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Spellings Commission Report

Spellings Commission Report. Arlene Carney. Key Issues. Access Cost and affordability Financial aid Learning. Learning Issues. Graduation rate – 66% within 6 years Achievement gaps between white & Asian students & black & Hispanic students

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Spellings Commission Report

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  1. Spellings Commission Report Arlene Carney

  2. Key Issues • Access • Cost and affordability • Financial aid • Learning

  3. Learning Issues • Graduation rate – 66% within 6 years • Achievement gaps between white & Asian students & black & Hispanic students • Employers say graduates not prepared for the workplace

  4. Learning Recommendations • Change culture of reputation to culture of performance • Recommend the creation of a consumer-friendly information database on higher education searchable by students, families, policymakers • Common format

  5. Accountability Measures • Should universities be held accountable for student learning? • Why or why not?

  6. VSA • Voluntary System of Accountability • All institutions use same data report structure for comparability. • Must choose one measure of student engagement and one measure of student learning

  7. Learning Measures • Collegiate Learning Assessment (CLA) • MAAP

  8. Engagement Measure • National Survey of Student Engagement

  9. Questions • What is academic accountability? • Name three potential measures that we already have across the University. • What do those results look like? • What is your impression of how well the UM is doing?

  10. Accountability Measures • Faculty Responsibility • What is it? • How far do faculty go? • Faculty Responsiveness • Will faculty engage in assessing and reporting learning outcomes? • Consequences if we don’t?

  11. UMTC Student Learning Outcomes • Must faculty address them? • What happens if we ignore them?

  12. Results Now • FIPSE grant to study the CLA and the MAAP to see if they measure the same thing. • These measure cross-sections of freshmen and seniors to see if value is added.

  13. Challenges • Culture of competition or culture of cooperation? • Can we build a new culture of evidence or do we continue with a culture of disciplinary silos for learning? • What would faculty do with a No Undergraduate Left Behind policy?

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