Transcripts For CSPAN3 Higher Education Innovation Summit Pa

Transcripts For CSPAN3 Higher Education Innovation Summit Part 2 20180123

Blakley, and michael and wrap up by jeff. We can have blakley. Good morning and thank you for the opportunity to be here. Were going to talk about university of marylanded and University College which is a public Online University designed from the ground up to provide affordable, accessible skbalt career relevant education for adult learners and especially for military learners. And to understand who we are i need to tell you the story of umuc. We were established in 1947 at the university of maryland as a department that was charged with serving adult students particularly returning gis from world war ii t. In 1949 we became the First University to send faculty overseas to teach our troops stationed in germany and this was the beginning of umucs global reach. By 1956 we had establishes divisioneds to deliver Higher Education in europe and asia and in 1963 we became the first u. S. University to send faculty into a war zone in vietnam. In 1970 we became an independent fully acredited University Part of the system of maryland and over the years our legendary faculty traveled overseas to teach boots on the ground classes in the war zones of koes voe, iraq and afghanistan. Today we go with where the military goes. The story of our history is important because it is at the core of who we are as a university. Today, my clicker, today we are the largest public Online University offering four year degrees in the United States. We enroll 90,000 students annually in more than in more than 90 undergraduate and graduate Degree Programs, certificate programs, specializations and even micromasters programs. In fall, 2017 we served 50,000 active duty service members, reservists, veterans is and their dependent rs, ranked number one online and we offer career relevant programs that use project based learning to make real world competent graduates. Serving adult students and military is in the fiber of our dna. 75 work full time, 72 married or in relationships. The average age of the undergraduate student is 31 and graduate average age is 37. 48 has children under the age of 18 living with them. Umuc students juggle work, community, family, faith and school responsibilities. We are built to provide them affordable accessible quality career relevant education. Through use of Predictive Analytics we develop tools that enable our faculty staff and administrations to better serve students. Including building retention models to allow outreach to succeed. Giving insight to faculty and Student Engagement in the online classroom so i can support the type of behavior best linked positive student outcomes. Identifying those courses we cal obstacle courses, high enrollments and lower you can is ses rates so we now where to target efforts in course review and redesign in the name of enabling Student Success. College level learning can happen outside of the walls of our institutions it happens in the workplace, community and volunteer experiences and it happens through military training so we offer a comprehensive Prior Learning Assessment Program that allows students to democrto demonstrat they can do. This includes workplace learning experiences, credit by examination, portfolio assessment and the a host of other mechanisms. We know that our students want career relevant training and education and weve already heard today, employers want graduates with career ready dev extended transcript that goes beyond a static list of these are the courses they took and these are the grades that they earned and instead identifies what are the expected outcomes a student should be able to know and demonstrate when they complete a program of study and go deeper and show what is the relationship of the courses and course work to those outcomes. Two years ago we started conv t converting our programs away from the use of traditional public textbooks and moved our programs to open educational resources. The first year we moved our undergraduate programs to the oer model and saved our undergraduate students alone 17 million that they would have otherwise spent on textbooks. The following year we converted our graduate programs. In 1993, we were one of the first universities to actually offer students an opportunity to complete a Degree Program remotely using a combination of media, including computers. Today our 90 Program Specializations and certificates are completely online and we have mobile and responsive platforms that allow our students access to their classrooms and their faculty anywhere in the world any time of day from any of the Technology Devices that they are using. We have developed these in response to our students who are at the center of our university so they have access, affordability, quality and career relevance serving adult military learners is who we are and my colleague michael is going to talk about how were actually further breaking down those barriers related to cost. So we went to an assessment process and we swhaed is core to the university and not core . Currently in the economic space curriculum and teaching, academic advising, those are things that have to stay inside the university but we challenged ourself to say does Everything Else need to stay in your control within your definition of scope . We said no. We said we want to think about spinning off or going to the market for the full range of other capabilities out there. And when we think about, you know, we dont run our own Food Services any more, why should we run our own i. T. Departments . I think thats the question universities should ask themselves and we did ask that question and so what we did was we created new companies, we spun them off from the umuc and stood up new forprofit businesses to create a new market, to give options to the University Higher ed community. So our Analytics Group that we likely talked about, our Analytics Group being predictive and useful. We said why dont we spin that off, make a company out of it and offer it to highered community. So we have a techenabled platform that helps universities increase enrollment, improve Student Success, ensure financial stability, work on the critical questions that universities wrestle with today. Weve got ten clients in the last two months including systems, Large Research universities and smaller research universities, too, so its finding a place in the market and being useful. Its also creating value as a company and we need to think about how we at umuc think about the value of the company we create. Weve spun off our i. T. Department, and these models are predicated on the idea that we can harness the forprofit drive, the great entrepreneurial resource that is part of our economy and our american dna to create these companies with a deep expertise, great provenance within the higher ed community that are at scale at day one, given our size our i. T. Department is 100 employees there arent many folks that have that. We can share that advantage of scale immediately in the marketplace and we can put entrepreneurial leaders into the forprofit structure and grow these companies. All of those companies are owned, controlled and managed by our nonprofit, umuc ventures, which im the ceo of. We have a national board, we have given it seed funding to help encourage and think carefully about how we can expand this market and to provide services to the higher ed community. All of the profits we earn from these, either operating profits or capital moments will go to scholarships. And thats our public mission. Thats why we exist as a State University and thats what all of this activity allows us to do as we gain these financial benefits channelled through the Nonprofit Mission will be dramatically reducing the cost of going to school and thats what we were designed to do. We were designed to help working adults finish their degrees, whether it was by plane to okinawa or across the street or now days across the computer. So our vision of where we imagine we will be soon is we will use all of the sectors of the economy, the forprofit, nonprofit and Public Commission to make colleges close to free as possible for adult students finishing their degree in the state of maryland. Thank you. [ applause ] so the issue of going last is all your good ideas were taken or presented in some form or fashion but with the last name like zemp and my height ive always been at the end of the line so ive tried to improvise a little bit. Thank you, madam secretary, its a privilege to be here and an honor to be counted among you, ive learned so much from today and we hope to contribute. Im will zemp, the chief strategy and innovation officer for Southern New Hampshire university. The home work assignment was how we look at the future. We have a great university, our students have a great story and wed love to tell it but with eight minutes well plow in how we orient towards the future. We have everything in our portfolio from a pretty sizable we service a sizable student body on line, we have a credible regional college, a beautiful regnal college that serves a younger population, coming of age population, then we have college for america, which is a competency based program of zero cost to the student but in partnership so everything that has been brought up today is relevant and we weve earned kind of earned the place on credibility scale. And to hear quality come up as one of the first topics was most welcome. At snu, our focus is the student. When it comes to new ideas and strategies, policies, we start with the understanding of our customer and its a little bit different. Our students are our mission, our customers, the community in which they go out in, in industry and economy. Thats how we orient on the promise ahead. It was brought up today that, you know, global reeducation effort, we see the same way, it was delightful to hear that brought up but we also if you really look at the challenges we have ahead of us and people that will Enter College 2509, 3at 20 youre talking about a Talent Management issue that takes on a National Security aspect with it. Because the changes that could be made today will have tremendous impact on our competitive advantage as a nation, the leader and the values we take forward. I had a sex on values, i think if i were to add anything i cant so thank you for bringing that up. And as a former life in the military, thank you. Thank you for what youre doing, i do appreciate it. Were going try and learn how to use this. So id frame our point, our starting point today is here, the class of 2030. To focus that far out becomes a convenience almost to say well, we have issues now but understanding that the opportunities that we have now will affect the world theyre in. And theyre up against a lot. We finished about a twoyear study with many partners, one of which is the institute for the future, palo alto, where were taking a look at this time frame. And its not an arbitrary number. 2030 is the time quantum computing will be in a compact viable module and it will change everything. Its when social economic platforms across the industries of health care, higher ed, where automation will be acceptable both from a social and economic standpoint so youll have a convergence of how people accept technology into their lives and then Ground Breaking methods and speeds will converge at this time period, so thats how we came up with that. There will be five fours has act on these kids you see in front of you and the future, stuffed weve talked about in the future tense here, its happening now, just not everywhere so the examples we bring up, we have concrete examples and the impact that they have as an opportunity and challenge. But the first one big the proliferation of intelligence systems. And by that we mean the future becomes increasingly more digital, defined and enabled and the experience and expectations of students will change. Over the next decade these systems will pervade everything. Social media, health care, were finding the rates of identifying cancer by Automated Systems are up in the 90 degrees and the 90 percentiles and so were looking at those hard to see if you can bring that kind of assessment into higher ed. The rapid buildout of these systems will challenge learners, workers, managers to come up with new skills, much of which weve talked about today, on how to manage human machine collaborations. The definition of not only what a traditional student is but the definition of what an employee is and what is expected of managers. We know its changing. The second force is the expansion of platform economies. Its come up four times in this discussion on the gig economy where people are taking charge of their own economic future, the transformation of services, the lowering transaction cost and the creating of twoway channels. The continued expansion of these platform economies will challenge people of all ages to build on offerings, reputation that can take hold of it for themselves, Higher Education certainly plays a role in that. And the opportunity of income and value streams to build on their own personal economies. Skills were teaching now may work against people if we dont get this right in the balance of the reconciliation. The third is the evolution of the international market. This is simply what we mean is is that alongside current migrations, more and more will be blurred with the traditional demographic. The data that we have and we work on will no longer be relevant to what were trying to do in the future. Theres good add expects of this, challenges that will come along with this. I think what we just saw from colleagues before, that definition of a traditional student best illustrates this 31, married, already has a job, already working, again, future is here, just not everywhere. So how, then do we take up that challenge . Because everything becomes blurred and advanced matching software will challenge everyone to work alongside these new demographics and create highly individualized reputations and highly personalized services. Thats the expectation that they will have on us. The fourth is the disruption of distributed computing and that is a major force thats easily overlooked but critical. The coming decade this kind of computing will create decentralized operational structures. Again, its been brought up in here many examples, the emergence of peertopeer infrastructures are whats going to change things. That allow people to organize their own economies, their politics and personal service activities. Bot Chain Technology will continue to take the internet further. People will own their own data. The definition of a transcript. What that means to an employer will be different. Well replace old platforms with new platforms that enable peertopeer transactions of money and devices. My children are probably the best example of this. When they have a big project they drag alexa, google home, they have their ipads in front of them but their tutor is a very patient student at cal tech because he knows more about math than i do around they watch this over a modem or platform that was meant to allow other students to watch other kids to watch you play video games. Sos how they met, right . You watch somebody do a video game, its like hey, do you do math . This, that, and the other. Now theyre getting quality tutoring. They didnt need us to do that at all but how do we match this and how do we make sure its equal across the board so that these kind of opportunities are open for everybody. But thats whats happening around us. And finally, and probably most appropriate for todays conversation are future literacies. This has come up. What stills, what are the new literacies or skills that are going to be demanded in this world . Because todays world is caught on two curves, first the incumbent belief and practices of the institutions, thats been brought up. And the second curve which has not yet come into fruition which is the future. The gap between these two is going to be uncertain, certainly volatile. Theres no certainty. Theres no urgent theres only urgency that comes from this, ranging from income equality to global organized crime that takes advantage of the proliferation of knowledge in these skills. And to do and at the same time the buildout of that digital backbone is going to be so important. So thats these are the things that are that those kids face. Were asked whats working today. This is a very positive environment, a very positive environment. We talked about the jobs. While jobs will be replaced, we know drones replace people but the number of people that it takes to manage and service those sensors has gone up so theres a balance and this hyperbole that surrounds and causes fear that may or may not be there just has to be belt with. As an institution, we operate with a tremendous amount of hope based on what we see our students accomplishing but we also act with vigilance. Once source we followed closely is the Georgetown Center on education in the work force and thats where these numbers come from. Weve seen a gain of four million good jobs in health services, financial services, stem, which offset the 2. 8 million jobs that were lost in manufacturing so its ours to lose right now if we dont make as an industry or Service Provider relevant. And i think thats what youre seeing with the boot catches, thats what were seeing with the new emerging ways that are present here today. So with that we know some things work such as projectbased learning. We know it works and other competencybased approaches has been brought up today. And if you followed us, we know the cornerstone of how we define and think about innovation, hopefully well increasingly define the future of higher ed and where i

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