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Promoting Universal Values in the Face of Societal Change The Council of Europe Caryn Promoting Universal Values in the Face of Societal Change The Council of Europe Caryn Mc. Tighe Musil November 20, 2007 Association of American Colleges and Universities

“The first duty of a university is to teach wisdom, not a trade, character, “The first duty of a university is to teach wisdom, not a trade, character, not technicalities. ” Sir Winston Churchill

The Challenge to Higher Education Our world cannot survive one-fourth rich and three-fourths poor, The Challenge to Higher Education Our world cannot survive one-fourth rich and three-fourths poor, half democratic and half authoritarian with oases of human development surrounded by deserts of human deprivation. United Nations Human Development Report, 1994

“Of all the civil rights for which the world has struggled and fought for “Of all the civil rights for which the world has struggled and fought for 5, 000 years, the right to learn is undoubtedly the most fundamental. ” —W. E. B. Du. Bois

There is a new consensus in Higher Education about Essential Learning Needed for the There is a new consensus in Higher Education about Essential Learning Needed for the New Global Century

w w w. a a c u. o r g Association of American Colleges w w w. a a c u. o r g Association of American Colleges and Universities

Narrow Learning is Not Enough— The Essential Learning Outcomes « Knowledge of Human Cultures Narrow Learning is Not Enough— The Essential Learning Outcomes « Knowledge of Human Cultures and the Physical and Natural World « Intellectual and Practical Skills « Personal and Social Responsibility « Integrative Learning

Knowledge of Human Cultures and the Physical and Natural World Through study in the Knowledge of Human Cultures and the Physical and Natural World Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts Focused by engagement with big questions both contemporary and enduring

Intellectual and Practical Skills § § § Inquiry and analysis Critical and creative thinking Intellectual and Practical Skills § § § Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving Practiced extensively in the context of progressive more challenging problems, projects, and standards for performances

Personal and Social Responsibility • Civic knowledge and engagement— local and global • Intercultural Personal and Social Responsibility • Civic knowledge and engagement— local and global • Intercultural knowledge and competence • Ethical reasoning and action • Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real-world challenges

Integrative and Applied Learning • Synthesis and advanced accomplishment across general and specialized studies Integrative and Applied Learning • Synthesis and advanced accomplishment across general and specialized studies Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

 63% of employers believe that too many recent college graduates do not have 63% of employers believe that too many recent college graduates do not have the skills to be successful in today’s global economy. These findings are from a survey of employers commissioned by AAC&U and conducted by Peter D. Hart Associates in November and December 2006. For full report see www. aacu. org/leap.

Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to “Place More Emphasis” on Key Outcomes Knowledge of Human Cultures and the Physical and Natural World Science and Technology 82% Global issues 72% The role of the US in the world 60% Cultural values/traditions (US/Global) 53%

Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to “Place More Emphasis” on Key Outcomes Personal and Social Responsibility Intercultural competence (teamwork in diverse groups) 76% Intercultural knowledge (global issues) 72% Ethics and values 56% Intercultural knowledge (culture values/traditions—US/Global) 53%

Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to “Place More Emphasis” on Key Outcomes Intellectual and Practical Skills Teamwork skills in diverse groups 76% Critical thinking and analytic reasoning 73% Written and oral communication 73% Information literacy 70% Creativity and Innovation 70% Complex problem solving 64%

Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to Employers Endorse Key Elements of Liberal Education Percentage of Employers Who Want Colleges to “Place More Emphasis” on Key Outcomes Integrative Learning Applied knowledge in real-world settings 73%

Effective Educational Practices « First-Year Seminars and Experiences « Common Intellectual Experiences « Learning Effective Educational Practices « First-Year Seminars and Experiences « Common Intellectual Experiences « Learning Communities « Writing-Intensive Courses « Collaborative Assignments and Projects « “Science as Science Is Done”/Undergraduate Research « Diversity/Global Learning « Service Learning, Community-Based Learning « Internships « Capstone Courses and Projects

Bachelor’s Degree Attainment by Race Twenty-five to twenty-nine-year-olds Source: US Department of Education, The Bachelor’s Degree Attainment by Race Twenty-five to twenty-nine-year-olds Source: US Department of Education, The Condition of Education 2006. Table 31 -3. “Family Income and Higher Education Opportunity 1970 -2003. ” Postsecondary Education Opportunity, no. 156 (2005).

Bachelor’s Degree Attainment by Family Income By age twenty-four Source: US Department of Education, Bachelor’s Degree Attainment by Family Income By age twenty-four Source: US Department of Education, The Condition of Education 2006. Table 31 -3. “Family Income and Higher Education Opportunity 1970 -2003. ” Postsecondary Education Opportunity, no. 156 (2005).

Impact of Educationally Purposeful Practices on First Academic Year GPA by Race/Ethnicity Impact of Educationally Purposeful Practices on First Academic Year GPA by Race/Ethnicity

Impact of Educationally Purposeful Practices on the Probability of Returning for the Second Year Impact of Educationally Purposeful Practices on the Probability of Returning for the Second Year of College by Race

A New Framework for Excellence «Principle One «Principle Five Aim High—and Make Excellence Inclusive A New Framework for Excellence «Principle One «Principle Five Aim High—and Make Excellence Inclusive Connect Knowledge with Choices and Action «Principle Two Give Students a Compass «Principle Three Teach the Arts of Inquiry and Innovation «Principle Four Engage the Big Questions «Principle Six Foster Civic, Intercultural, and Ethical Learning «Principle Seven Assess Students’ Ability to Apply Learning to Complex Problems

The Principles of Excellence Principle One: Aim High—and Make Excellence Inclusive Make the Essential The Principles of Excellence Principle One: Aim High—and Make Excellence Inclusive Make the Essential Learning Outcomes a Framework for the entire Educational Experience, Connecting School, College, Work, and Life Principle Two: Give Students a Compass Focus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes—and Assess Progress Principle Three: Teach the Arts of Inquiry and Innovation Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College Learning for the New Global Century, 2007

The Principles of Excellence Principle Four: Engage the Big Questions Teach through the Curriculum The Principles of Excellence Principle Four: Engage the Big Questions Teach through the Curriculum to Far-Reaching Issues— Contemporary and Enduring—in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom Principle Five: Connect Knowledge with Choices and Action Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems Principle Six: Foster Civic, Intercultural, and Ethical Learning Emphasize Personal and Social Responsibility, in Every Field of Study Principle Seven: Assess Students’ Ability to Apply Learning to Complex Problems Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement College Learning for the New Global Century, 2007

“When minds close, democracy begins to close. . . Democracy invites us to take “When minds close, democracy begins to close. . . Democracy invites us to take risks. It asks that we vacate the comfortable seat of certitude, remain pliable, and act, ultimately, in behalf of the common good. ” Terry Tempest Williams

For More Information Visit AAC&U’s website at www. aacu Also visit AAC&U’s Newsletter, Diversity For More Information Visit AAC&U’s website at www. aacu Also visit AAC&U’s Newsletter, Diversity and Democracy at www. diversityweb. org To reach Caryn Mc. Tighe Musil, email [email protected] org