the huge chaos in terms of turnover-- terminology and if you're looking at the finance market, 162 designation for a financial advisor, so no idea which this means any standard, so i see two bigger challenges are quite as the education system and what we need to do to make sure of industry requirements, but also think outside the system like certification. how to we bring them all together so that as users as students, employers have emphasis on the quality aspect of this. i was interested if any others have any comments. >> hello. i just wanted to bring a new type of vision we brought, so eight no formal chair and by practicing and collaborating with peers, one of the most important measurement for success is getting jobs and so we don't-- we build projects, so students are learning instead of being regular education there is content learning and in two weeks we have examined we are like here is the exam make it happen, so we designed the project with industry leader. the second thing is this project meaning student can get a direct correction, so you don't need to do the final and eventually get your grade. you can get your grade directly and we we work with industry professional, so basically to enter the industry and finally the last thing we do is what the outcome in so far where 90% of our students who enter the industry there a job, internship , so basically i want to frame the thing where the institution may come with knowledge and a problem first and then see how it happens. >> i went to support that introduction of the idea of employment as a key quality measure. i'm convinced one of the main challenges we have in our system and the fine quality is that there is some a bottom lines that there is effectively no bottom line in its turn k-12 and higher red. it doesn't have to be true and higher ed. we are experiencing in higher ed a crisis of affordability with record levels of debt and the student loan defaults and also record underemployment among college grads as well as students with college and that is due to changes in technology and the workforce and due to changes in hiring in terms of how employers have hired, but today we know the way students are increasingly and young people increasingly making decisions around articulation is around the question of whether this program will help them get a good first job in the growing sector of the economy. they are no longer buying that old verification line. they know if you don't get the first job you probably won't get a good this job and him while we can do in k-12, i suggest giving a good first job needs to be core to the definition of quality. is incredibly clarifying to do that. it helps solve many challenges we have in the system if we begin to think about higher education in that way. >> jolene, i went to echo that, i mean, i think part of the conversation is it's great to hear about the technologies and infrastructure built to move higher education forward, but how do we work with employers to help them rethink about how they think about hiring. we talk about company based education and we believe in it, but how do we get employers to hire based on competencies, so there is work to do and some of the right people need to be at the table, but how do we extend that had across the aisle to employers to help the movement understand how education is different as well. >> one night-- one idea, we have 600 companies and it's fascinating to see how they see and they are asking what skills to my employees need. that's not an obvious answer to the question, but what they're doing is is identifying the companies they believe they will need and matching the curriculum both with universities and non- universities. most popular content is not from universities, but some technology companies and they do competency first and then think about the curriculum and mentor assessments including projects to make sure they develop competencies in the workplace and a lot of this will happen driven by employers who design based on competency requirement and test for regular testing and project -based work to show the competencies are being developed >> lets me out a little bit of our experience with this, so we started a university from day one that competes with the most selective universities in the world and so the assumption was and what we have told our students is that whenever students get the same kind of jobs as ivy league students etc. then we have failed because obviously if we are doing the same we are doing a terrible job, so what's the points and so our bar was to raise that substantially and our first test came about two years ago with our first batch of first-year students looking for internships and it turns out in the first year to remind you for what i said before students don't take ac numeral subject matter course, not one. all they do our copy-- competency-based practical knowledge skills, not even starting a major for first-year students we had a 100% placement rate and at the kinds of internships that typical ivy league juniors rising seniors would be getting and 90% of their managers said our first-year students exceeded their expectation of any undergraduate they have employed before. most of them being upper-class. these are not magical unicorns we have discovered. these are normal students from all over the world in every socioeconomic background you can think of and the differences the skills they were taught were ones that were useful in the work environments and it wasn't just that we taught them the skills, they learned them. one of the problems when we think about certain vacation because you mention about credentialing, accredited universities are credentialed. almost no credited university actually compliance with accreditation requirements. there are supposed be three out of class work hours for every in class work outer according to a creditor requirements. the average american student spends less than one to one ratio yet these universities are still accredited by those rules. so, the issue is that higher education has a good understanding what it should be doing. it has structure that it should be complying with, but the delivery of the product can be vastly improved. >> 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 and so i would say a couple things. one that one of the great challenges we have in the country today is we are missing too much of our talents. we are not educating and preparing them for this 50% new jobs are good the second thing is that we are not living up to the ideal of american higher education to be the equalizer providing the opportunity to immigrants, low income students etc., so what is the problem? achievement both access to higher education and success is heavily correlated with wealth in this country so we have to do a better job of making sure we tapped the talent, which is evenly distributed and provide opportunity in an equal way across the population 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 what will happen in 2030, but right now we are under educating the huge amount of talent in this country and not preparing them for the workforce, so we had a dramatic i think 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 propelling students from the lowest rungs of wealth in this country to the middle class and beyond and so i'm going to make a shameless plug your. of the city university of new york of the top 10 institutions in the nation that propelled the lowest quintile of wealth students to the middle class beyond was six out of the top 10 institutions and we do that at a tuition rate of $6200 a year where 65% of our students pay zero intuition and i think we need to think more and we have 275-pound-- 275,000-degree seeking students right now. we need to think more about how we capitalize on these engines of social and economic opportunity that are working today and what kinds of support and investments the students need to come to places like this and other institutions in the country so they can have the same opportunity their peers have. >> i would like to follow up quickly on a question that was asked which is how do you certify something of the right quality or at sea or others. there's no in education unfortunately so you do the best you can. we do a couple things. one with the micro masters for example or for the global freshman academy each of the courses is backed by credit. if a student completes a and is admitted to the university it will need to count for credit. in some sense it's like saying say lift drivers or uber drivers were to become a driver then they need to qualify for all of the taxicab medallion kind of governance is before they could drive at work. i do imply here that are in tact credit system universities is probably anti- delivery and as the medallion system of the transportation industry. the second thing we do is that we can employers in the mix in each of the micro masters is endorsed by corporation so for example they might be endorsed by walmart. so by doing that you get the employers to provide testimonials that the content of the outcomes are the kind of skills they need for the people they want to hire. >> mrs. rick o'donnell. i think how you measure quality is a great topic and a couple people talked about accreditation today and we have thousands of universities in this country that are accredited producing poor outcomes, so accreditation is supposed to be a seal of quality assurance and it doesn't really work and if you want to measure outcomes employers someone said before that employers are the creditor of last resort which is good and other ways to look at it is who has money at risk. one of the things we do is we go look at skill training programs. to trucking schools to nursing schools and we go and do due diligence of the quality of outcomes and finance the students and provide loans for the students to go and if we get it wrong if it's a high-quality boot camp and is not we will lose money because we're lending to the student so attract the outcomes over time, over the lifetime of the loan to make sure students are getting jobs, income and can track that back pretty granular only to the outcome of specific skill building, so i believe it's aligning incentives and who's paying, whose financing, whose underwriting programs so employers and ultimately the federal government spending a lot of money and higher ed, but it's not really using the data from student while-- loan defaults to say these institutions are doing their job >> i would like to piggyback off of them for a seconds. surgical training platform that is growing into a technical skills -based platform and in terms of current paradigm no longer working her medical education system is sort of loss the goal of its purpose, so you complete four years of medical school and we are focused on technical training and you go onto five to seven years of surgical training and right now the data shows 20 to 30% of those graduates are unprepared to operate independently, so that system is no longer work in your $200,000 in debt and it's unclear what the point of that education is and what's happening is more years of being stuck off the end instead of readjusting with the sort of initial investment of your time and money is and what we see, i see a lot in the space the medical field and outside just rapidly changing job landscape so people need to switch jobs faster and more often than before with the data we saw earlier said people need-- need a way to rapidly recall knowledge transfer which is what we see here without knowledge or dust modularized program. the technical component of the jobs have not been out a clear dressed so as people change jobs more frequently in a single work lifespan they need the ability to rapidly learn new skills at a rate that's unprecedented. >> i went to extend to comments, one from ben and one from jv. one of the things that's interesting which i've had the chance to see up close that i don't think then talked enough about was while you had the chance to reset education by starting something in new you still have a physical face to face experience, so not just fully online and what's interesting is it blends both the best of a broad education and the best of a practical education and one of the debates we tend to have been higher education is is the purpose for a broad education or to learn a job and it's a debate that has two and because it's for both and one of the things for nerve but does well is it blends both of those things and what jb brought up is the great challenge that we face with the vast majority of learners particularly coming down the pike out of k-12 system in the us will be from the lowest socioeconomic status in the us over the next decade, but yet the institution we tend to talk about in the us meaning our most elite most selected institutions do a pretty poor job at enrolling those students and the ones they do enroll they do graduate, but those institutions educate fewer than 1% of american undergraduates so it's a scale problem and i think a lot of people around the room are trying to figure out how do we create the scale we need because in many ways we are still stuck with a higher education system that was born at the birth of the country when we had to educate fewer people for a lot few were jobs. >> may i suggest something bold since we're in the department of education? >> bold idea. i would encourage you to change title for regulation in cooperation with the rs which is to say that if any university undergraduate student body is not broadly reflected with socioeconomic distribution in the us, and use your nonprofit status. i bet you tomorrow harvard is 90% bottom 10%, guaranteed and all of their issues with social mobility will be gone, so that's an idea. >> i truly like to think about something bold. there something called i sa and i would like-- two institutions to have skin in the game. the higher students take the money with wealth and education and one thing some are doing is that students don't say anything at home but they get a job. if they don't get a job they don't pay anything so their institution closed right, so when we think about creditors, if employment is one of them then i think i say it's one of the keys we should consider? caller: we have written about that and suggested that we have a 1090 rule that says for every 90 cents you should required to put up 10 cents of your own dollar which if you have it, great. or more likely it will have to come from a third party which means you'll have market pricing in higher education for the first time in pricing signals. the other point is to chancellor milligan's point around socioeconomic mobility and trying to bring it back to the presentation i kicked off the session and online, unfortunately we don't see yet that online is the medium for calm pushing that. by and large your students are by and large have bachelors degrees for the most part. we are not closing that gap in an online medium and if the goal is a good first job what we see is the program like the program rick is talking about like boot camp programs tend to be work type environments where you can develop a technical skill and soft skill together which is not will tell you that's what employers are looking for technical and soft skills, so the idea and online boot camp is sort of an oxymoron with like that intensive environment. although we have not figured it out yet. the point is the session was kicked off with all mine and i may be trying to broke-- provoke debate, but we don't see 100% online pathway to a good first job or a better job yet and anecdotally there is that one example, but i don't think you see that systematically the same way you see it with the blended or ungrounded food camp type of environment that's like a work typesetting preparing students were -- were technical and soft skill. >> perfect segue and this is what i was afraid. we will move on to our second group and we will have time to regroup on all of these issues so it's a perfect segue into our group to speak to job readiness and our first presenter will be kathleen followed by jerry followed by mike seles, so kathleen, thank you. >> good morning it's my pleasure to share with you how valencia college is working tirelessly to make higher education assessable to all members of our community and to significantly increase access to short term career training programs that prepare students for jobs in high demand. i will be recommending to much-needed changes to the federal financial aid system. first i will recommend a simple vacation of past thoughts for students with the greatest financial need and second i will recommend short-term training programs that have 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 75000 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 with the majority of residents in osceola county hispanic and nearly a quarter of the residents in orange county are black and we are proud that the enrollment at campuses reflect the demographics of our community. as we continue to grow and prepare for our community's future we are concerned about the discrepancies and educational attainment existing between the two counties we serve. a recent study by anthony from georgetown university revealed of the 11.6 million new jobs created since the depths of the recession -- recession 11.5 billion went to workers with at least some education beyond high school or: 1% of the new jobs went to workers with eyes go diploma or less. while the percentage of adults with a bachelors degree or higher in orange county is above the national average, you will see the percentage is lower in osceola county. historically osceola county has had one of the lowest college going rates in the state of florida. in 2010 osceola county ranked 61st out of the 67 counties in the state in terms of the percentage of high school graduates who continued on to college and we recognize without a significant effort to live the educational level the future was not bright for our community and as a result of valencia parted with a local school district in education foundation to launch scott college, a community-based grassroots effort to increase the college going rate in osceola county. college movement encompassed a number of strategies to build awareness of the importance of going to college in the pathway to access our education. for example we have current students and recent brad-- graduates to serve as investors to local schools chile-- sharing the challenges they face and how they overcame them. realizing that it's 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, and high school students to our campus for a day of mock college. we added a campus in poinciana, a community traditionally overlooked in underserved and we also offer a number of community events in english and spanish during which we help families understand the federal financial aid available to them and help them complete the fafsa. the college going great-- rate in osceola county has increased significantly over the last five years growing by more than 20%. while osceola county ranked 61st out of the 67 counties in the state in terms of its college going rate, its ranking rose to make 27 out of 67 counties five years later. nevertheless, we have much work to do with me families i speaking to believe college is too expensive and out of reach. they have heard the media attention about the student debt crisis and crippling cost of the higher education. when i asked them what they think of college degree costs they typically answer between 50 and $100,000. they are stunned to find out the tuition cost rate two-year degree from valencia is over $6000 and that the tuition for a full-time student in any given semester is less than the cost of a meal plan at many universities. however i worry about the families 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. this is one of our students who is planning to be the first in his family to do-- to go college and its typical with our students that she can live with his. instead he lived with his sister and her boyfriend which made filling out fast but complex. without a car he had to wait for his financial aid process so he could purchase a bus pass to commute. without access to his parents for the required documentation is financially was held up so he didn't have the funds to purchase a bus pass. he 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 he walked more than 10 miles to campus in florida in august. talk about commitment and dedication despite the odds stacked against him and rocky isles story is like so many students have valencia who are willing to do whatever it takes for better future for themselves and their families. our current system for financially doesn't fit the needs of students like rafael needs our support the most work our current system was designed to serve traditional students, but the typical student in osceola county is not traditional. in my experience the students who have the greatest need and are most likely to get tripped up by fast but are those that have demonstrated their need for another means tested that her benefit programs such as snap or tannin peer why should we require students to prove once again their family's financial need when their need has been vetted by another federal agency? while we are working hard to increase the college going rate of recent high school graduates we are deeply concerned about the educational attainment levels of adults in our service area. while some communities near the national average for educational attainment and some far surpass it, we have communities like ventura lakes and pine hills that have educational attainment levels far below the level needed for communities to prosper economically. valencia has developed and offered a number of short-term accelerated training programs ranging from five to 20 weeks in length repairing individuals for careers in high demand such as construction, advanced manufacturing and healthcare. programs were requested by local employers unable to find a skilled workers to fill job openings. for example a local construction firm is scheduling jobs for years out because a shortage of trained workers in our community that from requested we develop a program and heavy equipment operation and we now offer a nine week program leading industry certification. students in the program received job offers literally before they leave the graduation ceremony in this week we celebrated graduation of students in their welding program all had job offers pain $22 an hour with full benefits and local companies are in such need of skilled workers they compete for graduates. part of the reason our program is so successful as they are delivered through continued education allowing us to be flexible in program design and meet specific needs of our employers nevertheless we are challenged to bring programs to scale that would make a significant impact for a local employers and community has these programs are eligible for title for financially. these programs have been approved by the veteran affairs and veterans are able to use benefits to pay for the stream programs. while we are proud veterans have benefited from the short-term training options we struggle without these programs being eligible for federal student aid to find a way to make them as a small to all residents in our community. these programs have been vetted through a rigorous outcome based process by another agency. why couldn't they be eligible for title iv financial aid? was 6 million jobs across the country and filled because a skilled at why would a programs that directly fill the gap be eligible for aid? @valencia we work hard to make sure those of students that code doesn't predict the likelihood he will go to college and we try to close the skills gap in our community by ensuring adults have access to earn the credentials they need for high-paying careers. or general selah represents on a small scale the challenges we face nationally. how to ensure everyone has the opportunity to complete an educational credential beyond high school whether it's an industry certification or college degree? i recommend we simplify the process for qualifying federal student aid for those that have demonstrated their need through another federally means tested programs and that we make programs that have been vetted and approved by federal agency eligible for title iv funding took these much needed changes would make a significant impact for students like rafael and his family in my local community and in communities across the nation. thank you. [applause]. >> good morning. if the goal is to hear from a variety of institutions, you're getting ready to hear something different. i live in middle america so i think i'm pretty close to what the people think out there, not necessarily the elites. there are concerns that we have that i think employers have and that we are trying to address head-on. one, what most people perceive to be a decrease in the work ethic of young people in the us. another is concern about the citizenship or civic engagement or behavior colleges students and the third is the horrified loans people envision themselves as having to take out in order to get an education for their son or daughter. they cause the ozarks is one of a handful of four colleges in the united states in which all students are required to work and also one of two colleges where students pay no tuition, zero, not 6000, not 10, not 50 they don't pay tuition peer they work. the other college like that is berea in kentucky. we are in business to serve the least among us , low income students, you know the others take care of themselves, but there are plenty of young people who need an institution like college of the ozarks and many other of the small colleges that doctor landscape of america. we have 1500 students in the college program, but 300 in k through 12 lab school-- classical lab school and so we have a unique system where kids from kindergarten on the way through four years of college have the work ethic and grated into their program and curriculum. we adhere to a 90% rule. you cannot even get into college of the ozarks mushy fall within the 90% who show need and must show need and in the spite of that the school is very selective. i think the chronicle last year listed as in the top 10 most selective colleges in the united states work that's unusual especially for the low income kids. with a lot of good students who are low income and often times carry a lot of baggage. if you have read the book hillbilly alleged the igd vance, his life would not be totally different for him many kids we deal with every day. in fact, last year one of the dean's came to me because they know i have a helping hand fund and that's code for easy cash, told me about a student with unusual needs and i asked what is it, what's so different. we are usually paying for dental work and surgery and traveling close and things like that. the fact of the matter was that this kid that was in the penitentiary and his mother had died and he didn't have enough money to bury his own mother, so i asked how much is that and i was told about $3000, so the college of the ozarks actually paid to bury a student's mother. now, that may not mean much to you, but it meant to that kid graduate teacher, so we deal with lots of kids with family needs. it takes a very personal environment to help kids like. having come from a dysfunctional life i guess that's the way you would say it home myself and having broad work 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 will fall in the cracks of society in which case there's our friend from new york that pointed out we are losing a lot of talent and productivity. i want you to see the work colleges tend to borrow less money and students ago these were colleges using the middle, 44%, much lower than public private nonprofit, private for prophet, so forth. that's a significant thing. if you break that down into its component parts you will see that it's not a monolithic bunch and even some of the work colleges are writing lots of federal loans, but you will see one in the middle, college of the ozarks sitting at zero and 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, so we did that and we dropped the federal loan program and a few years later we saw borrowing going on that we didn't like so we refused to certify private loan so here's a college that if you want to borrow money-- money you pick the wrong place. we just tell people to go up the road. i can name have to does on colleges that will be glad to loan you money, but we are not one of them. in missouri last week, even the legislature is discussing a new work-study program to find internships and so forth, so we think this model is worth considering. the college in dallas texas historically black college converting itself to curb and work college, which we think is a good idea and other than money i think the work colleges contribute to students learning about time management and dependability and a lot of other traditional valleys-- values that will serve them well the matter what they go into or have a computers they have. the other thing i want to mention enclosing, basically is that there is concern in this country about how we feel towards america or patriotism or the understanding that young people have about america and how fortunate we are to be here. sometimes they only hear the bad part and in our general education curriculum which is liberal arts -based, four years we would offer a class in patriotic education, which to you would probably be civics and government and that type of thing and we had an elective in military science rotc. we learned that the military does a better job teaching some things than some of the rest of us and so we combined several courses and came up with a military science requirement which seems to have gotten a lot of attention around the country, military science 104. we think students need to know more about the constitution, the bill of rights, declaration of independence about military history, about their obligation to citizens and so this course including everything that would normally be found my first year of rotc including physical training. we have some students that need to spend more time on the exercise field instead of the ice cream box in the dining hall. this course has gotten good reviews and we think that's a good thing. in the right-hand corner of this picture you see something that reflects a program we started that other schools could do if they wanted to spend their money on it. we pay for all of this. we pave the students, the veterans sending students and veterans back to these battle sites, so we have done 21 trips, everything from normandy to north africa to the death counts of europe. of course pearl harbor, okinawa, every jima. and three trips to vietnam. we pay for all that and i cannot tell you how much those kids have had their lives enlightened or changed by going with veterans who actually fought those battles. it's one thing to read and some textbook that may or may not be accurate about what happened at omaha beach, but it's another to stand beside someone that watch their friends die so you could run around having everything you have today. very worthwhile program and we pay for all of that. so far we have set 300 students in a hundred and veterans all over the world. also, our students, by the way this here was a tourist gutter. not a good place to be if you are world war ii. that was the bubble-- bubble on the bottom of the bombers where they sat down with the gun and tried to survive and that's what he did and he was explaining things to that student who i'm sure will never be the same. also, our students and staff, college of the ozarks is unusual. it builds its own building. students make fruitcakes and jelly and stained glass and pottery with a world-class museum. we know how to build things and so students and staff built these war memorials which are big help in communicating to students what sacrifices have been made by those who wear this nation's uniform and so you see this young lady placing a rose in front of the vietnam memorial for the state of missouri. i was told the state of missouri never had the money to build memorial to that is not true, so we built it for them 40 years late. you get around to honoring 1410 people who did what the country as to them to do and then the country turned its back on them. the least we ought to do a show our respect, so that little girl is placing that rose there and we built memorials for each of the major wars. the last picture and last thing i would say that's important for these kids who many of whom-- a lot of them have never been on an airplane before if you can believe that. never ceases to amaze me. i go on one of the strips and they're scared to death and i ask them what's wrong and they say what is this plane going to do. this plane is going to fly. weather never been on a plan for. these kids need to hear people of prominence who have something to say about this country in the world and so we bring those pictures and , not just military although we have had general powell, swart's cough, franks talk to the students which is attended by most of the us military academy, so you won't have any trouble identifying these people, but when the speakers come to campus and our students have a chance to hear them and to be in a q&a with that's a very meaningful-- that hard work which is the title given to us by the "wall street journal" stuck many years ago it is accurate. it's not that we wouldn't to give men and one. it's just that that picture was made before we gave him one and we give madame secretary one if she would like to have one. i will end with a quote from ben carson his eight good friend and then to college more than once and just the coronation. he said if we don't give back to more of the values taught by college of the ozarks then they will be replaced by something a whole lot less wholesome. we know that to be true, don't we? we are trying to take a leadership role in helping those help themselves who without sufficient means to make good citizens can be of good influence in the country. thank you. [applause]. >> thank you very much and it's so good to be here with some a old friends new friends. i'm the dean of faculty of students of the jack welsh management institute and i'm also here is a professor, so i went to thank you, madam secretary for including us in this conversation. let's see if i have this right. the mission of the jack welsh management institute is to transform the lives of our students by giving them this two-- tools to be great leaders. we believed by teaching the practice and performance and people driven management of jack welsh another citizen leaders that our online prepares our graduates to transform their companies and couriers and in response to run we believe we can inform students, tutors and professors that can scale and continue to drive in a purely online community and i look forward to sharing that with you. we believe our students success is based on several key differences. we believe-- let's make sure i'm doing this right. we believe by putting students first and evaluating the program and professors by the values students assigned to the experience we like to say we treat our students like customers and rely on their willingness to record-- recommend our program and professors as a key performance measure. our curriculum was designed to have students learned today, apply tomorrow and connect to the classroom and their observations and we are focused on winning in business by giving our students promotions and rate-- promotions and raises and finally we define world-class faculty as professionals with great credentials, real-world experience and a stated 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 every student can fully understand and apply every key concept. we employ a nine step process to identify training and selector nude professors. we start by call with a recruiter, an interview with the course lead of the subject matter expert to better understand the candidates motivations and based on these recommendation we fly the candidate to washington dc for an interview and if they pass that interview candidates are provided to the next five steps, orientation, completion, internship with the teaching assistant, final evaluation and ultimately assignment into a class and at any point the potential professor could be dismissed or choose to leave the program if they don't share our values and our goal is to only have fully qualified professors to interact with our students. next, when expanded bit on the faculty certification course during this course are candidate will be introduced to jack welsh , our teaching philosophy and technology, values and behavior and will complete a series of application exercises pursed as a student and then as a professor. ultimately it's about creating enthusiastic and highly engaged learning community with clear expectations in an applicable creek of to create this environment we focus on for behaviors that guide our great faculty. we expect our professors to give timely personalize sensitive feedback. faculty use grading feedback as another opportunity to teach and i just evaluate every piece of communication from a professor asked be well produced as insight express their level of enthusiasm and his timely. we expect hyper engaged in the classroom with discussion board where professors are adding value engaging with every student every week and finally we expect a commitment of collaboration with our students before the class starts to know where the starting point is to know how to add value along the course line and after the course is over so the student knows where they stand. we expect the student-- faculty to continue to collaborate with students and staff and leadership in others during weekly video conferences in huddles and the ability to accept feedback and contribute to course improvement. we know if professors share our values, exercise our behavior the student will be willing to recommend that professors and more importantly the student will continue through the course, through the program and become a better leader and winning business. have our professor scorecard appear and i will type it how we use that, so we don't leave it up to chance with the combination of analytics, nation week the value performance and behavior every day every week in every quarter. the majority of professors perform well in the top right-hand corner with high performance. there are few that share the behaviors and like the performance. we will work with them to define efforts and improve their performance next quarter we occasionally have high performers that don't share our behaviors and for this group we demand better student support for the tight window for success and finally for professors that like behaviors and are unable to perform we move them onto the next opportunity outside. we love them on the way out the same way we love them on the way in, but if you are not committed to student success the way we are you cannot stay per we believe by having a clear mission with well articulated behaviors and expectations, candid evaluations we know everyone we hired is exactly how they succeed ultimately this system has served as well and students-- served our students and faculty whelp and continues to contribute to the growth of the school. or the past six years with long to over 1700 current mba students and 900 graduates. 96% of our students read the experience as good or excellent, 902% report their combatants in the leader has grown and 60% report they have received a promotion during the program. further we are proud to report the review of ceo magazine, linkedin and have recognized it for student success. finally jack welsh said it best when he said teaching a practical curriculum and treating students like customers and holding faculty accountable to student outcome are served to transform the lives of our students and with that i look for to our conversation. [applause]. thank you, kathleen, jerry and mike for your presentation. i would 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 in meeting the needs of employers and what barriers have you faced in that regard as well. >> we have a career development with advisory board in the school of nursing, school of engineering that's pretty well tuned in to the region of southwest missouri northwest arkansas where most of our students will end up. because of the nature of the school we find many employers want to hire these kids because they will tell you may know how to work. i remember one banker who said i will hire one of those kids first and i can teach someone how to do banking, but i cannot teach character. >> each of the short term accelerated career training programs we offer was specifically requested by our local employers and a designed in collaboration with those employers. the challenge we face is that the demand for the graduates is so high that we find ourselves in an awkward position where employers compete and actually outbid for our graduates putting us in a awkward position because we simply can't have enough graduates of the demand that the employers have and i want to go back to a point just made about the debate-- is the purpose of education to prepare students for jobs or prepare them with a more general education and i agree that it's both, but for many students in the community is the opportunity cost of college that's also too high, so the idea of taking two or three or four years off of work life, if you will to go to college is simply too high, but we can say can you take six weeks, can we get you skilled up in the six weeks to move from a minimum-wage job to a job paying 12 or $15 an hour and each of those programs then articulates into college credit, so without a later date at a better position they are able to come back for a college degree the skills training translates into credit for college. >> one advantages that we build around the ceo, so we reach out to many ceos working today and offer them the opportunity to help us design the curriculum and designed the course in the first question we ask is what of the skills you need to make sure we include to break into our curriculum that our students will get, so we start with the ceos perspective on what they need. we built the curriculum partially with that in mind and ultimately retested on the other end to make sure we are delivering that. >> questions or comments from the rest of the participants? >> that of secretary-- madam secretary, i would like to ask the question , i know we frame this discussion around being job ready and i would like to ask the question what it means to be job ready given the kind of changes happening in the job market today. our work is in tracking the job market because millions of postings everyday hundreds of millions of resumes every year and do some robust data analytics to understand what reporter-- what people are asking for them to see how that's been changing over time during the last 10 years one of the things we have seen that's most profound going on in the job market right now is essentially the mixing of skill sets. if you look at what our employers asking for with any given job as they are start address for sets of skills that are-- for example asking for data skills and marketing roles or coding skills in life science jobs what we referred to as a hyper job economy and we see this more more in the jobs that are highly hybridized our growing twice as fast as those that are not appear good they are certainly the most valuable parts of the job spectrum. that's a very challenging model for higher education because the structure of higher education today is very much oriented towards linear careers, the notion you're going to enter that first job that right was talking about before and you will progress through your career over time and acquire the skills needed, so when i think about the challenges of hyper job economy where people need a broad set of skills to start-- where they will constantly need to acquire new skills and where they case of dynamism is less about jobs created. one statistic shared today and elsewhere about that and even more dynamism in that competition of jobs and what are the skill of how jobs are defined and you can see that is changing very fast. .. wage premium. the sets of skills, particularly intech, particularly tech skills, data skills, quick point on that which is important to remember. if you look at top or tile earnings, earning quartile jobs, spot on 50% of them are now in occupations that significantly value coding skills. again i say first thing to do is make sure that we are providing across any kind of career area part of the bedrock would include tech skills, data skills and a set of others here at the same time, and there's been a lot of discussion about foundational skills, those continue to be very important. in job readiness. not just for all the reasons, that are probably most obvious, that's part of doing the job and communicate with people but actually in the job market that's more tech enabled, more data enabled, those jobs are driving technology are actually more human and have higher demand for human skills. it seems ironic when you think of it that tech enabled jobs have higher demand for great gevity, about 50% higher demand for collaboration skills, featured was in high demand for writing skills. that's the reality of what automation is doing. it's automating out the tasks that are not human, the things that tried the technology and, therefore, hardest replicate most valuable, that which is the human. there's been a lot of discussion on that and that in the last ps about 90 about technical skills as a key last model framework. if people built the foundational skills, built the text and data skills to be successful and to be job ready, at the same time notwithstanding many employers are willing to invest in training people. we also know that the generation that is turning over in work assignments very quickly is unreasonable to ask employers to make really big investments on training people who may not stay. that's just the reality of that. there are things employers can do to elongate the payback time they get, but that means that students need to come, need to graduate income to work job ready. with the sets of skills employers need them to do to be able to do work on day one. some of the models we've heard about this morning are so impressive because they are looking very specifically at what the employers need and how we layer that on-topic because interestingly enough good outcomes is not just about preparing people for good jobs. it's about making sure people have the skills that differentiate good performance within those jobs from those who do less well in those jobs. one example. psychology majors make on average $42,000 a year. a psychology major, often they are told you should go into consumer marketing because you understand psychology. $39,000 a year. a psychology major who was done some statistical research just learned a couple of skills around statistical software packages will make $64,000 a year. an enormous of delta is making sure we provide visibility students, providing them with the resources to acquire the skills can be tremendously important. >> thank you. could you just expand on the foundational skills referenced? i think we may be no intuitively but it would be interesting to hear your perspective. >> so it sort of interesting, we've looked at not on the course of technical skills that employers ask for but also what foundational what people sometimes called soft skills, which employers ask for. when we think about skills gaps we normally think about technical skills, can't find people that the cybersecurity background and the like. certainly that are cute skill gaps. let anyone tell you otherwise. love to keep the data if you need it, why the skill gaps exist and that they do exist. but what we find is that employers perceive almost equal pain points around foundational skills. so you'll see and you can do that by controlling not only for looking what they ask for, but look at the foundational skills that if you control the subject what their overemphasizing, because usually you will put in the job posting, representing what you need, you tend to be fit to scale and we've all seen bad job postings. but job postings to do, where employees are overemphasizing it means they will not say it, , ty will not get it. you can often see in a lot of positions they're asking for something went outside something when you think the importance of the role is. that means the employers proceed against there. and usually those soft skill gaps are around the soft skills that are important to doing the work but generally are overlooked as there considered auxiliary, not the core or training hard skills. so, for example, you don't see employers proceed huge gaps around s.t.e.m. fields picky see him talk about math skill gaps in things like service sector careers or in the creative sector careers because guess what, to do those jobs you still need strong quantitative skills. that's where what we are seeine gaps. >> thank you. >> diane from the kansas department of commerce. i had to look at my name tag because this is my fourth day on the job. in kansas i prettily served as the commissioner of education for k-12 and was very pleased that the department of commerce and the administration in kansas recently created a job in commerce, business and education innovation. because what we've seen in kansas is silos, and it won't be unusual to any of you sitting around the table to hear about that. but we have k-12 education. we have higher education and as we discussed your, , workforce, had would bring all three of those together so that we get the type of employees which are looking for, that we have the economic success that we are looking for. in kansas we are in the process of redesigning of our k-12 education system with seven districts have been allowed to really break the rules and break the mold and move beyond traditional k-12 education system. we have a higher education system who is working very closely with workforce to ensure that they're getting the employees that they want. and that we also are working very closely with workforce aig aligned with industry demand to ensure that as with companies in kansas that want to grow and the want to expand, companies that want to come to kansas, what can we do to ensure their success with their employees. so very happy to be today to talk about all of that, and to try to be the hub that brings together those three separate silos to better what's happening in kansas. >> could you just elaborate a little bit more of what that particular role is and what it actually does? >> the role is brand-new and it was just announced this week, and it is my fourth day on the job. and the reason for the job i think is really 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 so and grow and expand. i believe that what they saw on the job and what they saw in my particular skill set is that i've been in that 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, and i know that's something that we've heard for years, but truly have it be a seamless system of p24, p through 25. >> i want to come back again to the core point of this discussion and mention what is job ready mean. many people in higher education traditionally are somewhat alarmed that huge majorities of the american people think that preparation for a job is the most important aspect of higher education. if they if you listen to some os discussion they would be less alarmed about it. because what i take from this is it's not that we want more narrow training. actually, we need broader operation for a job market that is changing dramatically. we need a sort of core grounding in the humanities, liberal lib, sciences are almost any field. jerry said much of the same thing. i think about the breadth, the importance of understanding because part of what would try to do is make sure with good citizens at the end of the day that a contributing to this society as much as well prepared for the job market. more narrowly though the question was job ready. too much of the focus i think not at this table but other circles have been around the first job. it's not around the first job because graduates today are going have maybe five chris by the time their 35 or 40. i'd like to think we're preparing our graduates for the fifth job in the sixth job after that, that we're giving them the skills that they need come the educational background the need to keep advancing throughout their career and that includes what we refer to as the soft skills. in the final thing i want to say is, can something that matt raised about the sort of interdisciplinary nature of the workforce today and the confusing of technology or soft skills in s.t.e.m. fields and technology. what we used to think of very different as humanities and the arts. one example i would give. we worked with the business roundtable to create a new set of majors in business. even in this field or set of fields that we were not delivering enough. i think my colleagues would understand that typically business colleges have among the tightest and deepest connections with the workforce. but we were noting that we were not providing everything they needed. so in the course of six months we created new three majors by fusing data analytics components and traditional business disciplines, marketing and finance and accounting. we turned it around in six months. now these are successful majors that are business partners in new york are quite pleased with and the groups that we worked with our as well. >> i just want to build on what matt and kathleen talked about. so you talk about the fact that too many of your students, the notion of a two-year, four year degree seems out of reach. that was referenced in "hillbilly elegy." he goes back to his high school in talks to his teachers. college is viewed as the only pathway and it's unrealistic for too many. i think if your students were to hear what matt said, about this hybrid job, it would, like how do you get there. the question of how to get to where matt says we need to be is a question of staging, right? how do you get, if you're not going to go for four years is not realistic, how do you get that good first job? i have a book coming out this summer called faster and cheaper alternatives to cause that argues to put the last mile first went up last mile is at technical training. where a lot of these good first jobs, yes, advanced manufacturing great first job. but increasingly the good first jobs we're seeing for young people are using some sort of software platform to manage a business function. digitization of the enterprise is meant that basically every business function across every industry is managed using software. these are in the job description. if you don't have those qualifications or experience you be invisible to the hiring managers. you can count on one hand the number of colleges that training sales force. it'll do that. these are the sorts of last mile training programs that i think, i will argue in the book, are in the virgin 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 do care about. they want the good fifth job but the good first jobs with the mostly concerned about, not going into debt. >> madam secretary, my name is julie young and i spent the last 37 years of public education k-12 and the last one in digital education is having the privilege of founding a virtual school in florida. was there for 17 years and i'm recently at arizona state university as the ceo of a issue prep digital which is a digital high school being launched by arizona state university as part of their charter network. i want to piggyback on some of what diane said and also support some of the work that's being done at valencia with kathleen. what has been very impressive and the reason why i am at arizona state university is because the work they're doing to break down those silos. president michael crow for many of you probably are familiar with, they decided in 2009 to get into the charter business, not to get into the charter business but to get into the seamless education k-12 business. and bring it in now so they could look at if we really are interested and dedicated to creating this seamless pathway of birth to life education so to speak, then let's put our money where our mouth is and let's bring in to the university. in 2009 the authorized a network of charter schools, now with nine schools, all of which are on campus. the digital high school launched in august. what's been fascinating to watch is the truly deliberate effort from the presidential level, the leadership level to not have this k-12 entity think the over here attached to the university, but truly embedded in the university. so, for example, within our academy and specifically within the digital school our students are encouraged and offered a menu of college courses as high school students as part of their high school experience, so to speak. regardless of the age and regardless of their other zip y to live in the world, students are ready to advance have the opportunity to advance. as you might imagine that's created quite an interesting dialogue in terms of the socio-, you know, , just in terms of kis in emotional readiness for college as opposed to the academic readiness for college. as we all know so many of our students lose interest in those first two years. they're doing redundant work. they're not getting into the majors. they are simply not interested. how do we embrace the idea that we break down the silos, we did give kids the opportunity to experience college in high school. we actually bring our students in so when they take their first course with us they become nondegree seeking students with asu. they are an asu student as a high school student and then they get the status to continue on into the university and all those credits are credits on the transcript so they will transfer to any of your universities. how do we do this in such a way so these kids and these families think of themselves as college going students? so when did you graduate from high school it's not a a choicf whether they will or not, it's they just will. they will figure out a way. because they are already college students. i think that's a really interesting conversation to have in terms as would think about how we get these kids to succeed, and we want to get them there first and foremost, that how do we create this smooth transition? >> if i could actually ask kathleen to comment on that because i know valencia has been very intentional about this experience while in high school and what the success has been. >> we have been very intentiona intentional, particularly in expanding our dual involvement opportunities for student who otherwise may not thought about the possibility of going to college. there's a lot of research that indicates when students get that first successful college experience while they're in high school they're much more likely than to continue on to college and earn a degree. in addition to that we're also working very hard to expose young students to potential career possibilities that they otherwise might not have realized were options. so, for example, how do you get a child's thinking about a career in advanced manufacturing? how to get a child think about a career in megatron x? in addition to having field trips to our traditional campuses to see traditional college classes wells will have school buses of third-graders going to dance manufacturing training center so that they can see what advanced manufacturing is all about. and we have really great simulator equipment so we can give students the experience of what it's like to be a welder, and is this something that might be of interest to them? it's about exposing students to possibilities and opportunities to help them find their passion in life. >> another thing that we should be thinking about is how technology changes the learning experience. jill, your comment about breaking down south between high school and college i think is dead on. we should also be realizing we're breaking down the silos between higher education work. people are taking college courses at work and is going to happen far more big idea of educating for the fifth job i think is great that we should realize people will be at work learning what it takes to master those competencies that don't exist right now. i mentioned one example of the company who has is university content together with industry content together with content they are offering, offering it to the employees. what that's going to look like in five years i have no idea but making sure the modularity that people can mix and match in the market can be decided what skills are needed and educators will be providing online is going to be i think the future of higher education looks like. >> i just want to go back to something matt said earlier about employers in large part may not be interested in investing large amounts of dollars and upscaling employees. what we are seeing, we launched a partnership with career builder which flips the model. employers are subsidizing a program for job seekers who are interested in these high needs feels the areas where employers can't keep qualified applicants in the job, things like front and web developer, i.t. support, restaurant management, we are turning those folks in short-term job-training programs and placing them with these employers who are funding the program. as we continue to look at ways to innovate and what higher education may look like him recognizing there are values, there's value in some of those public-private partnerships that are working that are bringing together the implement these in a different way of looking at education. >> i think it would help if you could get some public high schools to actually teacher-student how to write a sentence and a paragraph before we start throwing credit at them to transfer them into calls and they can't write a sentence, and then we have to deal with that. we see a lot of that, maybe missouri is different from every other state. i doubt it. >> the importance of career exploration at all levels of education, an and orthopedic surgical the 4% of women were orthopedic surgeons as in 2014 which is absolutely insane. studies show if you increase exposure medical schools women to orthopedic surgery could almost doubled rate to the field. it has such a disproportionate impact any effort involved to do things like just taking people for factory to show what is possible. it also want to point out interesting, this bites has programming off for the six weeks of vocational technical training is in such high demand that you can't train people fast enough i help or programs are like this as you have between jobs one, two, three, four and five, all jobs will to put up some skill you don't have so we had to do a program like this but there's not enough of that to train everybody. >> i do have a couple of questions for jerry. fascinated by the work college model. 80% of our our students are working and where code still think the how do we get it to 100%. just two questions. one, you talked about what you spend your money on but where does your money come from? that's number one. question number two is what are some of the pitfalls you see operationalizing a work college model as far as students not doing their hours other issues that can come up? >> share. of all, we don't need to be preaching to students about debt if the institution to head over heels in debt. in college it was our task no debt. we score high on that. we had an endowment, 525 million. people don't give us money to be like everybody else. they bought into the basic american-style, and i think we're going to see more colleges look at this model. like the one in texas which is historically black school. but it would almost be easier to create and work college than to turn a college into a work college. newt gingrich who seems like he's got an idea every minute around him, he thinks they should be a work college in every state because of the values that go on with that. for example, i'm sitting here listening to what i already know, that is that technology is moving fast in this country and so forth. but if we're producing graduates that are lazy and dishonest and late and can't follow direction, it's not going to make a lot of different what kind of skills you have, you will get fired. so we need to find a way to instill these values while we are chasing every new technique out there. we would be glad to have you, visit our college. vince died, the economist when he was there, he said on the way out of town, he just kept shaking his head and he said i did not know that a college like this actually existed in the united states. then he went on to say something that was not very supplementary to his alma mater. he said i think we need have brain surgery transfer here up to yale university. i doubt if they like that but i know what he meant by it. >> to thought it what is we've been talking mostly this morning about the traditional pathway between employer and employee, but some of the biggest growth in the economy is in the gig economy and in the freelance economy, even among white-collar workers. this is i think going to change the nature of education because mostly after college, most education was directed and in many cases paid for by employers. but if you no longer have an employee employer relationship and you're working on your own, who's going help direct of that learning for you? who's going going to have divi? in some cases who's going help you pay for it? this will largely be self-directed and will have to enable students to be able to do that. a second thought was about the short-term programs which i think don't get enough attention and this goes back to the point rhine made about the last mile being first mile. when you are unemployed or underemployed the most important thing is to get a job and get a job quickly. and to get the skills necessary to get those jobs. part of the problem with most degree programs is that they might not start for a couple of months. they take a couple of years in some cases, and when you need a job, and in many cases they provide you much more than you need to get that first job. if you think of these noncredit programs which eventually could be articulated to have credit and then stacked to get a degree, it would enable us to get people employed more quickly while they're being educated. again, i don't think in a higher education system and even a financial aid system we give enough credit to these noncredit programs. >> thank thank you, jeff, thank, all of you, faceting discussion. and will continue with it after we take about a ten minute break. the. >> so we will go into our third group of presenters. under the rubric of breaking the mold. we're going to start with michael rourke, followed by will and wrap up by jeff. thank you.

Related Keywords

Arkansas , United States , Arizona , Berea , Lab , Syria , Missouri , Texas , Valencia , Carabobo , Venezuela , Florida , Wallstreet , Kansas , Togo , America , American , Jack Welsh , Igd Vance , Ben Carson , Newt Gingrich ,