benefited their students, online courses and their benefits to nontraditional students such as members of the military. thank you for attending the summit on innovation in education and thanks to all of you who will present this morning. we're excited and grateful to have so much knowledge and ek per tease in one room, and i know we're eager to hear from all of you. before we begin, i want to say a quick word about innovation, about the focus on innovation. this year, i embarked on our rethink school tour where we visited learning environments and institutions that are taking creative approaches to education for students of all ages. i continue to travel country to see the great work that's being done and i've been inspired by the educators and administrators i've met thus far, but there's still not enough. we need more like them and like you. 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 thing -- isn't the best at being flexible or adaptable to a constantly changing environment. and government certainly isn't the best at questioning the status quo. but government can be good at bringing people together to highlight their creative thinking and new approaches. so today we've brought education leaders and entrepreneurs from across the country to share how they are improving education for the students they serve. while you represent a diverse group of institutions and organizations from across the higher education sector, the common denominator is that each of you began by seeing a problem or a deficiency or an inefficiency. you questioned why it was that way and then you developed a solution to fix it or make it better. it's that type of thinking that we need more of in american education today. we need to question everything, to look for ways in which we can improve, and embrace the imperative of change. you've embraced that mind-set and your students are reaping the rewards, because at the end of the day, success shouldn't be measured by how much ivy is on the wall. it should be determined by how you're educating and preparing students for today's and tomorrow's challenges. so let's treat today as an opportunity to share what is working from your respective worlds and where the impediments at any level of government are preventing you from achieving your mission of serving students. thank you again for being here today, and i am really looking forward to today's discussion. >> thank you, madam secretary. we're excited to get under way. we'll call up the first group as you see on your agenda, it is beyond seat time. our first speaker, forgive me if i get your name incorrectly, jeff maggione callda. we'll have the presenters do their presentation. we'll then join at the table and the secretary will 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 what the future of higher education might look like. i'm the crowe kro of corcera. i've only been in the job for six months, but it is a remarkable company i think with a remarkable purpose. we were started in 2012 by two professors at stanford who teach computer science, and thiey got the idea that there would be an additional interest in learning computer science around the world so, they put their course on the interin the and over 100,000 people came to take the course, and thousand thought the -- they thought there's an opportunity here. we now have 30 million learners from arnold the world who have registered to take courses. about 6.5 million are from the united states, about 2.5 million from india, 2 million from china, 1.5 million from mexico. those are our four largest countries. and they're taking courses on machine learning, on bitcoin, on english, on career development, on financial markets, on python for everyone, and many, many other courses. we've teamed up with 150 universities who have published 2,400 courses s ranging from anthropology to accounting to philosophy. we have recently launched four degrees. one of our partners is the university of illinois. they are fully accredited masters degrees and they are delivered to a global audience at a fraction of the cost at what a traditional masters degree would cost. i was at the university of illinois recently talking to students and professors who teach and i do believe this is a glimpse of what the future of higher education looks like. we have professors who have been teaching for 40 years who are on two-way video teaching classes of 500 students around the world in real time, face-to-face. when i say face-to-face, they see each other's faces through the video conferencing. they're all networked together and chat communities. the whole class, study groups, the teachers and t.a.s and they're having 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 150 university partners, we also have 18 industry partners. these are companies who are publishing content and courses on corsera, especially on topics that are business oriented. some include google, pwc, ibm, and cisco. recently in the last year, corsera has been offering corsera to enterprises because fundamentally the need for higher education is driven by a change in the world that is happening at an accelerating rate, through globalization, through technology, new jobs requiring new skills, and many jobs are going to be replaced by software in robotics. and so there's a whole new class of skills that will be required in enterprises. so companies are hiring corsera to put these types of courses and these types of competencies in the hands of everyday workers. honeywell is one of our 25 of the fortune 500 companies who hired corsera. at&t is another one of these companies. and they're basically offering corsera to upscale their employees. we also are working with governments including singapore and the philippines to retrain their workforce, especially in topics like data science, technology, and business. and what's really fascinating is to see how these businesses who are hiring corsera are working with university partners to deliver entirely new learning experiences and even entirely new credentials. so google, for example, as created a certification called the google cloud developer chx tea which teaches people how to develop software in the cloud. recently we announced with google the google i.t. certification. this is a program designed for people who do not have a college degree but who would like to get into the field of i.t. and technology and delivered entirely online and qualify people for technology jobs who don't have technology backgrounds. we also have a company in silicon valley mixing together content in variable ways. they have taken a machine learning class from one of our university partners. they have coupled with that from a deep learning organization with industry partners and offering content themselves as a business. and they're putting all this content together so from universities to their own custom courses they're putting together curricula for their employees, and they're creating new credentials within their corporate workspace so when employees complete these courses they get credentials and recognized for competencies they've delivered. i'm very interested in what everyone has to say. it's a pleasure. i think what we're looking at in the future of higher j case is extremely exciting. thank you. >> good morning. it is really exciting to be here and join this many innovators and transformation folks in one room. i'm delighted to talk about digital education transformation and how alexa is going about it. but before we do that, i'd like you to sort of put your minds, you know, just calm down, go into a yogic pose, and just think about 2030. i'm going to ask you a simple question. what fraction of today's jobs do you think will be around in 2030 because of automation and technology and a.i.? just yell out the answer. a third, a half? according to the international education commission, 50% of today's jobs will be gone by 2030. half. each time you shake hands with somebody, remember by 20 to 30 one of those hands will not be there. 50% of jobs will go away because of these new technologies. what that means for education institutions or universities or other institutions is that we have a planet-scaled reskilling challenge on our hands. this is not just an educate a few people. it's going to be planet scale. half of today's jobs gone all around the world. and this is not just the one challenge facing universities. the question is can universities claim that space. and the way universities are structured, students coming the age of 18 study for four years and then they go away. there's no concept at universities of lifelong education. and to me this sounds very much like, you know, close to pentagon here, like missiles, you know, fire and forget. but we need to move to a new model of education where universities can work with learners throughout their careers and not just the first four years. there are many other challenges facing the education system. one is the costs. second is there's not been a lot of innovation in the education space in tens, maybe hundreds of years. and so we were founded in late 2011 by a har var m.i.harvard m. our thinking is how do we work with university partners and corporations, governments and other nonprofits, to really rethink education as a system, because it's not just about us, it's rethink education as system. today we are based in massachusetts in the technology hub, and we really think like a start-up even though we are a nonprofit. we have 14 million students from 196 countries. over 2,000 courses being offered by 130 institutional partners like oxford, m.i.t., harvard, georgetown, berkeley, columbia, penn, the list goes on and on. and a lot of corporations like microsoft and systems like linux foundation and others. we have 50 million courts ses enrolled in our roughly six years in existence and we've also moved into credit-bearing programs where the courses are converting to credit. talk about that. maybe some of our colleagues here will talk about it too. edx is a nonprofit, so our content is available for free. learns can co learners are come and learn for free. it's completely free. not just the videos but videos, exercises are all free, and pretty much the only the provider left today that offers all its content for free. we've also made a platform available for free as open source. what does this mean? this means just imagine if google were to say i'm going the take our search algorithm and search software and put it out there so anybody can use it for whatever they want to do. that will be done. give the software to anyone who wants it. and it's incredible. there are 14 million learners on edx. at least 14 million we know of on open platforms. 800 open edx instances around the world today including option by entire countries. for example, some of the countries here, ministries of education launching national infrastructures, countries like china, france, russia, hong kong, how cool is that? how cool is russia adopt an open-source platform created by the u.s. for educating their people? companies like mckenzie for education and also universities, stanford's online platform is also based on open edx. so, you know, part of this meeting is to think about innovation and the future of higher ed, and i'd like to, you know, think ahead to five, ten years, and i want to predict that education is going to look like this and then tell you what we are doing about it. the trends in education are that education in five to ten years will become modular, will become omni channel, and will become lifelong. i'm saying it will become because we are going to make it so. it's not going to happen by itself. we are going to make it happen. why is modular a good idea? modular is good because it can create new efficiencies and new scaling and unbundling of components that can create much better efficiencies. just imagine phones in 1982, the boxy beige at&t phone that now gets converted to this where the whole telecommunication industry got unbundled. what are we doing about it? we launched a new credential along with our university partners called the micro masters. they're about 25% of a masters degree. you can learn completely online and you can learn for free, complete i for fre-- completely free. if you want accreditation, it's about a thousand bucks. so m.i.t. is here. they launch a supply chain micromasters. if you complete, you get admission to m.i.t., you can complete the $60,000 masters degree at m.i.t. many half the time, in one semester, at half the price. similarly, we have micromasters in robotics from xpenn and a.i. from columbia. we have 45 micromasters all a learning for free, all offering a pathway to credit and enabling you to do clever things. once things are modular, you get all sorts of novel things happening. you can stack them up. we've launched a fully stacked online masters degree with georgia tech. the campus degree costs 40,000 bucks in data analytics. data science is big. once you make things modular, you can board things together like legos. so there's a datamasters from georgia tech for 1,500 bucks, and you can add more courses if you like and complete a full online masters from a top ten ranked university for $9,900. it's a very novel stack masters degree. you can share. a number of universities are now sharing the micromasters. as an example, in pakistan, the university uses the micromasters and data science from ucsd, san diego, as a component of the masters degree, and some courses from a cs degree, bolted on this modular lego component and now they offer a data science degree. and it is happening in the u.s. r.i.t. is accepting credit from m.i.t. for supply chain. many universities are doing this le lego-like sharing and we hope to continue expanding on that. at the end of the day, it's about learners and what benefit they're getting from it. here's one simple story of a student in cambridge, she had a job, a micromasters in the supply change, put that on a linkedin profile, got a job and doubled their income. just one example of a learner's story that benefitted from something like this. corporates are bye-buying into . charmie baker, massachusetts govern governor, a month ago announce alleged partnership with ge. they would guarantee an interview to any candidate out of massachusetts that completed a micromast erers in a.i. colum or supply chain from m.i.t. or cybersecurity from 're getting corporates involved. once we make education more modular, universities begin to offer not just in-person courses but efficient online courses as well. we can move into lifelong learning where you can take these courses throughout life. here's the kind of things we can expect if we do it right. one example. why not create new nmodular programs like micromasters? do the same modernization of the bachelor's degree. we've launched global freshman academy at asu that is a precursor to the micromasters. another example. imagine if the government could recognize micromasters for financial aid. wouldn't that be cool? employers are already recognizing it for jobs. imagine if we could create a universal credit exchange with a micromasters and people could share and stack up and create new degrees. and just imagine, if every campus said, hey, look, i'm going to allow my students to take 20% to 50% of credit from somebody else. you could halve the cost of education in a short amount of time. and this is already happening. georgia tech and m.i.t. are already allowing their students -- so far it's one course at m.i.t., one course a number of students took completely online for credit on campus. we can do a number of things and think about reimagining education once we make things modular, omni channel, and lifelong. thank you. >> hello. my name is ben nelson. i wanted to take a little bit of a different perspective, which minerva, which anybody who knows about us, is always different. i want to go back and think about what is the purpose of higher education? because oftentimes i think when we talk about technology in education, we really just focus on the how. take the same product, the same degrees, the same courses, stack them differently, then let more people have them, maybe cheaper, maybe more effective, but effectively without really going back and thinking about what the core educational offering is. now, the reason that it's particularly important for us to think about how, especially when we're gathered here in washington, d.c., is that our founding fathers spent quite a bit of time thinking about what university education should be all about. in fact, specifically in the context of how to ensure a representative republic, which we are, is supposed to function. they constructed an idea around a liberal arts education, an education that educates the citizenship broadly such that when individuals will be called upon to govern rather than being born into the ability to govern, like in a monarchy, that they will be able to transfer their practical knowledge that they've learned in their trade and apply it to decisionmaking for the benefit of all of us. now, when you describe that, it actually is very much akin to what businesses want. they want employees that potentially have demonstrated some facility in one field and that have the ability to transfer to a different field, a different job, a promotion. go to a different context. change industries, which by the way in a world where 50% of jobs are going to disappear thax cin core understanding, that core skill, is absolutely crucial, crucial to the survival of our society let alone the survival of an individual in this economy. and so when you take a step back and you actually evaluate how universities are doing in this field, you get a difference of opinion. gallup issued a fascinating survey a few years ago where they asked, does your university do a great job at educating its students, preparing them for the jobs that are out there, not the jobs of the future, the jobs that exist right now. 96% of chief academic officers at universities said yes, our universities do a fantastic job at preparing students for the jobs that exist today. employers who were given the same survey responded 11% positive. so there is a disconnect. and this is where minerva comes in. the funny thing is we don't have a big debate about what it is people should be tooled with. there's actually tremendous consensus about that. you can see that consensus in the website of pretty much any university or college in the united states. it's making sure that students have these practical tools, such as critical thinking or problem solving or effective communications, the more sophisticated, more rare when you think about having their students think systematically and think about interaction effects and unintended consequences and deep thinking and analysis. but the problem is that university curricula as they are today constructed course by course by different professors, different sources, nonrelated to one another, field specific, don't wind up doing these things. in fact, there's a third-party assessment called the collegiate learning assessment that for years has been enabling universities to measure how much value they add to their own students. they provide the test the beginning of their first year and at the end of the fourth year and see how a core of students actually progresses on critical thinking, problem solve, scientific reasoning, and effective communication skills, all of the things universities purport to teach. well, turns out a third of american undergraduates do not advance at all on these measures between the ages of 17 to 21, where merely being alive should enable you to advance on these measures. and there is minimal learning for those that do. so we at minerva had created our own undergra own undergraduate university program and we wanted to see if a revamped program focused on providing students systemic ways of thinks, various tools that they can apply practically to any field that they sue will be effective. now, we focus most of our energy at introducing, merely introd e introducing these ideas in the first year. and then as students go in their second, third, and fourth year into their major, their concentrati concentration, take electives and make more recognizable these broad skills while they cement them in their brain. but we wanted to see what would happen only after the first eight months, only after one year at minerva. and so we gave our students the test, the cla test, the beginning of the year, gave it to them at the end of eight months. it's important to note that the deans at minerva, the ones who created the curriculum, had never seen the cla test before. they had no idea what it tests. they knew the headline subjects, but there was no concept of even what the questions were, okay? so not only do minerva students after eight months have a higher composite score as a cohort than any graduating class in the country that has taken the test, that's us after eight months versus anybody else taking the test after four years, but perhaps much more importantly, the delta difference, the improvement these students make in eight months are greater than the cla has ever seen a university be able to accomplish in four years. and that doesn't measure the full extent of our education across all four years. so when we talk about bringing education into the 21st century, which we're well into already, when we talk about preparing students for jobs of the future, it's crucial that a conversation about general education, the baseline, what underpins the individual's capacity to be successful pursuing any field is central to that conversation. we hope we can contribute to that. thank you. >> thank you, everyone, for that. before we get into some discussion, i was remiss in not asking everyone go around the table and just give your name and organization so we know who's at the table and nen we'll start with a discussion. thank you. >> jillian kline from appellate education company. >> bill bind. >> speak up. >> phillip lapel, m.i.t. >> good morning. v vijay krishna. >> [ inaudible ]. >> ryan craig with university ventures. >> gerry davis, college of the ozarks. >> jeff manchin calder from corsera. >> kathleen plinsky. >> blakley palmeiro. >> michael roarke. >> i'm mike zella from the jack walsh management institute. >> will from southern new hampshire university. >> dagger weld from m.i.t. >> ben nelson from minerva. >> jeff slingo, arizona state university. >> julie young, arizona state university. >> justin berod. >> i'm j.b. milmilliken, chancer for the city university of new york. >> matt siegelman. >> rick o'donnell from skills fund. >> dayan debacker from the kansas department of commerce. >> thank you. i'd like to thank our first group of presenters, jeff and ben, for giving us a lot to think about and certainly what your presentations have gener e generated a lot of questions amongst this group and probably beyond. so i'd like to just start our discussion with a question and then invite any of the rest of our participants to join in and pose questions. let's just have a free-flowing discussion about what we've heard in this first section. i'd like to begin by asking each of you to comment briefly on 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 to that. so we built minerva actually just published a book if you're interested in how we built it, intentionally. the idea was we started with goals for our graduates. then we worked backwards. so rather than saying oh, you know, we have professors and departments and how do we piece 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 do in the real world? what kind of systemic thinking do we want to have them provide. and then what kind of careers should they be ready for after graduation that gets them to that point? then what kinds of experiences should they have in order to supplement what we do in the formal classroom. we built an entire institution from the curriculum to the teaching methodologies to the student selection to the student experience to where they study, et cetera, all with the idea of achieving that final goal. when you have a purpose driven design and you start with a clean slate, it's pretty easy to design for quality. >> we did a little bit of a different approach. we took a little bit of a different approach. we have, you could think of it as a learning platform which facilitates a learning ecosystem of learners and universities and enterprises, businesses who are hiring us to offer these services. i'd say the quality sort of starts with our partners. they're the one whose produce the content. they've been doing it for a long time. the professors obviously have a lot of experience in front of students. there's a lot of innovation going on, but there's an awful lot that universities know how to do well. we really are partnered with what we think are some of the highest quality partners who can produce high quality content. a second big piece of it is the platform itself and the way that we designed the pedigogy into the software. when they create courses, they do it in a certain kind of format. when a learn ser taking multiple courses it's a familiar format. the platform is nice because it provides a lot of feedback. when you have 30 million people taking tens of millions of courses, you can watch how they're doing. you can see where are they getting stuck, where are they missing questions. so there's a huge amount of analytic data about the success and sometimes challenge that learners are facing. in addition to the quantitate data which is helpful, prot fth professors have dashboards and they can see exactly at the item level, they have these little five minute videos. they can see how many people started and how many didn't finish and how many missed question two, et cetera. they're constantly improving their courses based on the data they're watching. the final thing is we do allow learners to provide course ratings. like uber or amazon, you put a star rating. when you've got millions of people taking the course you can learn a lot about whether they find it's a good course. i think the feedback loop sort of a customer focused point of view is a really great way to allow universities and professors to improve their quality. >> we've done four things to make sure that the courses in education have good quality. the mission after all is increase access and improve overall quality of education. we bill a learning platform i like to call credit great. we off micromasters and other programs that translate to credit. we had to build a platform that enable faculty and other instructors to offer the kind of courses that they want. the platform is called active learning. you interact with content transmission. and active learning is a proven technique that improves student outcomes. the four methods we have for improving quality are, one, more and more of our programs, our modular programs are credit back, so the micromasters for example we will not offer that from a university unless they accept it for credit at their own university. this is eating your own dog food. that is huge. you cannot believe the level of quality improvement because of the credit back nature. the second thing is as jeff mentioned, we have reviews of students, style ratings like with products from amazon so to speak. that helps a lot. the third thing is we developed a quality ruberic. we will not put a course on edx unless it passes the quality ruberic. as many universities have moved from platforms, we have not allowed it to edx. many university partners were unhappy with the world quality and someone else telling people what quality is so we've called it a development checklist. that's the third thing that we do. and the fourth thing of course is data analytics. i like to think of our digital platform as almost a particle accelerator for learning where we capture every single mouse click and make all the analytics available to the instructors and schools and researchers so they can do testing. just like amazon will do web pages and see who buys more stuff and then use that page as the new page. we are bringing engineering to education. it's something we can improve just like we improve smartphone through ab testing in a very generic manner. >> thank you all for that question. i'd like to open it up now for the rest of our participants. if you have questions, please, again, state your name if you would and pose the question to this group, the first group of presenters and/or if you have comments based on what you've heard. >> i was really glad to see secretary devos starting with quality. we have been around for 100 years and we have focussed on quality for the 100 years starting with products. the first 100 years it was all about product quality. for the past ten years we have been focusing on credential certifications and how do we make sure there is quality recognition for employers for industry. when we started 12 years back we found there were over 4,000 certification programs in this kus country and no one had any idea those certifications met less any standards. from consumers you hear all the words certificate, certification, registered license. so the huge chaos in terms of technology and people trying to understand as a user, for instance, if you're looking at the finance market, 162 designation for a financial adviser. as a user you have no idea which meets any kind of standard. i see there are two bigger challenges. one is the traditional education system. what we need to do to make sure that it meets the industry requirements. but also think that outside of the system, like certificate, certifications, there's a big focus on that. how do we bring all of them together so that as users, as students, as employers, have real emphasis on the quality aspect of it. i would be interested if any others have comments on that. >> i just wanted to bring a new type of vision that we brought to education. we have a two year alternative to college where we have no formal teachers and no lectures. students learn by practicing and collaborating with their peers. so one of the most important vision for success is our student getting jobs. in terms of quality i'd like to reiterate on what he said. we don't design content. we build projects. so students are learning by doing. instead of being in regular education where we are, like, hey, here is content learning, in two weeks you have an exam. we are like, hey, here's the exam, make it happen. we designed this project with industry leaders and we hire the students. the second thing is that this project is auto, meaning they can get a direct correction. you don't need to go through a semester and do the final and eventually get your grade. you can get your grade directly. the third thing is we work with industry and welcome them to the school. and finally the last thing that we do is what is the outcome? so far we have 90% of our students who enter the industry through a job, an internship. so basically i just want to frame the thing where some institution might come with knowledge, we actually come with a problem first and then see how it happened. >> i just want to support the university ventures and support the introduction of employment as the sort of key quality measure. i'm convinced that one of the main challenges that we have in our system in defining quality is that there's so many bottom lines. there's effectively no bottom line. it's true in k 12. it's true in higher ed. it doesn't have to be true in higher ed. we're experiencing in higher ed a crisis of affordability with record levels of debt and student loan defaults. and also record underemployment among college grads as well as among students with some college. that's due to changes in technology in the work force. it's also due to changes in hiring in terms of how employers have hired. but today we know that the way students are increasingly, young people are increasingly making decisions is around the question of whether this program will help them get a good first job. they're no longer buying that old higher education line that we prepare you for your fifth job. they know if you don't get a good first job you probably won't get a good fifth job. i suggest getting a good first job in the economy really needs to be core to the definition of quality. it's incredibly clarifying to be able to do that. it helps solve many of the challenges that we have in the system if we can begin to think about higher education in that way. >> jillian. i just want to echo that. i think part of the conversation, and it's great to hear about the technologies and infrastructure being built to move higher education forward but how do we work with employers to rethink how they think about hiring. we talk a lot about competency based education and we believe in it but how do we get employers based on competency instead of based on the degree. i think there's work there to do. i think this is some of the right people. how do we extend that hand across the aisle to employers to help them move and understand sort of how education can look different as well? >> so one idea on that, we have now 600 companies who have hired us and it's fascinating to see how they're thinking about upscaling. one big question is what skills do my employees need over the next five years. that's not an obvious answer to that question. what they're doing is they are identifying the competencies that they believe they're going to need and then matching the curriculum, both from universities and nonuniversities. some of our most popular content in enterprises is not from universities. it's from some of the technology companies. they do competency first and then they think about the curriculum and through assessment, which includes p projects, making sure they develop those in the workplace. i think a lot will happen driven by employers designed based on co competency requirements. >> let me add a little bit of just our experience with this. 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 told our students is that if minerva students wind up getting the same kind of jobs as ivy league students, we have failed. if we're doing the same job the ive students are doing, we're doing a terrible job. our bar towas to that raise tha substantially. it turns out that in the first year just to remind you of what i said before students don't take a single subject matter course. not one. all they do are these competency based practical knowledge skills. so they haven't even started their major. for a first year student, we had 100% placement rate at the kinds of internships that typical ivy league juniors rising seniors would be getting and 90% of their managers said that our first year students exceeded their expectations of any undergraduate that they've employed before, most of them being upperclassmen. these are normal students from all over the world, from every socio economic background you can think of. the difference is the skills they were taught were ones that were useful in a work environment and it wasn't just that we thought them those skills. they learned them. one of the problems when we think about certification, because you mentioned about credentialing, accredited universities, there's supposed to be three out of class work hour for every in class work hour. the average american student spends less than one to one ratio. yet these universities are still a credited those those standards, by those rules. so the issue is education should have a higher understanding of what it should be doing. it has structure it should be complying with. 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. so i'd say a couple things. one is that one of the great challenges we have in this country today is that we're missing too much of our talent. we're not educating them. we're not preparing them for the 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 under represented students, low income students, et cetera. what's the problem? well, the problem is that achievement, both 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 tap the talent, which is evenly distributed and provide opportunity in an equal way, too, across the population. we have to do that at scale. we have to do it in a way that's affordable. we have to do it right now. it's great to think about what's going to happen in 2030, but right now we are undereducating a huge amount of talent in this country and not preparing them for the work force. we had a dramatic i think moment earlier this year when rog and 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. so i'm going to make a shameless plug. the city university of new york of the top ten institutions in the nation that propelled the lowest quintile of students, we were six out of the top ten institutions. and we do that at a tuition rate of $6,200 a year. where 65% of our students pay zero in tuition. i think we need to think more -- we have 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 cuny and many of our other institutions in this country so they can have the same opportunity their peers have. >> i'd like to follow-up quickly on a question that others asked which is how do you certify something is of the right quality? there is no such thing in education unfortunately. so you do the best you can. we do a couple of things. one is that for the micromasters or for global freshman academy, each of the courses is backed by credit. in other words, if a student completes it, that will -- and they get admitted to the university, it will need to count for credit at that university. in some sense it's like saying if left drivers or uber drivers were become a driver, then they need to qualify for all the taxi cab medallion kind of governances. i do imply here that our entire credit system of universities is probably bold as the taxi cab medallion system of the transportation industry. the second thing that we do is we get employers into the mix. each of the micromasters is endorsed by a corporation. the supply chain micromasters is endorsed by walmart. business analytics endorsed by bloomberg. 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 that they want to hire. >> rick o'donnell. i think how you measure quality is a great topic. we've talked about accrediteddation. it really is not -- it's supposed to be a sale of quality assurance, but it doesn't really work. i think if you want to measure outcomes, employers are a credit of last resort which i think is good. other ways to look is who has money at risk. one of the things we do is we actually go look at skill training programs, software coding boot camps to trucking schools, nursing schools and we do due diligence at the quality of outcomes and we finance the students, provide student loans for the students to go. if we get it wrong and they that's a high quality boot camp and it's not we're going to lose money. so we track the outcomes over time, over the lifetime of that loan to make sure the students are getting jobs, getting income and can track that back to the outcome of the specific skill building. part of it i believe is aligning incentives in who's paying, who's financing, and who's underwriting programs so that employers and ultimately the federal government is spending a lot of money in higher ed, but it's not really using the data from student loan defaults to go back and say these institutions aren't doing their job. >> i'd like to piggy back. a surgical training platform that is growing into a technical skills based platform. in terms of current paradigms no longer working, our medical education system has really sort of lost the goal of its purpose. so you complete four years of medical school and then we're focused on technical training. you go on to five to seven years of surgical training and right now the data shows that 20% to 30% of the graduates after that sort of 10 to 12 year process are unprepared to operate independently. so that system is no longer working and you're $200,000 in debt and it's unclear what the point of that education is. what's happening is more years are being stacked on at the end instead of readjusting what the initial investment of your time and money is. what we're seeing, i'm seeing a lot in the space in the medical field and outside is just rapidly changing job landscapes. people are needing to switch jobs faster and more often than they are before as the data we saw earlier. people need a way to rapidly accomplish knowledge transfer which is a lot of what we're seeing here with modularized programs where you learn the funds of knowledge to succeed in the work force. the technical components haven't been adequately addressed. as people need to change jobs for frequently in a single life span, they need the ability to learn new skills at a raes rate is really unprecedented. >> i want to extend two comments. one of the things i think that's interesting about minerva which i've had a chance to see up close is that while you had the chance to kind of reset education by starting something new, you still have a physical face-to-face experience so it's not just fully online. i think what's interesting is that it blends both the best of a broad education and the best of a practical education. i think that one of the debates that we tend to still have in higher education is the purpose for a broad education or is the purpose to learn a job? and it's a debate that has to end because it's for both. i think one of the things that minerva does well is it blends both of those. what j.b. brought up is really kind of the great challenge we're facing. the vast majority of learners, particularly coming down the pike out of our k through 12 system in the u.s. are going to be from the lowest socioeconomic status in the next decade. but yet the institutions that we tend to talk about in the u.s. meaning our most elite, most selective institutions do a pretty poor job at enrolling those students and of course the ones they do enroll they do graduate. but we really -- you know, those institutions educate fewer than 1% of american undergraduates. so this is a scale problem. i think that a lot of the people around the room are trying to figure out how do we create the scale we need. because in many ways we're 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. >> secretary, bold idea. i would encourage you to change title 4 regulation in cooperation with the irs. which is to say that if any university undergraduate student body is not broadly reflective of distribution in the united states, you lose your nonprofit stat skp status and all access to federal funds. i bet you tomorrow harvard is 90%, bottom 10%, guaranteed. and all of our issues with social mobility will be gone. that's an idea. >> i'd truly like to speak, there is something called isa. i would like to reiterate. to the institution, the higher students take the money and while the education is good, it's not too bad, right. one thing that a lot of alternative education are doing is that the deal is that students don't pay anything up front but they pay a salary if they get a job. if they don't get a job, they don't pay anything. so the institution close. right? so when we speak about quality, if employment is one of them, then i think it's one of the keys that we should consider. >> we've written about that. we've suggested to madame secretary that we have a 1090 rule which says that for every 90 cents you pull down you should be required to put up 10 cents of your own dollars. if you have it, great. more likely it will have to come from a third party which means you'll have market pricing if higher education. that's one point. the other point is to jeff's point and chancellor's point. around socioeconomic mobility and trying to bring it back to the presentation that kicked off this suggestion and online. unfortunately we're not seeing yes that online is sort of the medium for accomplishing that. by and large, your students are by and large already have bachelor degrees for the most part. we're not really closing that gap in an online medium. if the goal is a good first job, what we're seeing is the programs, like the programs rick is talking about, they tend to be work type environments where you can develop the technical skills and the soft skills together which as matt will tell you that's what employers are looking for. so the idea of an online boot camp, it's sort of an oxymoron. the point is that i know the session was kicked off on an online. i'm trying to provoke some debate or discussion but we're not seeing 100% online pathway to a good first job or a better job yet. there was that one example, but i don't think you're seeing that the same way you're seeing it with these blended or on ground boot camp type environments that are a work like setting preparing the students for the technical and soft skills they need. >> this is a perfect segue. this is what i was afraid of. we'll get into great discussions. we're going to move on to our second group. it is a perfect segue into the group to speak to job readiness. and our first presenter will be kathleen followed by jerry davis followed by mike. kathleen. >> good morning. it is my pleasure to share how our college is making higher education accessible and to 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 a simplification for the fafsa. second i will recommend that short term training programs that have already been vetted and approved by another federal agency be eligible for title four funding. valencia college is a community college in central florida that will serve nearly 75,000 student this is year. our service district comprises two counties 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 county are hispanic and nearly a quarter in orange county are black. we are proud the enrollments reflects the demographics of our community. as we continue to grow and prepare for our community's future, we are concerned about the des krep ansis that exist between the two counties that we serve. a recent study revealed that of the 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 adult whose hold a bachelor's degree or higher in orange county is above the national average you will see the percentage is much lower in osceola county. they have had one of the lowest college going rates in the state of florida. in fact in 2010 that ranked 61st out of the 67 counties in the state in terms of the percentage of high school graduates who continued on to college. we recognize that without a significant effort to lift the educational attainment levels, the future was not bright for our community. as a result, 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. the got college movement encompassed a number of strategies to build awareness of the importance of going to college and the pathways to access higher education. for example, we asked current students and recent graduates to serve as ambassadors to local schools sharing the challenges that they faced and how they overcame them with potential future students 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 added a campus in a community that has been traditionally overlooked and underserved and we also offer a number of community events in english and spanish during which we help families understand the federal financial aid that is available to them and help them complete the fafsa. the college going rate has increased significantly over the last five years. growing by more than 20%. and while they rank 61st out of the 67 counties in the state in terms of its college going rate in 2010, its rafrnking rose jus five years later. we still have much work to do. many foamilies i speak to beliee college is too expensive and out of reach. they have heard the attention about the student debt crisis. when i asked them what they think a college degree costs they typically answer between 50 and $100,000. they are stunned to find out the tuition cost of a degree from valencia is just over $6,000 and the tuition for a full-time opportunity is less than the cost of a 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. this is rafael, one of our student whose was planning to be the first in his family to go to college. as often is typical with our students, rafael didn't live with his mom and dad. instead he lived with his sister and her boyfriend which made filling out the fafsa particularly complex. without a car, he had to wait for his financial aid to process so that he could purchase a bus pass to commute to campus. without access to his parents for required documentation, his financial aid was held up so he did not have the funds to purchase a bus pass. but rafael was determined to go to college. he had heard about the experience of tapiattending clan the first day and without any other means of transportation he walked more than ten miles to campus. in florida. in august. talk about commitment and dedication despite all of the odds being stacked against him. and rafael's story is i illustrative of so many student whose 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. our comment system was designed to serve traditional students but the typical student in our county is not traditional. in my experience the opportunities who have the greatest need and who are most likely to get tripped up by the fafsa. 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 concerned about the attainment level of adults in our service area. while some communities mirror the national average and some far surpass it, we have communities like pine hills that have educational attainment levels that are far below the level needed for those communities to prosper economically. valencia has developed and offered a nob of programs ranging from five to 20 weeks in length that prepare individuals for careers in high demand. in fact the programs were requested by 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 that we develop a program and 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 graduation ceremony. just this week we celebrated the welding program all with job offers that paid $22 an hour with full benefits. local companies are in such need for skilled workers they are competing for our graduates. part of the reason they're successful is they're delivered through continuing education. 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 four financial aid. however, these programs have been approved by the united states department of veterans affairs and veterans are able to use v.a. benefits to pay for the training programs. while we are proud veterans have been able to benefit from short term training options, we struggling for those not available for student aid to find a way to make them accessible to all residents in the community. they have been vetted through a process by another federal agency. why couldn't they also be eligible for title four financial aid? with six million jobs across the country unfilled because of a skills gap why wouldn't programs that help gil that gap be eligible for aid. we're working hard to make sure a student's zip code doesn't predict if he will go to college. orange and oscoeol represent on a small steal the challenges we face nationally. how do we ensure that everyone has the opportunity to complete an educational credential beyond high school, whether it is an industry certification or a college degree. i recommend that 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 for title four funding. these much needed changes would make an 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 that's 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 some concerns that we have that i think employers have and that we're 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 one is concern about the citizenship or civic engagement or behavior of college students. and the third one is the horrified loans that people envision themselves as having to take out in order to get an education for their son or daughter. the college of the ozarks is one of a handful of work colleges in the united states and n whiin w all students are required to work. it's also one of two colleges where students pay no tuition. zero. they don't pay tuition. they have to work. the other college like that is berea college in kentucky. we've 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 and many of the other small colleges that dot the landscape of america. we have 1,500 students in the college program but we have 300 in a k through 12 lab school, classical lab school. and so what we have is a unique system where kids from ken d der -- kin der garden all the way through college have it in their curriculum. we adhere to a 90% really. you cannot get in unless you fall within the 90% who show need. they must show need. in spite of that the school is selective. i think the chronicle last year listed us in the top ten most selective colleges in the united states. that's unusual, especially for low income kids. what we have are a lot of good students who issue low income and often times carry a lot of baggage. if you read the book hillbilly eulogy, his life would not be totally different from many of the kids we deal with every day. in fact, last year one of the deans came to me because they know i have a helping hand fund that's code for easy cash and toll told me about a student that had an unusual need. i asked what is it? what's so different? we're usually paying for dental work and surgery and travel and clothes and things like that. well, the fact of the matter was that this kid's dad 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 $3,000. so the college of the ozarks actually payid to bury a stup student's mother. now, that may not mean much to you, but it meant a whole lot to that kid who graduated who is now a teacher. so we deal with a lot of kids with family needs. it takes a very personal environment to help kids like that. having come from a dysfunctional type, i guess that's the way you would say it, home myself and having run work colleges for 40 years, i can tell you that everything cannot be solved with a computer. sometimes it takes a personal touch and something very different to help those that are going to fall in the cracks of society in which case as our friend from new york pointed out, we're losing a lot of talent and productive. i want you to see -- oops. the work colleges tend to borrow less money. students who go to these work colleges, you can see in the middle 44%, much lower than public private nonprofit, private for profit, 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. even some of the work colleges are writing a lot of federal lone loans. we're sitting at zero. the reason it's 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. then 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. we just tell people look, you can go up the road, i can name you half a dozen colleges that will be glad to loan you money. we're not one of them. in missouri last week even the legislature discussing a new work study program to fund internships and so forth, so we think this model is worth considering. there's a college in dallas texas, historically black college that's converting itself to an urban 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 values that will serve them well no matter what they go into or how many computers they have. the other thing that i want to mention in closing basically is that there's a lot of concern in this country about how we feel toward america or about 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. our general education curriculum, which is liberal arts based, for years we'd offered a class in patriotic education which to you would probably be civics and government and that type thing. and we had an elective in military science, rotc. we learned, we know 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 seemed to have gotten a lot of attention around the country. mill stare science 104. we think students need to know more about the constitution, the bill of rights, the declaration of independence, about military history, about their obligations as citizens, and so this course also included everything that would normally be found in the first year of rotc, including physical training. we do have a few students that need to spend more time out on the exercise field than by the ice cream box in the dining hall. this course has gotten very good reviews. and we think 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 if they wanted to spend their money on it. we pay for all of this. we pay for the students. we pay for the veterans, sending 12 students and 12 veterans back to these battle sites. we've done 21 trips from normandy to europe, pearl harbor, the philippines and three trips to vietnam. we pay for all that. 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 in some textbook that may or may not be accurate about what happened at omaha beach. it's another thing to stand beside somebody who watched all of his friends die so you can runaround having everything you have today. it's a very, very worthwhile program and we pay for all of that. so far we've sent 300 students and 150 veterans all over the world. also our students -- by the way, this fellow here was a bald turet gun ar. not a good place to be. that was the bubble on the bottom of the bombers where they sat down there with a gun and tried to survive. that's what he did. he's explaining things to that student who i'm sure will never be the same. we also, our students and staff, the college of the ozarks is unusual. it builds its own building. it operates a dairy and hog farm. the students make fruit cake and jelly and stained glass and pottery and a lodge that attracts 300,000 people a year. we know 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. and so here you see this young lady placing a rose in front of the vietnam memorial for the whole state of missouri. i was told the state of missouri never had the money to build a memorial. that's a bunch of -- that's not true. so we built it for them, you know, 40 years late. you get around to honoring 1,410 people who did what the country asked them to do and then the country turned its back to them. the least we ought to do is show our respect, wouldn't you think? so that little girl is placing a rose there. and we built memorials for each of the major wars. the last picture and the last thing i would say is it's important for these kids who many of whom have, a lot of whom have never been on an airplane if you can believe that. it never ceases to amaze me. i go on one of these trips and they're scared to death. i ask them what's wrong? what is this plane going to do? it's going to fly. they've never been on a plane before. these kids need to hear people of prominence who have something to say about this country and the world, so we bring those speakers in. not just military, although we've had general powell, general schwarzkopf, general franks. we've had them all talk to the students at a forum in the spring which is attended by most of the u.s. military academies. you won't have any trouble identifying these people. but when these speaker comes to campus and our students have a chance to hear them, and to be in a q&a with them, that's a very meaningful, that hard work u, that title given to us by "the wall street journal" stuck many years ago and it's very accurate. it's not that we wouldn't give ben one of those shirts. it's just that that picture was made before we gave him one. and we would give madame secretary one if she'd like to have one. i'll end with a quote from ben carson who's a good friend. he's been to the college more than once. in his book "one nation" he said if we don't get back to more of the values taught by college of the ozarks then they're going to be replaced by something a whole lot less wholesome. we know that to be true, don't we? we're trying to take a leadership role in helping those help themselves who are without sufficient means to make good citizens and be of good influence in the country. thank you. [ applause ] >> thank you very much. it's so good to be here with so many old friends and new friends. my name is mike. i'm the dean of faculty and students at the jack welsh management institute. more importantly i'm also here as a professor. i want to thank you, madame secretary, for including us in this conversation. the mission of -- let's see if i've got this right. the mission of the jack welsh management institute is to transform the lives of our students by giving them the tools to be great leaders, build great teams and win in business. we believe that by teaching the practice and performance and people driven management cannons of jack welsh and other renowned business leaders that our online nba prepares our graduates to transform their companies and their careers. to respond to ryan, we do believe we can swarm students in an online forum of support, writers and advisers, tutors and professors that can continue to drive in an online community. i look forward to sharing that with you. we believe our students success is based on several key differences. we believe that by -- let's make sure i'm doing this right. we believe that by putting students first and evaluating the program of professors by the value that students assign to the experience, we like to say that we treat our students like customers and rely on their willingness to recommend our program and our professors as a key performance measure. our curriculum is dined to have students learn it today, apply it tomorrow and come back to the classroom and talk about their observations. we're focussed on winning in business by getting our students promotions and raises. and then finally we define world class faculty as professionals with great credentials, real world experience be and a stated intent to support students in a very 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. we employ a nine step process to identify, train and select our new professors. we start by a call with the recruiter, an interview with the course lead as a subject matter expert and a web x with the dean to understand the candidate's motivations. ba based on these, we fly the candidate to washington, d.c. for an interview. if they pass the interview candidates are invited to the next five steps. orientation, completion of a certification course, internship as a teaching assistant, final evaluation and ultimately assignment into a class. at any point the potential professor could be dismissed or choose to leave the program if they don't share our values. our goal is to have fully qualified fully committed professors enter a classroom and interact with our students. next i want to expand on our faculty certification course. they will be introduced to jack welsh, our teaching philosophies and technologies, and will complete a series of application exercises first as a student and then as a professor. ultimately it's about creating an enthusiastic and highly engaged community with clear expectations and an applicable economic crum curriculum. we focus on four key behaviors. we expect our professors to give timely feedback that aligns with the grading ruberic. every piece of communication from a professor in either the announcements or video forum has to be produced, adds insight and is time le. we expect engagement in the classroom where professors are adding value engaging with every student every week. and to know where their starting point is and know how to add value along the course 39 aline then after the course is over. we speck the students -- the faculty to continue to collaborate with students, with staff, with leadership during weekly conferences and the ability to accept feedback and course improvement. we know that if professors share our values, exercises our behaviors, the student will be willing to recommend the professor of the course but more importantly the student will continue through the course, through the program and become a better leader, build great teams and win in business. i have our professor scorecard up here. i'll tell you how we use that. we don't leave it up to chance. with a combination of analytics and observations we evaluate every professor's performance and all their behaviors every day, every week and every quarter. the majority of our professors perform well with high performance and share our behaviors. few who share the behaviors but lack the performance, we will work with them to refine their classroom efforts and improve their performance next quarter. we occasionally have high performer whose do not share our behaviors. for this group we coach and demand better support. we quickly move them on to the next opportunity. we love them on the way up the same way that we loved them on the way in. if you're not committed to student success the way that we're committed to student success, you can't stay. we believe by having a clear mission, candid evaluations, we know everyone we hire knows how to succeed and what is expected from them. ultimately this system has served us well and served our students and o over the past six years, we've grown to 1,700 mba students and 900 graduates. additionally, 96% of our students rate the experience as good or excellent. 92% report their confidence as a leader has grown, and 68% of our graduates report that they have received a raise or promotion during our program. further, we proud to report the princeton review of "ceo" magazine, linkedin, have all recognized them for student success. and finally, jack welsh said it best when he said teaching in a practical curriculum, treating students like customers and holding faculty accountable to students' outcomes all serve to transform the lives of our students w. th students. with that, i look forward to our conversation. [ applause ] >> thank you, kathleen and jerry and mike for your presentations. 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're offering is matching up with and meeting the needs of the employers and, you know, what barriers have you faced in that regard, as well. >> we have a creative development office who also have advisory boards in the school of nursing and engineering that's pretty well tuned into the region of the 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 they know how to work. i remember one banker who said, i'll hire one of those kids first. i can teach somebody how to do banking, but i can't teach character. >> each of the short-term accelerated career training programs that we offer was specifically requested by our local employers, and designed in collaboration with those employers. the challenge that we face, in fact, is that the demand for the graduates is so high that we find ourselves in a really awkward position, where employers are competing. and actually outbidding for our graduates. so that puts us in a bit of a -- great for the students, but also an awkward position, because we simply can't have enough graduates that the demand the employers have. and i want to go back to a point jeff made earlier. the debate between -- is the purpose of education to prepare students for jobs or is it to prepare them with a more general education. and i agree that it's both. but for many of our students in the community, it's the opportunity cost of college that is 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 dcan say, can we get you skilled up in six weeks so you can move from a minimum wage job to a job that's paying 12 or $15 an hour? and then each of those programs then articulate into college credit. so if at a later date, at a better position, they're able to come back for a college degree, that skills training then translates into credit for college. >> one of the advantages that we have, the course is very much built around the ceo. so we reach out to many ceos that are working today, offer them the opportunity to help us design the curriculum and design the course. and the first question that we ask them is what are those skills you need to make sure we include, that we bake into our curriculum that our students are going to get. so we start with the ceos' perspective on what they need. we build the curriculum partially with that in mind. and then ultimately, we test it on the other end to make sure we're delivering that. >> questions or comments from the rest of the participants. please. >> madam segal -- madam secretary, sorry. madam segalman is back at home. she probably wouldn't appreciate that either. but madam secretary, i'm matt siegelman from burning glass technologies. and i would like to ask the question, and we framed this discussion as part of the discussion around being job-ready. and i'd like to ask the question of what it means to be job-ready. given the kind of tectonic changes that are happening in the job market today. our work is in tracking the job market. we collect millions of job postings every day and hundreds of millions of resumes every year and do some robust analytics to understand what are employers asking for at scale. and to see how that's been changing over time. we've been doing this for the last ten years. one of the things that we have seen that is most profound going on in the job market right now is essentially the mixing of skill sets. so we look at what are employers asking for in any given job. they're starting to ask for sets of skills that are orthopedic ognal to careers. for example, asking for data skills and marketing roles. or coding skills in life science jobs and the like. what we refer to the emergence of a hybrid job economy. and we see this more and more in those jobs that are highly hybridized are growing twice as fast as those that are not. they are certainly the most valuable parts of the job spectrum. that's a very challenging model for higher education and for job readiness. because the structure of higher education today is very much oriented toward linear careers. the notion that you're going to enter that first job that ryan was talking about before, and that you're going to progress through your career over time, acquire the skills that you need. and so when i think about the challenges of a hybrid job economy, where people need a broad set of skills to be -- to start, where they're going to constantly need to acquire new skills, and where the pace of dynamism is actually less about new jobs being created, a lot of stats shared already today and elsewhere about that. but actually more dynamism in the competition of jobs. what are the skills, the skill je genome, if you will, and that changes fast. in that framework, i would suggest there are three different sets of skills we need to think about. first of all, the kinds of skills that are coming to infuse work. it all ends in the spectrum. both for very high-skilled workers, also for middle-skilled workers, finishing two-year careers. there are sets of technology skills, data skills, which aren't necessarily about getting a job as a software developer. but which are key to improving your prospects in any career. an admin, for example, who learned salesforce.com skills will get paid about 25% salary premium. someone who is in an ase tech, automotive repair person, who has management skills, will see about a 50% wage premium. so there are sets of skills, particularly in tech, particularly tech skills, data skills, which are infusing careers. just another quick point on that, which is important to remember. if you look at top quartile -- earning quartile jobs, spot on 50% of them are now in occupations that significantly value coding skills. so, be agaagain, first thing we to do is make sure we're providing across any kind of career area part of the better oklahoma needs to include tech skills, data skills and a set of others. at the same time, and there's been a lot of discussion this morning about foundational skills. those continue to actually be very important. in job readiness. and not just for all the reasons that are probably most obvious, that's part of doing a job, and being able to communicate with people. but actually, in a job market that's more tech enabled, more data enabled, those jobs that are driving technology are actually more human and have higher demand for human skills. it seems kind of ironic when you think of it, that tech-enabled jobs have higher demand for creativity, but 50% higher demand for collaboration skills. 50% higher demand for writing skills. but that's the reality of essentially what automation is doing. it's automating ought the tasks that are not human. the things that drive the technology. and therefore, hardest to replicate, most valuable, that which is human. so our liberal arts heritage is extremely important. and there's been a lot of discussion at both end. and the last piece is about thinking about technical skills as a key last mile framework. so if people have built the foundational skills, they have built the tech and data skills, to be successful and to be job-ready, at the same time, notwithstanding that many employers are willing to invest in training people. we also know that this is a generation that is turning over in work assignments very quickly. it is unreasonable to ask employers to make really big investments on training people who may not stay. and that's just the reality of that. now, there's things that employers can do to elongate the payback period that they get. but that means that students need to come -- need to graduate and come to work job-ready. with the sets of skills that employers need them to do to be able to do work on day one. and so i think, you know, some of the models we heard about this morning are so impressive, because they are looking very specifically at what do employers need and how do we layer that on top? 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 within those jobs. one example. psychology majors make on average $42,000 a year. a psychology major, often they're told, hey, you should go into consumer marketing, because you understand psychology. $39,000 a year. a psychology major who has done some statistical research, just learned a couple of skills around r or sas or statistical software packages will make $64,000 a year. it's an enormous delta. so making sure we are providing visibility to students, providing them with the resources and curriculum to acquire those skills is going to be tremendously important. >> thank you, matt. could you just expand a little bit more on the foundational skills that you referenced? i think we maybe know intuitively, but it would be interesting to hear your perspective. >> so it's sort of interesting. we have looked at not only, of course, the technical skills that employers ask for, but also what foundational or what people sometimes call soft skills. which employers ask for. now, when we think about skills gaps, we normally think about technical skills. hey, can't find people who have cyber security backgrounds and the like. and certainly there are huge skill gaps. don't let anyone tell you otherwise. and love to give you data if you need it on why those 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 actually do that by control not only looking at what they asked for, but looking at the foundational skills that they -- if you control essentially for what they're kind of overemphasizing. because usually you only put in a job posting -- turns out to be a very efficient mechanism for representing what you need. you tend, at least at scale -- we have all seen bad job postings. but job postings tend to -- where employers are over emphasizing something, it means they feel if they're not going to say it, they're not going to get it. and so you can often see in a lot of positions, they're asking for something way outside what you would think the importance of the role is. that says the employers perceive a gap there. and so when -- and usually, those soft-skill gaps are around the soft skills that are important to do in the work, but generally are overlooked. they're considered auxiliary. they're not the core, training hard skills. so, for example, you don't see employers perceive huge gaps around math skills, around s.t.e.m. careers. you see them talking 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. but we tend not to think of it that way. and that's where we're seeing those gaps. >> thank you. >> diane de bakker 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 previously 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 called business and education innovation. because what we have seen in kansas is silos. and it won't be unusual to any of you sitting around the table or two, the secretary will hear about that. but we have k-12 education, we have higher education, and as we have discussed here, work force. how do we bring all three of those together so that we get the type of employees that we're looking for, that we have the economic success that we're looking for. in kansas, we are in the process of redesign of our k-12 education system, with seven districts who have been allowed to really break the rules. and break the mold. and move beyond a traditional k-12 education system. we have a higher education system who is working very closely with work force to ensure that they are getting the employees that they want. and then we also are working very closely with workfor workforce a.i.d., to make sure 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 with their employees. so 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 to better what's happening in kansas. >> thanks, diane. could you just elaborate a little bit more on what that particular role is, and what it actually does? >> the role is brand-new. and it was just announced this week. it is my fourth day on the job. and the reason for the job, i think, is really, as we have 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 ask gr 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'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 that's something that we have heard for years. but truly have it be a seamless system of p-20, p-24, p-25. thank you. >> madam secretary, i want to come back again to the core point of this discussion, and mention what does 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. well, i think if they listen to some of this discussion, they would be less alarmed about it. because what i take from this is that it's not that we want more narrow training. actually, we need broader preparation for our job market that is changing dramatically. so as ben said, we need a sort of core grounding in the humanities and liberal arts and sciences for almost any field. jerry said much of the same thing, i think, about the breadth, the importance of understanding, because part of what we're trying to do is make sure that we have good citizens at the end of the day that are contributing to this society, as much as well-prepared for the job market. so more narrowly, the requestqu was job-ready. too much of the focus has been around the first job. it's not around the first job. graduates today are going to have maybe five careers by the time they're 35 or 40. so i'd like to think we're preparing our graduates for the fifth job. and the sixth job after that. that we are giving them the skills that they need, the educational background they need, to keep advancing throughout their career. and that includes what we have referred to as the soft skills. the final thing i want to say is, again, something that matt raised about sort of interdisciplinary nature of the work force today, and infusing of technology or soft skills. soft skills in s.t.e.m. fields and technology. and what we used to think of very differently is humanities and the arts. so one example i'd give, we worked at cuny and the business round table to create a new set of majors in business. because even in this field or set of fields, we thought we weren't delivering enough. and i think my colleagues would understand that typically, business colleges have among the tightest and deepest connections with the work force. but we were learning we were not providing everything they needed. so in the course of six months, we created three new majors. by infusing data analytics components in traditional business disciplines. marketing and finance and accounting. and 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 are, as well. >> i just want to build on what matt and kathleen talked about. so you talked about the fact that for many of your students, the notion of a two-year, four-year degree seems out of reach. in fact, that was referenced in hill billy elegy. remember he goes back to his high school and talks to his teacher and says college is viewed as the only pathway here. and it's unrealistic for too many of us. and i think that if, you know, your students were to hear what matt said about the sort of hybrid job, it would -- like, how do you get there? so the question of how to get to where jb is and where matt says we need to be is a question of staging. right? how do you get a good -- if you're not going to go for -- four years is not realistic. how do you get that good first job? and so i want to argue -- i have a book coming out this summer called faster and cheaper alternatives to college that argues to put the last mile first. where the last mile is that technical training. where a lot of jobs, a lot of these good first jobs, yes, advanced manufacturing, great first job. traditional industrial building trades, great first jobs. but increasingly the good first jobs we're seeing for young people are using some sort of software or sas platform to manage a business function. because every business function across every industry is managed using software or a sas platform. these are in the job descriptions. if you don't have those qualifications or experience, you'll be invisible to the hiring managers, because you'll be screened out by the applicant tracking systems. so you can count on four hands the number of colleges that actually train in sales force. they don't do that. so these are the sorts of last-mile training programs that, you know, i think -- i argue in the book, are on the verge of displacing many nonselective colleges as a preferred pathway for young people. because they're faster and they're cheaper and they get to that good first job, which is what young people do care about. they want the good fifth job, too. but the good first job is what they're mostly concerned about. not going into debt. >> madam secretary, my name is julie young, and i've spent the last 37 years in public education, k-12, and the last 20 in digital education, as having the privilege of founding florida virtual school in florida. there for 17 years. and recently at arizona state university as the ceo of asu prep digital, which is a digital high school, being launched by arizona state university as part of their charter network. and 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. and, you know, when -- what has been very impressive, and the reason i'm at arizona state university is because of the work they're doing to break down those silos. so president michael crowe, who many of you probably are -- have familiarity with him, 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-house so they could look at if we really are interested and dedicated to creating this seamless pathway of, you know, birth-to-life education so to speak, let's put our money where our mouth is, and let's bring an end to the university. so in 2009, they authorized a group of network of charter schools. now with nine schools, all of which are on campus, so they're then the digital high school, which launched in august. what's been really fascinating to watch is the truly deliberate effort from the president's level, the leadership level, to not have this k-12 entity thing be over here attached to the university, but truly embedded in the university. so, for example, within our academy and very 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. so regardless of their age and regardless of their zip code or where they live in the world, students who are ready to advance have the opportunity to advance. so as you might imagine, that's greated quite an interesting dialogue in terms of the socio, you know, just in terms of kids' emotional readiness for college. as opposed to their academic readiness for college. and as we all know, so many of our students lose interest in those first two years. they are doing redundant work, they're not getting into their majors, they're simply not interested. so how do we really embrace the idea that we break down these silos, we do 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 within asu. they are an asu student as a high school student and they get the status to continue on into the university and all those credits are asu credits on the transcript so they'll transfer to any of your universities. and so how do we do this in such a way so these kids and these families think of themselves as college-going students? so when they do graduate from high school, it's not a choice of whether they will or not. it's -- they just will. they'll figure out a way. because they're already college students. so i think that's a really interesting conversation of which to have in terms of as we think about how we get these kids to succeed, get -- we want to get them there, first and foremost. but how do we create this smooth transition? >> thank you. if i could just 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 intentional, particularly in expanding our dual enrollment opportunities for students who otherwise may not have thought about the possibility of going to college. there is certainly a lot of research that indicates that when students get that first successful college experience while they are in high school, they're much more likely then to continue on to college and earn a degree. but 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 thinking about a career in advanced manufacturing? how do you get a child thinking about a career in mecca electronics, right? so we actually in addition to having field trips to our traditional campuses, to see traditional college classes, we also have school buses of third graders going to the advanced manufacturing training center, so that they can see what advanced manufacturing is all about. and we have really great simulator equipment, so that we can give students the experience of what it's like to be a welder, and is that something that might be of interest to them. so it's really about exposing students to possibilities and to opportunities to help them find their passion in life. >> yeah, another thing that we should be thinking about is how technology changes the learning experience. so jill, your comment about breaking down silos between high school and college, i think, is dead-on. we should also be realizing that we're breaking down the silos between higher education and work. today, right now, people are taking college courses at work. and it's going to happen far more. so the idea of educating for the fifth job, i think is great. but we should realize, people will be at work, learning what it takes to master those that don't exist today. it's going to be very dynamic. so i think, you know, i mentioned one example of a company, university content together with industry content together with content they're offering to their employees. and what that's going to look like in five years, i have no idea. but making sure that the module layerty, that people with mix and match and the market can decide what skills are needed and educators providing that online in virtual environments is going to be i think what the future of higher education looks like. >> yeah, thanks. i just wanted to go back to something that matt said earlier about sort of employers in large part may not be interested in investing large amounts of dollars in up-scaling or re-scaling employees. and i think that's true in some fields. but i think what we're seeing at capella, we have launched a partnership with career builder called right skill, which sort of flips the model. and so employers are actually subsidizing a program for job-seekers who are interested in these high-needs fields. so areas where employers can't keep qualified applicants in the job, things like front-end web development, i.t. support, restaurant management. we're training those folks in short-term job training programs, and then placing them with these employers who are actually funding the program. and so i think as we continue to look at ways to innovate and look at what higher education might look like, recognizing there are value in some of those public/private partnerships that are working, that are really bringing together sort of the employment piece in a different way of looking at education. >> jerry. >> i think it would help if you could get some public high schools to actually teach a student how to write a sentence and a paragraph before we start throwing credit at them to transfer them into college, 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 any other state. i doubt it. >> i just want to -- >> the importance of career exploration really at all levels of education. in orthopedic surgery, only 4% of women were orthopedic surgeons in i believe 2014, which is absolutely insane. but studies showed that if you increase exposure in medical school of women to orthopedic surgery, you could almost double the application rate to the field. so it has such a disproportionate impact in the effort involved to do things like just taking people to a factory to show what is possible. and then also i want to point out how interesting it is that this bite-sized program you offer, the six weeks of vocational technical training is in such high demand you can't train people fast enough and how important jobs are like this, between job one, two, three, four, five, every job will have a skill you don't have so you have to do a program like this, but there's not enough to train everybody. >> i have a couple questions for jerry. fascinated by the work college model. 80% of our students are working, and we're constantly thinking how do we get it to 100%. so just two questions. one, you talked about what you're spending your money on. but where does your money come from? so that's question number one. question number two is, what are some of the pitfalls you see in operationalizing a work study -- a work college model as far as students not doing their hours or other issues that can come up? >> sure. first of all, we don't need to be preaching to students about debt if the institutions are head over heels in debt. and the college of the owzarks has no debt. so we score high on that. we have an endowment, $525 million. people don't give us money to be like everybody else. they bought into the self-help basic american style. and i think we're going to see more colleges look at this model, like the one in texas, which is a historically black school. but it would almost be easier to create a work college than to turn a college into a work college. newt gingrich, who -- seems like he's got an idea every minute, he thinks there should be a work college in every state, because of the values that go along with that. for example, i'm sitting here listening to what i already know, and 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 directions, it's not going to make a whole lot of difference what kind of skills you have. you're going to get fired. so we need to find a way to instill these values while we're chasing every new technique out there. we'd be glad to have you come visit our college. ben stein, 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." it was not very complimentary to his alma mater. he says, i think we need to have brain surgery to transfer what's here up to yale university. i doubt if they liked that. but i know what he meant by it. >> two thoughts. one is that we have been talking mostly this morning about the traditional pathway between employer and employee. but, you know, the biggest -- some of the biggest growth in the economy now is in the gig economy. and in freelance economy. even among white collar workers. and so this is really, 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 employ employ employee/employer relationship, who is going to help you pay for it. so this reskill throughout life is going to largely be self-directed and we're going to have to enable students to be able to do that. second thought, and this is on kathleen's great presentation. was about the growth of noncredit and short-term programs, which i think don't get enough attention. and this really goes back to ryan's point about the last mile being first mile. when you're unemployed or underemployed, the most important thing is to get a job. and to get a job quickly. and to get the skills necessary to get those -- to get that job. but part of the problem with most degree programs is that they might not start for a couple 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. and so 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. and, again, i don't think in our higher education system, and even in our financial aid system we give enough credit to these noncredit programs. >> thank you, jeff. and thank you, all of you. fascinating discussion. and we will continue with it after we take about a ten-minute break. here's what's coming up later this afternoon on c-span3. next, more of education secretary betsy devos' rethink education summit, as educators talk about new initiatives and nontraditional teaching. after that, the house foreign affairs committee looks at global alzheimer's treatment and prevention efforts. and starting at 8:00 p.m. tonight, the c-span cities tour features programs about richmond, virginia. saturday, american history tv on c-span3 takes you to the american historical association's annual meeting in washington, d.c., for live, all-day coverage, 8:30 a.m. to 5:00 p.m. eastern. join us as historians and scholars talk about civil rights in 1968, watergate, and the rise of partisanship. commemorating civil war reconstruction in national parks, and the new birmingham civil rights national monument. live coverage of the american historical association annual meeting, saturday on american history tv, on c-span3. tonight on a special presentation of book tv and prime time on c-span 2, books from 2017 that focused on the u.s. military. authors include former president george w. bush and his book, "portraits of courage," andrew carol writes about general john pershing. and the combat experience in afghanistan. retired admiral james instead of receiptis. book tv and prime time friday night starting at 8:00 p.m. eastern. monday night, on the communicators, we're on location at bell labs in murray hill, new jersey. bell labs is one of the premier communications research facilities in the world, providing work in radio astronomy, lasers and information theory. the president, marcus weldon, discusses what's new in education technology and research. >> the problem we have is, we presented you with a ton of data, but not necessarily knowledge. not necessarily an ability to think better. and so in the next era, we will actually connect everything, your environment, you, infrastructure, buildings, bridges, cities, so we can actually see what's going on, and automate that. think of your house will be -- the jetsons, automatically clean for you. your energy will be automatically managed for you. so your car may be automatically driven for you. all of that requires a massive change in how you build networks. and yeah, the cloud has to move into the network to make that work. cloud will come of age. the network will become valued again, and devices will be everywhere. on you, in you, in your car. so a big change coming. that's when we'll see this increase in productivity. >> watch the communicators, monday night at 8:00 eastern on c-span 2. more now of last month's rethink summit as education secretary, betsy devos and educators talk about innovation and higher education. this session focuses on educating and training america's future work force. >> so we're going to go into our third group of presenters. under the rubric of breaking the mold. we're going to start with blakely poll eto followed by michael roark followed by will zemp and wrapped up by jeff zalingo. thank you.

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