education plays a role in that. The opportunity of income and the value streams to build on their own personal economies. Skills that we are teaching our they work against people and may work against them if we dont get this right and the balance of the reconciliation. The third is evolution of the international market. This is something what we mean is alongside of current migrations, more and more will be blurred with a traditional demographic is. The data that we have and we work on will no longer be relevant to what were try to do in the future theres good aspects of this if there are challenges that will come along with this. Just i think what we just saw from colleagues before, that definition of a traditional student best illustrates, best illustrates this. 31, married, already has a job, already working. Again, the future is here. Its just not everywhere. How then do we take up that challenge . Because everything becomes blurred and then advanced matching software will challenge everyone to work alongside these new demographics, and then the specters will create highly individualized reputations and highly personalized services. Thats the expectation they will have on us. The fourth is a disruption of distributed computing and thats a major force that is easily overlooked but critical. The coming decade, this kind of computing will create a centralized operational structures. Again its been brought up here many examples, peertopeer infrastructures are whats really going to change things that allow people to organize their own economies, that politics and personal service activities. Technology will continue to take the internet further, people own their own data. The definition of a transcript and what that means to an employer will be different. They will eventually challenge todays platforms often changing them with new platforms that enable peertopeer transactions of money, information, devices. My children are probably the best example of this, when they have a big project they dragged the alexa, the google home, they have ipads in front of you but their tutor is very patient student out in caltech, right . The casinos more about math than id and to watch this over a modem or platform that was meant to allow other students to watch, i mean, other kids to watch you play video games pick so thats how they met, right . You want somebody to a videogame, do math, this that and the other and now theyre getting quality tutoring. They didnt need us to do that at all. But how do we match this and how do we make sure it is equal across the board so that these kind of opportunities are open for everybody . But thats whats happening around us. And finally and probably most appropriate for todays conversation or future literacy, this is come up, what skills and what of the new literacy skills that will be demanded in this world . Todays world has two curves. First, the income of leaks and practices of the institutions. Thats been brought up. The second curve which is not yet come into fruition which is the future, the gap between these two is going to be uncertain, certainly volatile. There is no certainty. There is no urgent, theres only urgency that comes from this, ranging from a income inequality to global organized crime that takes advantage of the proliferation of knowledge and the skills. And to do, and at the same time the buildout of the digital backbone will be so important. So these are the things that those kids face. Where as whats working today. This is a very positive and private, a very positive environment. We talked about the jobs. While jobs will be replaced we know that drones, for instance, they do replace people at the number of people it takes to manage and Service Though sensors has actually gone up. So theres this balance and this hyperbole that surrounds and causes fear that may or may not be there. It just has to be dealt with as an institution we operate with a tremendous amount of hope based on what we see our students accomplishing. But we also act with one source we followed pretty closely is the Georgetown Center on education in the workforce. Thats where these numbers come from. We had seen a gain of 4 million good jobs, Skilled Services and industry such as financial services, health services, stem which offset the 2. 8 million jobs that were lost in manufacturing. Its kind of ours to lose right now if we dont make as an industry or Service Provide ourselves relevant. I think thats what youre saying with a boot camps. I think thats what were seeing with the new emerging ways that are present here today. So with that we know some things work such as projectbased learning. We know it works. And in other competencybased approach is has been brought up clear today. And if you follow us, you know the cornerstone of how we define and think about innovation, hopefully will increasingly defined the future of higher ed and where its going. And that brings us to the opportunities that are ahead of us. Almost everything, these issues for these touch items for your consideration, almost everything that was brought up to date is constrained by that piece of legislation that was brought up to manage funds and resources for an industrial agebased. Everything we talked about i can happen in the future is touched by this. This is only offer that if we want to continue down this road and make the permissive environment that these would be those touch points. Now, we brought up quality in the beginning, but what stands to be sent out loud is what comes with that. We cant create a permissive environment at the expense of accountability. So very, very rigorous accountability has to be invoked in here. And so anything in the chance for predatory practices taking advantage of vulnerable student populations is very real and has to be addressed. Through everything new. So my time is up. Does come back to this, and thank you again for the opportunity. [applause] good morning. Im special advisor to president michael crow at arizona State University. I joined asu as an advisor for years ago, after writing about Higher Education as a journalist and author for nearly two two decades because i was attracted to Arizona States deep commitment in pushing innovation on multiple fronts come to improve college attainment. Its a mission that is not only spelled out in our charter, but its really when you go to a issue actually infused throughout the culture, from top administrators to literally every staff member on campus. Theres really three components that drive this mission. The first is a measure of success not by whom we exclude, which is really how it is measured in american Higher Education. It is really showered on a small group of institutions who really today as i said earlier in roll less than 1 of american undergraduates. Asu what he believes learning is for everyone and that everyone can learn. Second, asu measures productivity, research productivity, not only whether it is good for academics but whether its good for the public good and its impact on the public good. And third, we tackled the challenge that very few universities seem willing to confront, and that is to align our culture to one that is deliberately focused on admitting and graduating a student body that is representative of the community that we serve. These components are critical not only for asus success but really for the nations success. Because were living in a new era. Where living in an era at the center of a knowledge explosion which were talked about so much today. The knowledge and skills needed to keep up in any of our jobs are really churning at it must faster make a note on in our jobs but literally in our lives. We heard today just about the alexa and google will we can clearly get knowledge at our fingertips. And knowledge is not static as we see here today. Nor should our universities be static. But the problem is that most colleges and universities are really incremental in making changes. They occupy that bottom left quadrant of this box. But this century requires much more revolutionary change, more institutions that are occupying that top right. We are living in a digital revolution thats really i can to the industrial revolution, that we experienced in the United States and around the world, when we really saw in the u. S. Massive growth in an number of institutions and the number of students going to the institutions, and a new programs and new offerings in new degrees back in the 1800s. Today, much like the antioccupations and industries are expanding and contracting at an alarming rate. So simply moving at the pace of change in Higher Education of the recent past is really no longer good enough. The american Higher Education system as we talked about today was really never meant to educate the millions of learners it now serves, or the millions more, more critically that it really needs to serve in this new economy. The foundation of our Higher Education system was really built back in the colonial days, and were still trying to squeeze many students, everyo, through that narrow pathway to and through college. And then we wonder why so many dont make it out on the other side. Arizona state is really an example of these new types of institutions that, with many others, many of them in this room, where we have developed an institution that is scalable and highly adaptable. And one that provides different pathways through Higher Education with multiple on ramps for a variety of learners, and this is key for a variety of learners throughout their lifetime. This vision is realized through a blend of traditional learning experiences, much like were learning today, facetoface. And the Technology Enabled experiences that are driven in part with partnerships, with other institutions as well as with companies and organizations. But at the same time its really a vision, and this is not something weve talked a lot about today, its a vision that still holds true to the basic belief system of Higher Education where knowledge still has a value and the purpose. Because if knowledge stops being the driver of education and we consider just everything a process or a commodity or a transaction that is to be delivered, i think were going to ultimately fail in that process. So education is not in our minds something to be delivered if we really think of innovation and learning in terms of different realms of offerings with learners and knowledge at the core of those. I just want to talk about three of those rounds today and how asu is serving those. Realm one pertains to campusbased emergent learning. This is where asu in arizona where we have 3400 faculty members interacting close with more than 71,000 students. Technology driven enhancements cut across all of the realms of Higher Education that were trying to serve, which will has allowed Arizona State to implement strategies for dramatic enrollment, along with improvement in retention, and Graduation Rates. Its that scale play that i was talking about earlier. So, for example, more than 65,000 arizona State University students have used adaptive courseware over the past six years that is personalized to their learning style and their speed. By 28 . Realm 2 includes fully online Degree Programs, instructional designers connect faculty expertise with unique learning needs of online degree seekers which enable teams to develop courses. On the latest research about how people learn. The online courses at many universities are developed by teams instead of relying on the intuition of professors about how students learn, how most College Courses are declined, as a solo practitioner where the professor is the sole expert. Since its inception in 2009, asu online has gone from 1000 students in five programs to today, 30,000 students in more than 140 fully online programs. This enables asu to be responsible to nontraditional learners and work with partners to expand everything we do to facilitate rapid scaleable responses to specific opportunities like the Startup Partnership which i will be talking about in a minute. Realm 3 has allowed asu to venture further. Realm one is on campus, realm 2 is fully online for mostly traditional and nontraditional learners, realm 3 allowed asu to venture further to the frontiers of University Innovation and expand finding new learners around the world, not just those in the traditional 18 to 24 market which most people incorrectly think of as Traditional College students. The chief effort in this realm, what was mentioned earlier, there we go, we are running out of batteries, the Global Freshman Academy, a partnership between Arizona State, massively opens online course platform which offers certification or badges for completed courses but the Global Freshman Academy is the first to offer course credit from an accredited university and in the Global Freshman Academy is priced affordably. For learners around the world, less 200 per credit hour. Here is the key, the Global Freshman Academy students pay for course credit after passing the course only if they want the Optional University credit. We offer the opportunity for credit until it is actually earned. It turns College Affordability argument on its head. Initial enrollment in ten Global Freshman Academy courses exceeded 350,000 students. The most wellknown, there we go, the most wellknown partnership asu has worked on his with starbucks, you cant miss these logos. If you go to any Starbucks Coffee shop anywhere around the country until the christmas logos have taken over, it is through this Innovative Partnership asu offers access to online degrees reimbursed by starbucks to all its us employees who have flexibility throughout the year. When you are working you want access to education the day you need it, a week or two, sometimes you need month to start or only go to classes during the day when many colleges offer them or during the week when many colleges offer them. 8000 starbucks employees have enrolled in the College Achievement plan since it was launched in 2014, 1000 graduates are expected to be coming out of this program by the end of the year. In may, howard shultz, then the ceo of starbucks was the commitment speaker so we were on track to graduate 25,000 starbucks employees by the year 2025. This is not just good for asu but good for starbucks as well and shows the opportunity of partnerships between employers and Higher Education institution because now the employees that have gone through this program have become the most dedicated employees in terms of their retention rates but also more talented that tends to get promoted at starbucks and only the constant ability of asu to innovate has allowed us to build this program. The question today is how do we spread such innovation further, throughout Higher Education . More institutions are occupying the top right but i showed earlier. I want to end by making two brief suggestions and recommendations where asu and the federal government can push innovation in this sector in the previous presentation, the accreditation system, to be reformed to allow for more innovation. And regulatory relief and crediting, the us is undergoing an economic, in some ways similar to the Economic Transformation we went through in the 1800s in the industrial revolution, from an analog economy to a digital economy. In the old economy time and process was fixed and the outcomes were variable. In todays economy we are focused on outcomes as many of us talk about today. And the primary measure of success, and 120 credit hours you get a pastors degree, quality and success and needs to be focused on learning where time is variable in mastery and outcomes are the key. Our first request and recommendation is around regulatory relief on accreditation. The second succession, the federal government can accelerate Higher Education, creating spaces for innovation by funding clusters of innovative universities. And and and the problems we face require response at scale. Not every institution can grow, they dont have the space to grow and not every institution wants to grow. Asu is doing this, the University Innovation alliance which is a group of 11 public universities including Arizona State, and and increasing Graduation Rates of lowincome students on their campus by sharing resources and knowledge. In just the last three years, by the alliance it has increased the number of low income graduates by 25 . It will be on track for its goal, at its creation, 68,000 undergraduate graduates, and by 2025. An increase in the first three years. And for institutions across the us if we are going to tackle the great challenges facing us, the talent that we have across the great country. Thank you. Blakely, michael, thank you for your comments and your input, sharing the ways you are doing things differently. Will and jeff have taken a couple specific recommendations to open a man more broadly to the question of what the federal government in particular should be doing more of and conversely what we should be doing less of, what are the impediments that stand in the way. And my thoughts in that regard. And an important thing to do is you as defined right now, a huge disincentive for universities to implement, basically if you arent physically carting your students over to a classroom, space, money, taxpayer dollar, dramatically lower educational outcomes if you use technology, classified in a category that allows you to bring students from abroad etc. To reform, critical. On accreditation we are arguing we went to the traditional route in accreditation, highly selective, highly Effective University a fairly easy thing to go through. What i would argue, we dont certify doctors to perform surgery four years after performing surgery on patients, that would be absurd. We do that on education, we tell institutions, commit brain surgery, and see if they are functioning adults and if you are accredited or not which is absurd, very high barrier to entry and discourages innovation and worse the accreditation system has the opposite effect which has all these barriers in front and as soon as you are in the club, never gets taken away from you. The university for carolina committed academic fraud for 18 years issuing credits for a student that did not attend classes, nothing may happen to the university. Sanctions, no accreditation, and a, we it should be exactly the opposite, if you want to teach someone something, create brain surgery, great, tell us what you want to do, put it in writing, you define your standard, it is not about having standards every university has to follow. If im going to do x, put them in your requirements and provide us a measure with which you decide you will be measured against and then you are accredited right off the bat but guess what. Three years, four years, five years, we are going to measure it. Shifted the accreditation from an insanely high barrier, focused on quality and a lighter touch from the government perspective in the process. Good morning. From the jefferson education at the university of virginia in the back row for most of the time, didnt realize i had a seat. So i question you ask about what the government should or shouldnt be doing is very important because the federal governments role controlling the Purse Strings has a hugely distorted effect on market, the analogy i would like to raise is a bit complicated but important and has to do with the financial crisis. As many of you know, the federal government chose not to directly engage with the ratings agencies, but not pay the ratings agencies, the ratings agencies, you are our agent, counting on you to police the issuers and issue ratings, and and the rating agencies you get your money, and and rating agencies captured and led to incremental boiling of the frog and next thing you knew, talked into giving aaa ratings for products that were progressively less reliable. In the student loan area, in a similar principle, it is not reasonable to expect anyone will protect the federal fifth when they do not have an obligation to do so. If the institutions including mine that are receiving large amounts of Student Loans are not on the hook in any way for the outcomes that we care about as a society, we shouldnt be surprised that only organizations such as those represented here today who are clear outliers and are acting for reasons of their own that are laudable, we should not expect those to be replicated in a broad way around the country, this is an inherently political issue, which i dont propose to have the answer to. That is your realm, madam secretary. Federal dollars in large amounts, Everyone Wants them in regard to what they study, where they study, performance of their university, without their universities being on the hook for performance past graduation is a recipe for trouble. Performance, we are defining it to clarify it as economic performance, jobs, what is the performance . It is a big challenge, the employers, you can count on a couple things, employers are interested in engaging turning a lot of the names today, there are not that many. The reality is hr, prehired training is not something most employers are interested in engaging in. How do you incentivize Employer Engagement . One critical tool as i mentioned earlier, the income share agreement, mandate and income share agreements, institutions have skin in the game, dont yet paid in full and the students demonstrate economic benefit from the program. They can get paid in part but that will radically change the current interface most universities use which is career services, a terrible interface, students dont ever walk in the door, those that do walk in the door are going someone from the industry they are trying to get networked into or connected into explains the awful underemployment we are seeing. The other might be due to stick. There are other ways to encourage Employer Engagement, ben, you talked about going off to summer internships and employers probably would have loved to keep some of the students, i talked to northeastern university, the countrys best coop program, what would happen, we would like to keep the student. They wouldnt be invited back to participate in the program. We need to encourage off ramps, schools are encouraged to keep students coming back, the potential to go out and get a great first job after one year, two years, you should be pulling on ramps back on when you want to complete but say god bless you. You are welcome to go off and prosper and take that first job again encouraging the interests of the student. Been talked about reforming traditions that add to that, also recognizing accreditation that are actually more relevant to the innovation we are talking about. This conversation, two important areas, industry recognized Certification Market value, less competencybased certificates which are aligned to the industry and these typically fall outside the purview, ultimate accreditation parties accredited programs in the space and professional societies are the gatekeepers for these jobs and others work closely in the industry in terms of defining these certifications but the ones recognized by various agencies, do not fall under the traditional recognition system. They should recognize parties that are focused on recognizing innovations and new ways of acquiring competencybased education. Sorry to echo what has been set around the table with respect to off ramps but i would ask for other opportunities, especially at traditional institutions, what we hear a lot of students evaluating the flexibility that comes along with innovative models. Students move more quickly to the program meaning they save money but they didnt appreciate the flexibility. Theres operational challenge with federal funds in that way, time to look at how we expect institutions to administer fundss and the flexibility todays student is looking for. Second opportunity, using the initiative authority of the department, has been used especially around education and the project that was kicked off last year, continuing to use that as an opportunity to bolster innovative ideas on a small scale before you roll it out to institutions and i would say that process on the feedback with Data Collection and they can use to make decisions. Down the road. The department of education the government has incredible power based on Financial Aid and who it goes to, automatically creating winners and losers. And in the realm where the unaccredited realm so in some sense is not benefiting from the financial policies so two ideas. One is somehow open up Financial Aid to modular programs necessarily from accredited universities. A lot of innovation is happening at universities, a lot of happening outside of universities and opening up Financial Aid to innovative programs and the question that pops up is how to control quality. A couple ideas, one is credit back to programs. The second one is employer endorsed programs. The third one is a separate body for these new kinds of programs sending a thief to catch up. If it works, why not . The second idea relates to many federal rules, the Freshman Academy with asu, a program where students learn for free. At the academy, the first year of college education, complete it and pass it, they can pay to get the credit, they dont have to pay if they dont succeed. It is pay upon outcome. Guess what . Returning Financial Aid for the program, told it cant be done and charge the students up front, you can get Financial Aid. However, in the past, tough luck, you cant get Financial Aid. This is crazy. This is something i would imagine you can take care of with stroke of a pen. To rebut allow a sentence to go unrebutted, online programs, the province of the rich and the battle of degree and the data, a lot of programs, professional programs, the professional programs and micro masters and have a bachelors degree and the Freshman Academy invites you to look at the data. The undergraduate level and taken for High Schoolers where the significant fraction dont have an undergraduate degree so look at the content that you offer and the data will speak to itself. From mexico city yesterday you would not believe benefiting online education. This may be the last time i get a chance to talk so i want to save you for convening this group and including the people you have. It has been very helpful. Back to something on my mind which is urgency dealing with the issues we have now and how we do that on scale. Right now, half the students in this country go to Community Colleges. If you look at those to go to Community Colleges in urban areas the Graduation Rate over three years is 16 , a scandal that is unacceptable, one of the things to create this program, and academic programs and triple Graduation Rates over three years, it is not rocket science, but it is a series of interventions that make all the sense in the world, everybody is doing them at some level, they cost money but the cost per degree is much lower, it is reviewed by many independent reviewers, to be quite successful, being replicated by us, in virginia and tennessee, that is terrific and what i, one of the things we could do is states are laboratories of democracy of laboratory the renovation and when we have innovation that makes sense and we know it works the federal government has a role in providing incentives, encouragement, means to expand that to scale. We have been doing high for three or four years, now we are just starting in california but it works, makes a tremendous difference in the lives of College Students in urban areas and we are to be figuring out how to get the scale as quickly as possible so peoples lives are improved. I guy got that right this time. One of the themes echoed around this table over the last couple hours we spend together is to create an education infrastructure that works through education and careers, we it is education 2 careers but increasingly, as a number of people point out, there is a need for workers to be able to have access to resources and upscale. One of the impediments that exists today that the Education Department can play a significant role in clearing is a problem of vocabulary. Colleges speak in terms of degrees. Even more than they speak in terms of jobs they speak in terms of skilled and the skills they need. At some level, universities a great treasure trove of skills. The university in this room may feel that is reductive us to but lets run with for the time being, to medicine out of learning, the kind of learning that can be deeply implied. Part of the problem is that learning is locked up or described in a vocabulary that is entirely academic. That means employers cant appreciate what that learning is about our students to make smart choices about what to learn and ultimately for hire institutions, a lot of the potential is lost. Im glad so much of the conversation is focused on traditional Higher Education institutions, always a lot of talk about alternatives but at the end of the day Higher Education institutions already have a lot of what is necessary. If we can help them label what they have could be as simple as saying if you are a funded institution, institutions that is eligible to receive Student Lending dollars, that your courses need to be labeled in a job market skilled vocabulary whether it is foundational skills, technical skills, new and emerging skills, that could fundamentally unlock the treasure trove and make it apply to a broader swath of the public, in a dynamic economy, hybrid economy needs access to learning throughout their lives and can only get it in traditional programs for the most part. What will attract the Business Report in the gateways to jobs . Thank you again for convening today. I ago what a lot of people said, institutional skin in the game is important but has to be meaningful. Of colleges and universities, not going to matter. It has to have a bite if dollars are at risk to echo accreditation is broken. The departments Advisory Committee and we spent time talking about things that have low meaningful impact on Student Success and institutional success so there are perverse incentives running creditors that can be fixed and student responsibility and laudable goals to drive college access, not enough is asked of students who are taking taxpayer dollars in terms of grants or loans. Are they unrolling in a college or likely to succeed . The day is becoming more clear, having someone enroll is worse than if they didnt enroll at all. So not allowing title 4 and opening the entitlement where nothing is for the student is critical and my last comment would be to encourage the federal government to have a level of humility to solve these problems. The dollars pale in comparison but theres a separate apparatus called the Labor Development and workforce develop an dollars that in syria should be helping people reskill and do lifelong rescaling. Im not sure what comes from title 4 of the Education Department but getting federal government to break down its own silos between programs that are trying to help people get the skills they need to succeed which is really important. I went to echo the call to keep thinking about how to use Experimental Authority and what is happening outside the traditional system, connected to mit where i work, and temporarily, these other things the accreditation of accredited places to do innovative things. And it hasnt come up and they are thinking about educational innovation, enough said, built into the platforms are things like pushing for active learning, jeff talked about adaptive learning, theres going to be more of that, cognitive Psychology Research to educational research, if we see breakthroughs in those areas and understand teaching and learning better and make sure those things have a way to get into the system. Beyond that, mit does very well with traditional Rating Systems and ranking systems used for completion etc. But we have to think of how it serves other institutions to reach a larger number of students not counting the indirect impact through our large online programs. You already heard from valencia that the traditional student is only a small part of the picture. 40 of students who dont fit the traditional model, dont start with when institution, dont finish by 25 or whatever, and the loan programs and the reporting programs, if youre going to treat students as customers you need to give them good information about how well the schools are doing. Some of that is not, some of that, the department has the ability to change and some requires working with chris but that is really important and important to some of our peer institutions in the Research University community, i will say one thing to emphasize that, National Science Foundation Statistics for several years, many years have been showing if you look at stem fields, the undergraduate level and persisting to the masters level and phd level if you look at degree recipients from underrepresented minorities a large fraction, much larger fraction across the spectrum, some part of their education at Community Colleges, these people are starting at Community Colleges and getting phds at Mit University of university of illinois or whatever, we need to make sure the schools get the credit. 20 now. In addition to the two recommendations i made earlier i humbly request the Department Review policies from the perspective fit the mold of a traditional student and it seems many policies were written for those who attend the university fulltime directly out of high school but genius doesnt know the neighborhood in which he or she was born and the traditional mold doesnt fit and leaves behind many of our students. Anyone else would like to add in a moment . I would like to we all learn differently, today most is on passive learning where the teacher will bring the knowledge to students and we mentioned young people with access, too much knowledge, what becomes the value to filter it, what was in complete so i believe education, not accessing knowledge, all the knowledge we want from the best institution for free, the challenge is how to access knowledge and Critical Thinking and a lot of us in a passive learning environment, bringing knowledge. A lot of us in the context where we are engaging with knowledge, projectbased learning, and fit a lot of people and access today, apprenticeship, a type, the training, going through training, and so on. We need to break passive education for the great carrier. We have come to the end of our time together here but thank you to each of our participants for being here today. What we add to the conversation and importantly ways you are creatively looking at our meeting the needs of the students you serve and all of you expressed in one way or another the dedication and commitment that you feel providing opportunities for all kinds of students no matter where they come from, and i thank you for your commitment to that or the ways that added to the conversation today, and the beginning of a conversation i would hope you feel could be ongoing, and i welcome your continued input to me and the department on ways we can better meet your needs to serve students, and ways to help the federal government get out of the way of things we need to get out of the way of and ways we can support in meaningful ways the things you are doing to serve students so thank you so much for your participation and commitment to students, thanks. [applause] [inaudible conversations] [inaudible conversations] [inaudible conversations] on cspan2, saturday at 8 4 05 pm eastern, rachel bartman talks about the Impact Technology has had on trust in her book who can you trust. Is it encouraging us to place our trust in the wrong people in the wrong places . Sunday at 4 4 05 pm Amy Goldstein talks about the closing of General Motors Assembly Plant during the great recession. The core of my story about dislocated workers, there is a government term that means lost her job and not likely to come back. We call them dislocated workers. I decided what i wanted to do as i came to, what good choices are there when there are no good choices left. Jared lanier on the connection between the brain and the world in his book dawn of the new everything, for more go to booktv. Org. This weekend on American History tv on cspan2, saturday at 8 00 eastern on lectures in history, aaron bell talks about privacy laws and federal surveillance of civil rights leaders. The head of the operation, William Sullivan shortly after march on washington, Martin Luther kings i have a dream speech, the most dangerous negro in the future of this nation from the standpoint of the negro and National Security. Former members of congress and vietnam war veterans reflect on Lessons Learned and ignored during the war. We learned the limits of military power during the vietnam war, as a society, as a culture, you cant kill an idea with a bullet. American history tv on cspan2. At a Senate Hearing wednesday witnesses from the trucking and shipping industry talked about the importance of freight to the us economy and the infrastructure needs of us highways, ports and waterways. Senator james inhofe chairs the subcommittee. It is an hour and a half. The meeting will come to order. We are honored to have great witnesses today. I will save the introductions. There are a couple introductions here. This morning we go ahead with our opening statements, myself and senator cardin. We are honored to have the