sec. devos: thank you so much and welcome everyone. it is great to see you all this morning. today'su for attending first of two summits on individually -- on innovation in education, and a special thanks to those who will present this morning. we are grateful to have so much knowledge and expertise in one room. we are eager to hear from all of the. before we begin, i want to say a word about innovation. barked on a am school tour -- i embarked on a school tour. continue to travel the country to see the work being done, and i have been inspired by the innovative educators and administrators i have met. there is still not enough. we need more. the reality is that there are a number of challenges and opportunities facing higher education, and washington, d.c. does not have all the answers. government is not the best at finding new solutions to tough problems. government isn't the best at being flexible or adaptable to a changing environment. government isn't the best at questioning the status quo. aternment can be good bringing people together to highlight their creative thinking and new approaches. today, we have brought education leaders and entrepreneurs to share how they are improving education. -- while youeath represent a diverse group from across the higher education sector, the common denominator is that each of you again by seeing a problem or an inefficiency, questioned why it was, then developed a solution to fix it or make it better. it is that thinking that we need more of in american education. we need to question everything, look for ways in which we can improve and embrace change. you have embraced that mindset, and your students are reaping the rewards. at the end of the day, success shouldn't be measured how much i the is on the wall. it should be determined by how you are educating and pairing students. -- and repairing students. let's share what is working from your worlds and where the ofediments at any level government are preventing you from achieving your mission of serving students. thank you again for being here today, and i am looking forward to today's discussion. [applause] >> thank you, madam secretary. we are excited to get underway. he will call up the first group. -- we will call up the first group. speaker, jeff, followed by annette, followed by ben nelson. we will have the presenters do their presentation. the secretary will then lead us in a short discussion. thank you so much. >> good morning. thank you to secretary devos and the department of education for convening this group and giving us a chance to talk about the future of higher education. ceo of coursera. it is a remarkable company. towas started in 2012 like persist -- by two professors of stanford. they got the idea that maybe there would be an interest in learning around the world. they put their course on the internet and over 100,000 people came to take the course. in the last five years, the company has run dramatically. we have 30 million learners from around the world who have registered to take courses. about 6.5 billion are from the united states, 2 million from china, 1.5 million from mexico. they are taking courses on machine learning, bit going, english, creative development, financial markets, and many other courses. with 150eamed up universities who have published 2400 courses, ranging from anthropology to accounting to philosophy. also recently launched four degrees. one of our partners is the university of illinois. these are fully accredited masters degrees. thediploma comes from university of illinois. i was at the university recently and was talking to students and professors, and i believe this is a quince of what the future of higher education looks like. we are professors who have been teaching for 40 years who are on teachinga video classes across the world in real time face-to-face. they see each other spaces through videoconferencing. they are networked together and chat communities. -- in chat communities. they have live sessions on a global basis. the study groups talk about these problems as they relate to all the different countries around the world. in addition to the university partners, we have 18 industry partners. these are companies publishing content and courses coursera on -- on coursera. google,tners include ibm, and cisco. recently, we have begun offering coursera to enterprises. the need for higher education is being driven by change in the world. new jobs are requiring new skills, and many jobs are going to be replaced by software and robotics. there is a new class of skills will be required in enterprises. topanies are hiring coursera put these types of courses in the hands of everyday workers. honeywell is one of our 25 fortune 500 companies that have hired coursera. at&t is another one. are also working with governments, including singapore to retrain their workforce, especially in topics like data science, technology, and business. what is fascinating is to see how these businesses who are hiring coursera are working with university partners to deliver new learning experiences and credentials. certification a called the google cloud developer. recently, we announced with google the google it certification. this is different -- this is designed for people who do not have a college degree. it will be delivered entirely online and qualify people to have technology jobs. we also have a company in silicon valley who is mixing together content. they have taken a machine thating class, coupled with a learning specialization from an industry partner, and they are offering content themselves as a business, and they are putting this together as curriculum for their employees. they are creating new credentials within their corporate workspace so that when employees complete these courses, they get recognized. we are excited to be here. i am interested to hear what everyone has to say, and i hope coursera can persist the paint -- can purchase of the. thank you. --i hope coursera can participate. thank you. [applause] >> good morning. here.exciting to be aboutelighted to talk education. that, i would like to put your minds, just calm about 2030. no thoughts. i am going to ask you a question, but fraction of today's job steve think will be around in 2030 because of automation and technology and ai ? pokertek to the international education commission, 50% of today's jobs will be gone by 2030. half. each time you shake hands with somebody, by 2030, one of those hands will not be there. what that means for education institutions, universities or a planets that we have scale challenge on our hands. gone alloday's jobs around the world. just the one challenge facing university. can universities play in that space? at 18,s come of age study for four years, then they go away. there is no concept of lifelong education. this is like missiles, fire and forget. we need to move to a new model of education where education systems can work with learners throughout their careers and not just the first four years. many of the challenges facing education, one is the costs are crazy, second is there has not been a lot of innovation in the education space in hundreds of years, and edx was founded in late 2011. we had a nonprofit. the mission is to reimagine education. we are nonprofit, and our thinking is, how do we work with university partners, governments, other nonprofits to rethink education as a system? today, we are based in massachusetts and the technology help. we think like a startup. fromve 14 million students 196 countries, over 2000 courses being offered by educational partners. corporations like microsoft and systems and others. we have 50 million course enrollments so far in our roughly six years in existence. we have moved into credit -- into credit bearing programs. maybe some of our colleagues will talk about that, too. is a nonprofit. our content is available for free, but learners can learn for free. today, all courses are free. you can go up there and simply learn for free. free, not justy the videos, but the exercises are all free. it is pre-much the only provider left -- it is pretty much the only provider left that offers content for free. google were to say, i will take our search software and put it out there so anybody can use it for whatever they want. that is what we have done. we have given away software to anybody that once it it is incredible. -- anybody that wants it. it is incredible. 800 are open around the world today. you see some of the countries here. the ministries of education in these countries have launched infrastructures, countries like china, france, hong kong. how cool is that? russia has an open source platform. foranies have adopted edx education. also universities are open on -- are based on open edx. would like to think ahead to 5, 10 years, and i would predict education would look like this. education are that education in five to 10 years will become marginal, army channel, and lifelong. it will become, because we are going to make it so. it will not happen by itself. we will make it happen. why is it a good idea? marginal is good, because it can andte new efficiencies components that can create better efficiencies. 1982 but nows in gets converted to this were the whole telecommunications industry got unbundled. we have launched micro masters. it is twice i percent of a masters degree -- it is 25% of a masters degree you can learn online for completely free. if you get admission into the --versity, on launched a micro masters edx. if you get admission to the university, you can complete the masters degree in half the time at half the price. masters foro columbia them and the list goes on. -- for columbia, and the list goes on. once things are modular, you can get all kinds of things happen. you can stack them up. once we make things modular, you can put things together like legos. you can add more courses if you like from a top 10 ranked university for $9,900. you can share. a number of universities are now sharing the micro masters. for example, in pakistan, a university uses the microsoft -- and now theyters offer a data science degree. the same thing is happening in the u.s. many of the universities are doing this lego like sharing. at the end of the day, it is about learners and what benefit they are getting from it. here is this one story. jobudent in cambridge had a , did a micro masters in supply chain, put it on a linkedin profile, that interviewed and got a job and doubled her income. just one example of a learners story. corporate's are buying into this. charlie baker, a massachusetts governor, announced a partnership with ge. ae company would guarantee interview with anyone who completed a micro masters. they guaranteed an interview. we are getting more culprits involved in -- more corporate's involved. universities are beginning to offer efficient online courses, move into lifelong learner were learners can take these courses throughout life. these are some examples of the kind of radical things we can expect in five to 10 years from universities if they do it right. why not create new modular programs like micro masters? we will launch micro bachelors in the next year. example, imagine if the government could recognize micro masters for my naturally? -- for financial aid? imagine if we could create in exchange for the micro bachelors and micro masters could get recognized? said i if every campus want to allow my students to credit from50% of somewhere else. you could add the cost of education in a short amount of time. this is a hearty happening. toward to take and m.i.t. are .lready allowing their students one course at number of students took completely online for credit on campus. -- areare reimagine reimagining education once we make things modular. thank you. [applause] >> hello my name is ben nelson. i want to take a little bit of a different perspective. i wanted to go back and think a little bit about what is the purpose of higher education? when we talk about technology and education, we really just focus on the how. take the same product, same degree, same courses, stack them differently, raise them differently, then let more people have them, maybe cheaper, more effective, but without and seeingg back what the core educational offerings. the reason it is important to think about how is that our founding fathers spent quite a bit of time thinking about what a university education should be all about. specifically, in the context of how to ensure the representative republic, which we are, is supposed to function. it is a constructed idea around a liberal arts education, and education that educate the citizenship probably -- citizenship probably. -- citizenship broadly. born into theing ability to govern, they will be able trust -- be able to transfer their practical knowledge they have learned in their trade and apply it to decision-making for the benefit of all. that, itdescribe actually is very much akin to what businesses want. they want employees that potentially have demonstrated some to somebody in one field, that have the ability to transfer to another field, a job, a promotion. go to a different context, change industries. in a world where 50% of jobs are going to disappear, that core understanding, core skill, it is absolutely crucial for the survival of our society. when you take a step back and evaluate how universities are doing in this field, you get a difference of opinion. -- galloop issued gallop issued a survey. said yes, our universities do a fantastic job of preparing students for the jobs that exist today. employers who are given the same survey responded 11% positive. there is a disconnect. this is where minerva comes in. the funny thing is that we don't have a big debate about what it is that people should be -- with. there is consensus about that. you can see that consensus on the website of just about every university or college. it is making sure students have practical tools like critical thinking or problem-solving or effective communication. the problem is that university curricula constructed course by course by different professors, different sources, none related specificother field don't wind up doing these things. there is a third-party assessment that, for years, has been enabling universities to measure how much value they add to their own students. they provide the test at the beginning of their first year, and at the end of the fourth year see how students progress on vertical thinking, problem-solving, scientific reasoning, communication skills. universitiesings purport to teach. one third of american undergraduates do not advance at all on these measures between the ages of 17 years old to 21 years old. merely being alive should enable you to advance on these. there is minimal learning for those that do. have created our own undergraduate university program, and we decided to actually use the same measures to see if a revamped curriculum focused on providing students systemic ways of thinking, various tools that they can apply practically 20 field they tol pursue -- practically any field they will pursue. as students go throughout their years, into their major, their pastor -- their concentration, transfer, cement these skills in their brain. we wanted to see what would happen only after the first eight months. only after one year. we gave our students the test at the beginning of the year and at the end of eight months. it is important to note that the seen at minerva had never the test before. there was no concept of even what the questions were. studentsdo minerva after eight months have a higher composite score as the cohort than any graduating class in the country that has taken the test, that is as after eight months versus anybody else taking the test after four years, but perhaps more importantly, the delta difference them of the improvement these students make and eight months, or greater than the cla has ever seen any university being able to published in four years. that doesn't measure the extent of our education across all four years. talk about bringing education into the 21st century, which we are well into, when we talk about preparing students for the jobs of the future, it is crucial that a conversation about general education, the baseline that underpins the individuals capacity to be successful pursuing any skill, is central to that conversation. hope we can contribute to that. thank you. -- we hope we can contribute to that. think you. [applause] think you everyone for that. before we get into this session, i would be remiss if i didn't ask everyone to go around the table. give your name and organization. then we will start with discussion. >> good morning. i am jillian. >> i am bill. [indiscernible] >> mit. american national standards institute. >> [indiscernible] craig. jerry davis. >> jeff from coursera. >> valencia college. >> university of maryland. >> michael. >> i am from the jock west mayor management and astute -- i am from the jack welsh management instituted. >> ben nelson. >> arizona state university. >> julie young. >> justin. the chancellor of the city of the university of new york. i am matt. >> rick o'donnell. >> the kansas department of commerce. i would like to thank our first group of presenters for giving us a lot to think about, and certainly what your presentations have generated a lot of questions amongst this group and prevalent be -- and probably beyond. i would like to start a discussion and invite any participants to join and and pose questions. a free-flowing discussion -- let's have a free-flowing discussion. i would like each of you to comment briefly. when you were considering your unique approaches to meeting students needs, how did you go about considering the question of delivering quality and ensuring quality? >> i can give a quick answer. , actually werva just published a book. the idea was we started with goals for our graduates, and then we worked backwards. rather than saying we have professors and departments and how do we pieced together what they do in order to assemble an education for the student, we instead said, what kind of things do we want to see our graduates be able to do in the real world? what kind of positive impact to the -- do we want them to have? what kind of careers should they be ready for after graduation? will kind of experiences should they have in order to supplement what we do in the classroom? we built an institution from the curriculum to the teaching methodologies to the student selection, experience, where they study, etc., all with the idea of achieving that final goal. when you have a purpose driven design and you start with a clean slate, it is easy to design for quality. we took a different approach. we have a learning platform, a learningitates ecosystem of learners and universities and enterprises. i would say the quality starts with our partners. they produce the comp 10 they produce the content. the professors have a lot of experience. there is a lot of innovation going on. with some ofred what we think are the highest quality partners who can produce high-quality content. a second piece of it is the platform itself and the way we designed the pedagogy. they create courses, they do it in a certain structured format, which creates consistency. this platform is nice, because it can provide feedback on how learners are doing. when you have 30 million people taking courses, you can where they are getting stuck, where are they missing questions, so there is a huge amount of analytic data about the success and sometimes challenge that learners are facing. in addition to the quantitative feedback we provide directly to our partners, the professors actually have dashboards. they can see exactly at the item level, how many people started, how many didn't finish, how many missed question two, etc. they are constantly improving courses based on the data. the final thing is we allow learners to provide course ratings. we have millions of people taking a course. we provide that back to the professors. the feedback loop, a customer focused point of view, is a great way to allow universities professors to improve. we have done four things to make sure the courses and education have good quality. andis to increase access improve quality of education. we built a learning platform that i like to call credit great. we had to build a platform that enables faculty and other instructors to offer the kind of pedagogy's and courses they want. it is called active learning. is interaction with content transmission. interaction is a proven technique that improves student outcomes. one, more and more of our .rograms are credit backed the micro masters, we don't offer it until it is accepted for credit at your own university. that is huge. you cannot believe the level of quality improvement because of the credit backed nature. the second thing is we have peer-reviewed of students come a star ratings like products. that helps a lot. the third thing is we developed a quality rubric for books. it is a checklist. we will not put a course on edx unless it passes the quality rubric. initially, many of our partners were unhappy with the word quality. elsene else put -- someone saying what quality is. now we have called it a checklist. that is the third thing we do. before thing as data analytic -- the fourth thing is data analytics. it is a mostly particle accelerator for learning where single thingery and make the analytics available to the instructors, school, and researchers so they can do beta testing. we are bringing engineering to education, and we should think of education is something we can improve just like we improve smart phones and other products through testing in a very generic manner. thank you all for that question. i would like to open it up now for the rest of our participants. if you have questions, please state your name if you would and pose a question to this group, the first group of presenters, and if you have comments based on what you heard. i was really glad to see the first question starting with quality. ,e have focused on quality starting with products. for the past 10 years, we have been focusing on credential certifications. we make sure there is quality recognition, and when we started our program about 12 years back, over 4000here were certification programs in the country and no one -- less than 10% of them met any standards. consumers, you hear all these words, certificates, certification, registered, license. huge chaos in terms of technology. if we are looking at the finance there are many designations for a financial advisor. as a user, you have no idea which of these meets any standards. bigger challenges, one is the traditional education and what we need to make -- and what we need to do to make sure it meets requirements. outside of the system, certifications, how do we bring all of this together so that as users, students, employers have emphasis on the quality. i would be interested if others have comments. >> i wanted to bring a new type of vision we brought to education. no formal teachers and no lectures. it is practicing and collaborating with peers. important most measurements for success is our students getting jobs. in terms of quality, and i would like to reiterate on what has been said, we don't design content like others. we build projects. students learn by doing. the -- instead of the content learning, we say here is the exam, make it happen. industry leaders will ultimately higher the students. the second thing is that this , students can get direct correction on the work. you don't need to go through a semester and then the final and then eventually get job writing. the second thing we do is we work with industry professionals . our students are ready to enter the industry. finally, the last thing we do is, what is the outcome? we are 90% of our students who enter industries through a job or an internship. this thing frame , wee an institution actually come with the problem first. want to support the introduction of the idea of employment as the key quality of measure. i am convinced that one of the main challenges we have in our system in defining quality is there are so many bottom lines, and there is effectively no bottom line. it doesn't have to be true in higher education. we are experiencing in higher education a crisis of affordability with record levels of debt and student loan records and also underemployment among college graduates and students with some college. that is due to changes in technology in the workforce and today wen hiring, but know that the way students are increasingly making decisions isund postsecondary programs whether this program will help them get a good first job. they are no longer buying that old higher education line that we prepare you for your fifth job, not first job. while we can't do it in k-12, i suggest that getting a good first job needs to be core to the definition of quality. many of theve challenges we have been the systems. we can begin to think about higher education in that way. i want to go that. heart of the conversation -- i want to echo that. how do we work with employers to help them rethink how they think about hiring? we talk about competency-based education, but how do we get employers that are hiring based on competencies instead of based on the degree? there is working there to do. how do we extend that hand across the aisle to employers to help them move and understand how education, different? --how education can look different? >> it is fascinating to see how they are thinking about upscaling. asking, what skills do my employees need over the next five years? they are are doing is identifying the competencies they believe they are going to need and then matching the curriculum from universities and non-universities. some of our most popular content is from the technology companies , and they do competency first and then think about the curriculum to assessment, which includes projects. a lot of this learning is going to happen driven by employers who design things on competency requirements and project-based work. and what to add our experience with this. we started a university from day one that you -- that competes with the most selective universities in the world. the assumption was and what we told our students is that if minerva lined up getting up -- getting the same kinds of jobs as ivy students, then we have failed. aree are doing what they doing, then we are doing a terrible job. what is the point? our bar was to raise that substantially. our first test came two years ago when we got our first batch of first-year students going out. in the first year, just to remind you from what i said before, students at minerva don't take a single subject matter course at once. all they do are these competency-based practical knowledge skills. they haven't even started their major. for first-year students, we had a 100% placement rating. internships that typical ivy league juniors, seniors would be getting, and 90% of their managers said that our first-year students exceeded their expectations than any undergraduate the employed before. most of them being upperclassman. unicorns not magical we discovered. these are normal students from all over the world, from every socioeconomic background. is the skills they were taught were ones that were useful in a work environment, and it wasn't just that we talked them those skills. they learned them. one of the problems when we think about certification, right, because you mentioned credentialing. accredited universities are credentials. universityccredited actually complies with the requirements. threere supposed to be out of class work hours for every in class work hours. the average student has a less than one to one ratio. that higherssue is education has a good understanding of what it should be doing. it has a structure that it should be complying with, but the delivery of the product can be vastly improved. to -- i was inspired by ben nelson, and i want to take a step back to what is the real issue here, not how do we solve it. i'd say a couple things. one is that one of the great challenges we have in this country today is that we are missing too much of our talent. we are not educating or preparing them for this 50% new jobs. the second thing is we are not living up to the ideal of american higher education to be the equalizer, to provide the opportunity to immigrants and underrepresented students, low-income students, etc. so what's the problem? the problem is that achievement, access to higher education, and success is still heavily correlated with wealth in this country. we have to do a better job of making sure that we have the talent, which is evenly distributed, and provide opportunity in any way, too, across the population, and we have to do that at scale. we have to do it in a way that's affordable, and we have to do it right now. it's great to think about 2030, but right now we are under educating a huge amount of talent in this country and not preparing them for the workforce. we had a dramatic moment earlier this year, when a team of economists matched up 30 million irs records and 30 million student records to show who's doing the best job of telling students from the lowest -- job of propelling students from the lowest rungs of the economy to the middle class and beyond. i'll make a shameless plug to the university of new york, of the top 10 institutions of the nation that propelled the lowest quintile of students to the middle class and beyond, it was six of the top 10. we do that a tuition rate of $6,200 per year, where 65% of our students pay zero in tuition. wehink we need to think -- have 275,000 degree seeking students. we need to think more about how enginesalize on these of social and economic opportunity that are working today, and what kind of support and investments the students so they can have the same opportunity that there peers have. >> i'd like to follow up quickly on a question that others asked, which is how do you certify something as the right quality -- there's no such thing in education, unfortunately. to do the best you can. we do a couple things. one is that, the micro masters, for example, each of the courses is backed by credit. if a student completes it, it will need credit at that university. in some sense, it is like saying, a lyft driver or uber driver, they need to qualify for all the taxicab medallion governance is before they could drive. theo imply here that in heedit system of university, t taxicab medallion system of the transportation industry. the second thing we do here is we get employers into the next. each is endorsed by a corporation. the supply chain micro masters are endorsed by walmart. by doing that, you get the employers to provide testimonials that the content of the outcomes, the kind of skills they need for the people they want to hire. o'donnell. how you measure quality is a great topic, and we have talked about accreditation today, and i think we have thousands of universities in this country that are credited, producing poor outcomes. accreditation is supposed to be a seal of quality, but it doesn't really work. if you want to measure outcomes, someone said before that employers are the creditor of last resort, which i think is good. the other way to look at it is who has money at risk? one of the things we do, we go look at skill training programs, software coding bootcamps, nursing schools, we go in, do due diligence on the quality of outcomes, than provide student loans for students. l loseget it wrong, we'l money. we are lending to the student. we track the outcomes over time, over the lifetime of the loan, to make sure students are getting jobs and income, and can track it granularly. part of it is aligning incentives in who is paying, who is financing, who was underwriting programs so that employers and the federal government -- they are spending a lot of money on higher ed but not using it to go back and say these institutions aren't doing their job. >> i'd like to piggyback off that for a second. we have a surgical training platform that is growing into a technical skills-based platform, paradigms noof the longer working, our medical education system has lost the goal of its purpose. you complete four years of medical school, and we are focused on technical training, then you go onto to five to seven years of surgical training. the data shows 20% to 30% of graduates after that process are unprepared to operate independently. that system is no longer working, and you are $200,000 in debt, and it is unclear what the point of the education is. more years are being stacked onto the end instead of readjusting with the initial investment of your time and money is. in the are seeing -- medical field and outside -- rapidly changing job landscapes. people are needing to switch jobs faster and more often than they were before. people need a way to rapidly accomplish knowledge transfer, which is what we are seeing here, where you learn the cognitive aspects to succeed in the workforce. the technical components of those jobs hadn't been adequately addressed. as people change jobs more frequently in a single work lifespan, they need the ability to rapidly learn new skills at a rate that is unprecedented. extend twoant to comments. one of the things that is interesting about minerva, which i have had the chance to see up close but i don't think ben talked enough about, while you had the chance to reset education by starting something new, you still have a physical, face-to-face experience. it is not fully online. what's interesting is that it blends both the best of a broad education and the best of your practical education. one of the debates that we tend to still have in higher education is the purpose for a broad education, or the purpose to learn a job. it is a debate that has to enbd. -- to end. one of the things minerva does well is it lends both of those things.this is the first challenge we are facing. the vast majority of learners, particularly coming down the height of our k-12 system, will be from the lowest social economic status in the u.s. over the next again. yet the institutions we tend to talk about in the u.s., meeting our most elite, most selective institutions, do a pretty poor job at in rolling those students, and of course the ones they do enroll do graduate. but those institutions educate fewer than 1% of american undergraduates. this is a scale problem. i think a lot of the people around the room are trying to figure out, how do we create the scale we need? are still stuck with a higher education system that was born at the birth of the country, when we had to educate a lot fewer people for a lot fewer jobs. >> may i suggest something bold? since we're in the department of education. >> please do. >> bold idea. change encourage you to titles for regulation in cooperation with the irs, which is to say that if any university's undergraduate student body is not broadly reflective of socioeconomic distribution in the united states, you lose your nonprofit status and all access to federal funds. from you tomorrow is 90% 10%, guaranteed. all of our issues with social mobility will be gone. that's an idea. >> i'd like to talk about something bold. there something called isa, income share agreement. today, institutions don't have skin in the game. if theke the money, and education isn't good, too bad. one thing they are not doing, the deal is that students don't pay anything upfront, but they get a portion of their salary when they get a job. if they don't get a job, they don't pay anything, so the institution closes. so when we speak about quality, if employment is one of them, then i think this is the key we should consider. >> we've written about that. we have suggested madam secretary,, a 10-90 rule. put up $.10 for every dollar of your own money. you'll have market pricing in higher education for the first time. aroundher point, socioeconomic mobility, trying to bring it back to the presentation that kicked off this session, unfortunately we are not seeking yet that online is the medium for a coalition that. i think, by and large, your students already have bachelors degrees, for the most part. we're not closing that gap in an online medium. if the goal is a good first job, what we are seeing is that the programs like sylvain's and like be workthey tend to type environments, where you can develop a technical skills and soft skills together, which is what employers are looking for. an online boot camp is an oxymoron, right? how do you have that intensive environment? we haven't figured it out yet. the session was kicked off, in i'm trying to provoke some debate, but we are not seeing 100% online pathways to a good first job, or better job, yet. anecdotally, there was that one i don't think you are seeing it systematically in the same way as the blended or on ground boot camps, preparing students for a technical fields they need. >> a perfect segue. this is what i was afraid of, we would get into great discussion. we are going to move on to our second group, and we will have time after to regroup on all these issues. into ourerfect segue group to speak to job readiness, and our first presenter will be kathleen followed by jerry,, followed by mike. kathleen? thank you. >> good morning. it is my pleasure to share with you how valencia college is working tirelessly to make higher education accessible to all members of our community, and to significantly increase access to short-term career training programs that prepare students for jobs that are in high demand. i will be recommending two much-needed changes to the federal financial aid system. first, i will recommend the symbols occasion of the fafsa for students with the greatest financial need. second, i will recommend that short-term training programs that have already been vetted and approved by another federal agency be eligible for title iv funding. valencia college is a community college in central florida that will serve nearly 75,000 students this year. our service district comprises two counties, orange and osceola, that are expected to grow rapidly over the next 20 years. we enjoy tremendous diversity in our service district. the majority of residents in osceola are hispanic, and nearly a quarter in orange county are black, and we are proud that the enrollment at our campuses reflects the demographics of our community. as we continue to grow and prepare for our community's future, we are concerned about the discrepancy in educational attainment that exists between the two counties we serve. a recent study from georgetown theersity revealed that of 11.6 million new jobs that were created since the depths of the recession, 11.5 million went to workers with at least some education beyond high school. only 1% of the new jobs went to workers with a high school diploma or less. while the percentage of adults who hold a bachelor's degree or higher in orange county is above the national average, you will see that the percentage is much lower in osceola county. osceola county has had one of the lowest college going rates in the state of florida. in fact, in 2010, osceola county ranked 61st out of the 67 counties in the state in terms of the percentage of high school graduates who continue on to college. a recognize that without significant effort to lift the educational attainment levels in osceola county, the future was not right for our community. as a result, of valencia partnered with the local school district and education foundation to launch got college, a community-based grassroots effort to increase the college going rate in osceola county. the movement encompassed a number of strategies to build awareness of the importance of going to college and the pathways to access higher education. currentple, we asked students and recent graduates to serve as ambassadors to local schools, sharing the challenges they faced, and how they overcame them with potential future students, who are likely facing the same obstacles. realizing that it is difficult for a child to imagine herself as a college student if she has never stepped foot on a college campus, we regularly invite local elementary, middle, and high school students to our campus for a day of mock college. we out of a campus in poinciana, a community that has an traditionally overlooked in underserved, and we also offered a number of community events in english and spanish, during which we helped families understand the federal financial aid available to them and help them complete fafsa. the college going rate in osceola county has increased significantly over the last five years, growing by more than 20%. rankshile osceola county 61st out of the 67 in 2010, its ranking rose to 27th out of 67 just five years later. nevertheless, we still have much more work to do. many families i speak to believe that college is simply too expensive and out of reach. they have heard all the media attention about the student debt crisis and the crippling costs of higher education. when i asked them what they think of college degree costs, they typically answer between $50,000 and $100,000. they are stunned to find out by the tuition cost for a two-year degree in valencia is just over $6,000, and that a tuition for a full-time student in any given semester at valencia is less than the cost of the meal plan at many universities. however, i worry about the families that we don't reach, who will continue to believe that they have effectively been shut out of post secondary education. and, unfortunately, our systems fail our students, particularly those who need our support the most. raphael, one of our students who was planning to be the first in his only to go to college. it is often typical with our students, he did not live with his mom and. instead, he lived with his sister in her boyfriend, which made filling out the fafsa particularly complex. without a car, raphael had to wait for his financial aid to process so he could purchase a bus pass to commute to campus. without access to his parents that would require documentation, is financial aid was held up, and he did not have the funds to purchase a bus pass. but rafael was determined to go to college. he heard about the importance of attending class on the first day and, without any other means of transportation, raphael walked more than 10 miles to campus. in florida. in august. talk about commitment and dedication, despite all of the odds being stacked against him. raphael's story is one of so many at valencia who are willing to do whatever it takes for a better future for themselves and their families. our current system for financial aid does not fit the needs of students like rafael who need our support the most. our current system was designed to serve schedule students, but the typical student in osceola county's nontraditional. studentserience, the to have the greatest need and who are most likely to get trapped up by fafsa are those who have already demonstrated their needs through another means tested federal benefits program. why should we require our students to prove, once again, their family's financial need, when their need has already been vetted by another federal agency? while we are working hard to increase the college going rate, we are also deeply concerned about the educational attainment levels of adult. well sun communities mirror the national average for educational attainment and some far surpass it, we have communities like behind hills that have educational attainment levels are far below the level needed for those communities to prosper economically. valencia has developed and offered a number of short-term, accelerated training programs, ranging from five to 20 weeks, that specifically prepare individuals for careers in high demand like construction, advanced manufacturing, and health care. requested byare local employers who are unable to find skilled workers to fill job openings. for example, a local construction firm is scheduling jobs four years out because of a shortage of trained workers in our community. that firm requested we develop a program in heavy equipment operations, and we now offer a nine week program that leads to industry certifications. students in the program are receiving job offers literally before they leave the graduations or money, and just this week we celebrated the graduation of students in the welding program, all of whom had paid job offers. local companies are in such need of skilled workers that they are competing for our graduates. part of the reason our programs are so successful is that they are delivered through continuing education, allowing us to be flexible in program design and to meet the specific needs of our local employers. nevertheless, we are challenged to bring these programs to a scale that would make a significant impact for our local employers and our community, because these programs are not eligible for title iv financial aid. however, they have been approved by the united states department of veterans affairs,a nd veterans are able to use v.a. benefits to pay for them. lonelier proud that veterans have been able to benefit, we are struggling without these programs being eligible for federal student aid, to find a way to make them accessible to all residents. these programs have already been vetted through a rigorous, outcomes-based process by another federal agency. and with 6 million jobs across the country, why wouldn't programs that direct the help fill that gap be eligible for aid? at valencia, we are working hard to make sure that a student's zip code doesn't predict the likelihood that he will go to college, and we are trying to close the skills gap by insuring that adults have access to earn the credentials they need for high-paying careers. orange and osceola counties represent, on a small scale, the challenges we face nationally. how do we ensure that everyone has the opportunity to complete credential,nal whether it is an industry certification or college degree? i recommend we simplify the process for qualifying for federal student aid for those who have already demonstrated their need through another federally means tested program, and that we make programs that have already been vetted and approved by a federal agency eligible or title iv funding. these much-needed changes would make an incredibly significant impact for students like rafael and his family and my local community and in communities across the nation. thank you. [applause] >> good morning. we are going to hear from a variety of institutions, and you are getting ready to hear something different. i live in middle america, so i think i am pretty close to what the people think out there, not necessarily the elites. there are some concerns that we have that i think employers have, and that we are trying to address head-on. one is what most people perceive to be a decrease in the work ethic of young people in the united states. another is concerned about the citizenship or civic engagement or behavior of college students. the third is the horrifying loans that people envision themselves as having to take out in order to get an education for their son or daughter. college of the ozarks is one of a handful of work colleges in the united states in which all students are required to work. it is also one of two colleges where students pay no tuition, zero. not $6,000, not $10,000, not $50, they don't have to pay tuition, they have to work. the other college like that is buried at college in kentucky. we're in business to serve the least among us, low income students. the others will take care of themselves. but there are plenty of young people who need an institution like college of the ozarks in many of the other small colleges that dot the landscape of america. we have 1500 students in the college program, but we have 300 school.-12 lab slowly have is a unique system where kids from kindergarten through four years of college have the work ethic integrated into their program in their curriculum. role, youto the 90% can't even get into the college of the ozarks unless you fall within the 90% who show n eed. in spite of that, the school is very selective. the chronicle last year listed us as in the top 10 most selective colleges in the united states, which is unusual for low income kids. what we have are a lot of good andents who are low income, oftentimes carry a lot of baggage. if you've read the book "hillbilly elegy" by j.d. vance, his life would not be totally different for the kids we deal with every day. in fact, last year, when the because he knew i had a helping hand fund, code for easy cash, and told me about a student with unusual needs, and i asked what is it,? what is so different? we're usually paying for dental work in surgery and travel and clothes and things like that. the fact of the matter was that this kid's dad was in the penitentiary and's mother had died, and he didn't have enough money to bury his own mother. so i asked, how much is that? i was told about $3000. ozarksege of the actually paid to bury a student's mother. that may not mean much to you, but it meant a whole lot to that who is now aated, teacher. withal with a lot of kids family needs. it takes a very personal environment to help kids like that, having come from a dysfunctional home myself, and having run were colleges for 40 years, i can tell you everything cannot be solved with the computer. sometimes it takes a personal touch, and something very different to help those that are going to fall through the cracks of society, in which case, as our friend from new york pointed out, we're losing a lot of talent and productivity. whoops.ou to see -- colleges tend to borrow less money. students that go, you can see in the middle, 44% are much lower than public-private, nonprofit, private for profit, so forth. that is a significant thing. intou break that down, its component parts, you will see that it is not a monolithic bunch. even some of the work colleges are writing lots of federal loans. you will see college of the ozarks, sitting at 0%. the reason it is zero is because we wanted it to be zero. we chose to spend our money on avoiding debt for these kids as opposed to doing something dumb like starting a football program. [applause] and wee did that, dropped the federal loan program, and a few years later we saw some borrowing going on we didn't like, so we refused to certify private loans. here's a college that if you want to borrow money, you picked the wrong place. you just tell people, you can go up the road, i can need you half a dozen colleges will be glad to loan you money. we are not one of them. in missouri, some are considering something similar. dallas texas is converting itself into an urban or college, which we think is a good idea. other than money, i think the work colleges contribute to 'learning about time management, dependability, and a lot of other traditional values that will serve them well in matter what they go into or how many computers they have. the other thing i want to mention, in closing, is there's a lot of concern in this country about how we feel toward -- the, patriotism understanding that young people have about america and how fortunate we are to be here, sometimes they only hear the bad parts. curriculum, which is liberal arts space, four years he would offer a class in patriotic education which to you would probably be civics and government and that type of thing. elective in military science and rotc. know the military does a better job taking some things and so the rest of us. coursesmbine several and came up with a military science requirement that seems to have gotten a lot of attention around the country. we think students need to know more about the constitution and the bill of rights, the declaration of independence, a military history, their obligations as citizens, and so this course has everything that would normally be found in an rotc first your course. we have students that need to spend more time on the exercise field. this course is gotten very good reviews everything that's a good thing. in the right-hand corner of this picture, you can see something that reflects a program we started that other schools could do they want to spend the money on it. we pay for all this. we pay for the students, we pay for the veterans, sending 12 students and 12 veterans back to these battle sites. .e've done 21 trips everything from normandy to's north africa. preachers to vietnam. we pay for all of that and i cannot tell you how much those kids have had their lives enlightened or changed by going with veterans who actually thought those battles. it's one thing to read and some textbook about what happened at omaha beach, it's another thing to stand there beside someone who watched all of his friends die. program and wele pay for all of that. we have sent 300 students and 150 veterans all of the world. here was a goner. not a good case to be during world war ii. that was the bubble on the bottom of the bombers. they sat down there with a gun and try to survive. that's what he did. he's explaining things to that student. the cause of the ozarks is unusual. it builds its own buildings. make fruitcakes and jellies. there's a world-class museum. andnow how to build things so the students and staff built these war memorials, which are a big help in communicating to the student what sacrifices have been made by those who wear this nation's uniform. here you see this young lady placing arose in front of the vietnam memorial. we built a memorial for the state of missouri. to honoring for people who did what the country told them to do. that little girl is placing arose there. we built memorials for each of the major wars. is,last thing i would say it's important for these kids, a lot of them have never been on -- it never before ceases to amaze me. they have never been on a plane before. hear peopleeed to of prominence, who have something to say about this country and the world. we bring those speakers then. that we've hadry many generals. you won't have any trouble identifying these people. when the speakers come to campus and our students have a chance to hear them and to be in a q&a with them, that's a very , that hard work you title stuck many years ago. it's not that we wouldn't give been one of those shirts, it's that that picture was made before we gave him one. oneave the madam secretary issue like to have one. i will end with a quote from ben carson, who is a good friend. don't book he said, if we get back to more of the values taught by college of the ozarks then it's going to be replaced by something a whole lot less wholesome. we are trying to take a leadership role in helping those help themselves are without sufficient means to make good citizens and be a good influence in the country. thank you. [applause] >> thank you very much, and it's so good to be here with old friends and new friends. of faculty andan students from the jack ross management institute and i'm here as a professor. i want to thank you for including us in this conversation. the mission of -- see if i got this right. the mission of the jack welsh management institute is to transform the lives of our students by giving the tools to be great leaders, build great teams, and when in business. them, our by teaching online mba prepares our graduates to transform their countries and careers. we do believe that we can swarm withnts in an online form support, running coaches, advisers, tutors, and professors. nap early online community. i look forward to sharing that with you. we believe that our student success are based on several key differences. make sure i'm doing this right. we believe that by putting promotingirst and professors by the value students put on them, we treat our students like customers. our curriculum is designed to have students learned today, come back to the classroom, and talk about their observations. we will win ind business by getting our students emotions and raises. we have professionals with great credentials, real-world experience, and intent to support students in a special way. we want professors who are coaches and mentors and will go the extra mile to make sure that every student can fully understand and apply every key concept. our institution, we employ a nine step process to select our new professors. we start by a recruiter, and interview, and the webex with the dean to understand the motivations. we fly the candidate to washington, d.c. for formal interview. if they pass, they are invited to the next five steps. an orientation, completion of a certification course, and internship, a final evaluation, and then assignment into a glass. at any point they can be dismissed or choose to leave the program if they do not share our values. our goal is to only have fully qualified, fully committed professors. next i want to a little bit on our faculty certification course. during this 10 week course, our candidate will be introduced to jack welsh, our values and behaviors, and will complete a series of application exercises as a student and as a professor. ultimately, it's about creating an enthusiastic and highly engaged learning community is clear expectations and applicable curriculum. oncreate this, we've focused four key behaviors. we expect our professors to give timely personalized, subsidized feedback. faculty is grading feedback as an opera -- as another opportunity to teach, not just evaluate success. any announcement has a well produced. it has to express their enthusiasm and be timely. engagement,per where professors are adding value and engaging with every student every week. we expect a commitment to collaboration with our students before the class starts. , and the course lines after the course is over, so the student knows where they stand. we expect the faculty to continue to collaborate with students or staff and leadership during weekly videoconferences and huddles. also, the ability to accept feedback and conservative course improvement. we know that professor share our values and exercise are behaviors, the student will be willing to recommend the professor, the course, and j mi. the student will become a better leader. we had a professor scorecard appear and i will tell you how we use it. we don't leave it up to chance. with accommodation of analytics observation, the majority of our professors perform well. top right-hand corner. there are a shoe share the behaviors but lack the performance. we will work with them to refine their classroom efforts. occasionally have high performers that do not share our behaviors. coach androup we demand better student support. for professors that lacked the behavior and are unable to perform we leave them on to the next opportunity. way out the same way and but if you are not committed to student success the way we are, you cannot stay. we believe that by having a clear mission, canada valuations, we know everyone we hire is exactly how to succeed and was expected from them. ultimately, the system has served us well and serve our students and faculty well. it continues to contribute to the growth of j wi. grown to over 1700 mba students at over 900 graduates. 96% of our students with experience is good or excellent. 92% rate their confidence and a grown. have received a raise or promotion during their student chip. many institutions have recognized us for student success. jack welsh said it best. treating students like customers and holding faculty accountable to student outcomes has served a mission. [applause] thank you, kathleen, jerry, and mike for your presentations. i'd like to kick off this part of our discussion by asking you three in particular how your institutions have worked with employers in your communities and or areas of influence and impact to ensure that what you are offering is matching up with and meeting the needs of employers and what barriers have you faced in that regard? development career office and have advisory boards in our schools. to theetty well tuned in region of the southwest missouri in northwest arkansas. studentsr most of our will end up. because of the nature of the school, we find many employers want to hire these kids because they will tell you they know how to work. baker, -- banker, i can teach a kid to do banking but i can't teach character. the short term accelerated career training program that we offer was specifically requested by our local employers and designed in collaboration with those employers. is challenge that we face that the demand for the graduates is so high that we find ourselves in a really awkward position where employers are competing and outbidding for graduates. a good place for the students but it awkward position to we can't have enough graduates for the demands that employers have. i want to go back to appoint the jeff made. is the purpose of education to prepare students for jobs or to repair them with a more general education? i agree that it's both and. students, it's the opportunity cost of college that is also too high. the idea of taking two or three or four years off of work life to go to college is simply too high. we can say, can you take six weeks? can we get you skilled up in six weeks's you move from a minimum wage job to a job is playing 12 or $15 an hour? and then each of those problem -- programs he comes college credit. if at a later time they are able to come back for a college degree, that training transit to the credit for college. >> what of the vantage is that we have built around the ceo. we reach out to many ceos that are working today, offer them the opportunity to help design the curriculum and designed the course. the first question we asked them a are what to use need? we bake that into our curriculum. we start with the ceos perspective on what they need and rebuild the curriculum with that in mind. ultimately, we tested on the other hand to make sure we're delivering it. comments?ns or secretary, i'm met siegelman from burning glass technologies. i want to ask the question, i know we frame this as part of a discussion around being job ready, and of like to the question of what it means to be job ready. given the kind of tectonic changes that are happening the job market. -- i work as an tracking the job market. we do some robust analytics. what are employers asking for a scale? how is that been changing over time? one of the things that we have seen that is most profound is essentially the mixing of skill sets. if you look at what are employers asking for, their starting to ask for sets of that are data skills and marketing roles or coding skills in life science jobs. we are for two as an emergence of a hybrid job economy. theee that more and more jobs that are hybridized a growing twice as fast as those that are not. partsre the most liable of the job spectrum. for's a challenging model higher education and for job readiness. the structure of higher education today is very much oriented towards linear careers. the notion that are going to and you'refirst job going to progress through your career overtime. we think about the challenges of a hybrid job economy where people need a start,et of skills to where they're going to constantly need to acquire new skills, and where the pace of dynamism is less about new jobs created, there- is more dynamism in the composition of jobs. what is the skill genome of how jobs are defined? you can see that changing drive fast. , i would toework just there are three different sets of skills we need to think about. first of all, the kinds of at allthat are coming into the spectrum. both for highly skilled workers but middle skill workers. there are sets of technology which areta skills, necessarily about getting a job at a software developer but are key to improving your prospects in any career. , whomin, for example learns some skills might get a 25% salary premium. an automotive repair person who has management skills will see about a 50% wage premium. the sets of skills, particularly in tech, data skills, which are infusing careers. another quick point on that. if you look at top quartile jobs,ng jobs -- earning 50% of them are known up occasions -- now in occupations that value coding skills. tech skills,fer data skills, and a set of others. at the same time, and there has been a lot of discussion this morning about foundational skills, those continue to be important. in job readiness. not just for all the reasons that are probably most obvious, that's part of doing a job and being able to indicate, but in a job market that is more tech and data enabled, those jobs that are driving technology are more human and a higher demand for human skills. it seems kind of ironic when you think of it. tech enables a higher demand for creativity. a higher demand for collaboration. higher demand for writing. but that's the reality of what automation is doing. it's automating out the tasks that are not human. the things that drive the technology and that are hardest to are those which are human. the cross is extremely important -- liberal arts is extremely important. my last thing to say is that technical skills are key last mile framework. people have built the foundational skills, the tech and data skills, to be successful, to be job ready, at , notwithstanding that many employers are willing to invest in training, we also know that this is a generation that is turning over and work assignments very quickly. it's unreasonable to ask employers to make really big investments on training people who may not stay. that's the reality of that. there are things that employers can do to elongate the payback. . -- the back period. students need to graduate and come to work job ready with the sets of skills that employers need them to do to do work that they want. some of the models we have heard about this morning are so impressive because they are looking very specifically and what to employers need and how to layer that on top. interestingly enough, good outcomes are not just about preparing people for good jobs, it's about making sure people have skills that differentiate good performance within this jobs from those who do less well. i give you one example. psychology majors make on average $42,000 he. toldecology major often they need to go into consumer marketing does they know psychology. 's ecology majors who do since this will research and learn or otherss around rss to school software will make six 4000 us here. year.,000 a mr. minnis important. it's tremendously important. to go intocontinue the foundational skills you mentioned? at, not only the technical skills, but also what people sometimes call soft skills. gaps,e think about skills we normally think about technical skills. they can't find people who have cyber security backgrounds and the like. there are huge skill gaps and don't let anyone tell you otherwise. they do exist. but what we find is that employers perceive almost equal pain points around foundational skills. you will see, and you can actually do that by looking at what they ask for but also looking at the foundational arels that they overemphasizing. usually, you only put in the job , at least at scale, -- but job postings tend to -- where job employers are overemphasizing something, they tend to think that if they do not say it, they won't get it. job listings that are asking for something that's way outside what you think the importance of the rollers is. that's because employers see a gap. those soft skill gaps are around the soft skills that are important to doing the work but generally are overlooked and considered auxiliary. not the core are training skills. employing -- you don't see employers perceiving huge masco gaps in stem careers, you see them in service sector or creative sector. jobs you still need quantitative skills that we tend not to think it that way. that's where seen those gaps. >> thank you. die and the backer from the campus department of commerce. i had to look at my name tag because this is my fourth day on the job. i previously served as the commissioner of education for k-12. i was pleased that the department of commerce and administration in kansas created a job in commerce caught specialist in the case -- education innovation. we have seen in kansas is silos. it won't be unusual to any of you to hear about that. we have k-12 education, higher education, and last we have discussed here, workforce. had we bring those together so we get the type of employees that we are looking for? have economic success we're looking for? are in the process of redesigning our k-12 education system with seven districts who have been allowed to break the rules and break the the and move the aunt traditional k-12 educational system. we have a higher education system that is working very closely with workforce to ensure that they are getting the employees that they want. verye are also working closely with workforce a idea aligned with industry demand to ensure that as we have companies in kansas that want to grow and that want to expand, companies that want to come to kansas, what can we do to ensure their success? very happy to be here today to talk about all of that and to try to be the hub that brings together those three separate silos. could you elaborate a little bit more on what that particular role is and what action does? brand-new and it was just announced this week. it is my fourth day on the job. the reason for the job, i think, is as we've seen some great innovation happening in kansas with k-12 and also with higher ed and then businesses wanting to come to kansas more and more and grow and expand. i believe that what they saw in the job and what they saw in my particular skill set is that i have been in the k-12 sector and also in a few other sectors. i think what we're trying to do is have it be a seamless system. i know that's something we have heard for years that truly having it be a seamless system 24, peter 25.eter through 20, p through 24, the through a five. >> some people are usually alarm that huge majorities of the people are thinking that preparation for the job is the most important part of education. what i take from this is that we want -- don't want more nora trading, we need broader preparation for a job market that is changing dramatically. grounding in the humanities and the role arts and sciences for almost any field. jerry said much of the same thing. i think about the importance of understanding. want tonderstand as have good citizens that are contrary into society as much as well-prepared for the job market. more narrowly -- what's job ready? it's not around the first job. graduates today are going to have five careers by the time they are 35 or 40. i like to think we are preparing our graduates for the fifth job and six job after that. we are giving them the skills they need to keep advancing throughout their careers. skills.ludes the soft the final thing i want to say is something that matt raised about the interdisciplinary nature of the workforce today. technology orf soft skills in stem fields. we used to think of them differently as humanity and the arts. worked with the business roundtable to create a new set of majors in business. even this field are set of fields, we thought we weren't delivering enough. typically, business colleges have among the tightest and deepest connections with the workforce. we were learning that we were not providing everything they needed so over the course of six months we created three new majors by infusing data analytics components into traditional business disciplines. marketing and finance and accounting. we turned around and six months. now these are successful majors that our business partners in new york are quite pleased with and the groups who work with our quote as well. i just want to build on what matt and kathleen talked about. you talked about that for too many of your students, the notion of a two euro for your degree seems out of reach. that was referenced in hillbilly elegy. he goes back to his high school talk to his teacher and says, college is the only pathway but it's unrealistic for too many. but i think what -- if i think your students would hear what matt said, the question of how is a questionre of staging. how do you get -- if you're not going to go for four years, how do you get a good first job? there's a book coming out this summer called faster and cheaper alternatives to college that argues to put the last mile first. were the last mile is that technical training. jobs,of good first investment factoring, great first job. increasingly, the good first jobs are seen for young people are using some sort of software to manage a business function. digitization of the enterprise has meant that every business function across every industry ormanaged using software status platforms. these are the job descriptions and if you do not have those qualifications or experience, you will be visible to the hiring managers. on one hand the number of colleges that training sales force. they don't do that. these of sorts of training programs that i think, i will argue in the book, or on the verge of displacing many nonselective colleges as a preferred pathway for young people because they are faster and cheaper and they get to that good first job which is what young people care about area they want the good fifth job tube at the first job is what they are mostly concerned about and not going into that. -- into that. debt.o i was there for 17 years. i'm recently at arizona state university. am part of a digital high school being launched by arizona state university as part of their charter network. i want to piggyback onto some of what diane said and support some of the work that is being done at valencia with kathleen. what has been very impressive and the reason why matt universe -- arizona state is because the work they are doing to break down the silos. president michael crow, who many with, theyfamiliar decided in 2009 to get into the charter business, not get into the charter business identity seamless education k-12 business and bring in house. if we really are interested in dedicated to creating the seamless pathway of birth to life education, so to speak, let's put our money where our mouth is and bring it into the university. authorized a network of charter schools, now with nine schools. all of which are on campus. there is the digital high school that launched in august. what has been fascinating to watch is the truly deliberate effort from the presidents level, the leadership level, to not have this k-12 entity attached to the university but truly embedded in the university. example, within our academy and specifically with individual school, our students are encouraged and offered a menu of theire courses as part of high school experience, so to speak. andrdless of their age regardless of their zip code or where they live in the world, students who are ready to advance have the opportunity to advance. might imagine, that's created quite an instinct in terms of kids emotional readiness for college, as opposed to their academic readiness for college. so many of our students lose interest in the first two years. work,re doing redundant they're not getting into the majors, they are simply not interested. had we embrace the idea that we break down the silos, we do give kids the opportunity to experience college and high school, we bring our students in so that when they take their first course with us, they become nondegree seeking students. as aare an asu student high school students. they get vip status to continue on into the university and all those credits are issued credits on the transcript. they would transfer to any university. how we do this in such a way that these kids and families think of themselves as college going students so when they do graduate it's not a choice of whether they will or not, they just will. it will figure out a way. he there already college students. i think that's a really interesting conversation to have in terms of how we get these kids to succeed. we want to get them there first and foremost. how do we create this smooth transition? ask kathleen to comment on that? i know valencia has been very intentional about the experience with in high school and what the success has been. have been very intentional, particularly in expanding our dual enrollment whortunities for students may have not otherwise thought about the possibility of going to college. ande is a lot of research indicates when students get the first successful college experience in high school, they are much more likely to continue to college and her degree. in addition to that, we are working hard to expose young students to potential career possibilities that they otherwise might not have realized were options. how do you get a child to think about a career in? how to get them to think of a career in electronics? in addition to having field trips to our traditional campuses to see traditional college classes, we also have going buses third-graders to the investment factoring training center so they can see what mass manufacturing is all about. we have really great simulator equipment so we can give ofdents takes experience what it is like to be a welder. it's about exposing students to possibilities and opportunities to help them find their passion. another thing we should be thinking about is how technology changes to learn experience. your comments about breaking down silos between high school and college is dead on. thatould also be realizing we are breaking domiciles between higher education and work. right now, people are taking college courses at work and it's going to happen far more. the idea of educating for the fifth job is great but people will be at work learning how to master those competencies that don't exist right now. withrsity content along industry content, they're offering it to their employees. what that's going to look like in five years, i've no idea. the modularity, and the market can decide what skills are needed, and educators of all types of be providing that, is going to be with the future of higher education looks like. i want to go back to something that matt said earlier about employers. that they mayrue not be interested in rescaling employees. we launched a partnership with career builder. it flips the model. employers are subsidizing a program for jobseekers who are interested in these fields. employers can't keep qualified applicants in the job, front and when development, i.t. support, restaurant management, we are training those folks in short-term job training programs and then placing them with these employers who are funding the program. i think as we continue to look at ways to innovate and what higher education may look like, there is value in some of those public-private partnerships that are working in bringing together groups in a different way of looking at education. help if you can get some public high schools to teach a student how to write a sentence and paragraph before we start during credit at them to transfer into college and they can't write a sentence and we have to do is that. we see a lot of that. any missouri is different but i doubt it. what is the importance of clearance price and that all lentils of education? in orthopedic surgery, only 4% were women. that's actually insane. if you increase exposure in medical school to what the big surgery almost double the application rate to the field. just taking people to a factory to show what is possible. i want to point out how anderson is that this bite-size program you offer, the six weeks of vocational technical training, is in such high demand that you can't train people fast enough. these programs are very important. five, allb 1234 and jobs will typically have one skill you don't have. there's not enough of that to train everybody. >> i had a couple questions for jerry. i'm fascinated by the work college model. a 5% of our students are working and we are thinking about getting a 200%. one, you talked about what you're spending your money on but where does your money come from? question of her two, what are some of the pitfalls you saying operationalizing the work college model as far as students that during their hours or other issues that can come up? all, we don't need to be preaching to students about that of institutions. their head over heels in debt and our college has no debt. his score high on that. we have an endowment, five and $25 million, people don't give -- $525 million. people don't give us money to be like everyone else. i think we're going to see more colleges look at this model. the one in texas, historically black school. easier tolmost be create a work college than two turn a collagen to work college. gingrich, who seems like you has an idea every minute if you are around him, he thinks there should be a work college in every state because of the values that go along with it. , i'm sitting here listening to what artie know, that technology is moving fast in this country. we are producing graduates that are lazy and dishonest and late, it's not going to make a lot of difference will cut a skill to have. you are going to get fired. need to find a way to instill these values wired -- while we are chasing every new technique. and be glad to our college. there, hewhen he was said, on the way out of town, he kept shaking his head. he said, i did not know that a college like this existed in the united states. thin he went on to say something not complement tree to his, motter. he said i think we need to have brain surgery transfer hear from you university. gail university -- yale university. thee've been talking about cap between employer and employee but some of the biggest growth in the economy is in the freelance economy. even among white-collar workers. this is, i think, going to change the nature of education. mostly after college, most education was directed and paid for by employers. but if you no longer have an employee employer relationship and you're working in your own, who is going to help direct that learning for you? who is going to help you find it or pay for it? is rescaling throughout life is going to largely be self-directed. we are to have to enable students to be able to do that. this is another thought on kathleen's presentation is the growth of noncredit and short-term programs, which i don't think get enough attention. this goes to the last mile being the first mild. when you are unemployed or underemployed, the most important thing is to get a job and get it quickly. to get the skills necessary to get those jobs. what are the probably most degree programs is that they may not start for a couple months. they take a couple of years. -- in many times they provide you much more than you need to get that first job. when you think of these noncredit programs which could eventually be articulated to have credit and stack to get a degree, it would enable us to get people employed more quickly while they are being educated. i don't think in our higher education system or even in our financial aid system we give enough credit to these noncredit programs. >> thank you. thank you all of you. a fascinating discussion and we will continue with it to take -- after we take a 10 minute break. ♪ ton journal""washing live every day. coming up this morning, we will discuss the upcoming vote on the final republican tax reform bill with grover norquist and andy greene. rand corporation seth jones on threats to the u.s. homeland of the holiday season. washington journal" live this morning. s," a member ofr the tax bills conference committee talks about provisions in the deal struck between the house and the senate and why make --s oppose the measure. at 10 a.m. and 6 a.m. eastern. >> monday night on "the commun icators," we talk about the fcc's vote overturning net neutrality. >> the question here is whether or not the rules were put in the place in 2015 are really andopriate for this new era in some ways, by rolling the back, whether we are going to see the new rules we're living under our appropriate for the moment we're living in. >> tech companies are concerned to have to pay to reach for fillers. not so much the bigger guys who have the money could pay but some of the smaller ones. credit have been very active in the space is they say if we have to pay a toll to reach consumers, that's going to hurt us. "the communicators" monday night at

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