Good morning, and thank you for the opportunity to be here. Were going to talk about the university of Maryland University college, which is a public Online University, that is designed here we go. Designed from the ground up to provide affordable, accessible, quality and careerrelevant 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 those who were returning g is from world war ii. In 1949, we became the First University to send faculty overseas to teach our trips stationed in germany. And this was the beginning of umucs global reach. By 1956, we had established divisions to deliver Higher Education in both 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 accredited university that is part of the University System of maryland. And over the years, our legendary faculty have traveled overseas to teach boots on the ground classes in the war zones of kosovo, iraq and afghanistan. And today, we go 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 we are the largest public Online University offering fouryear degrees in the United States. We enroll 90,000 students annually in more than 90,000 excuse me, in more than 90 graduate and undergraduate Degree Programs, certificate programs, specializations and even micro masters programs. In fall 2017, we served 50,000 active Duty Military Service members, reservists, veterans and their dependents. We have been ranked this year as number one for the online and nontraditional schools for military, and we offer careerrelevant programs that use projectbased learning to make realworld competent graduates. Serving adult students and serving the military is in the fiber of our dna. 75 of our students work full time. 72 of them are married or in committed relationships. The average age of the undergraduate student at umuc is 31. And a graduate student average age is 37. 48 of our students have children under the age of 18 that are living with them. Umucs students juggle work, community, family, faith and school responsibilities. We are built to provide them affordable, accessible, quality careerrelevant education. Through the use of predictive analytics, we have developed tools that enable our faculty, our staff and our administrators to better serve students. These include building retention models that allow our advisers to actually outreach to those students most in need of support in order to persist and succeed. Giving us insight into both faculty and Student Engagement in the online classroom, so that we can support those types of engagement behaviors that are best linked to positive student outcomes. Identifying those courses that we call obstacle courses, high enrollments, but lower success rates so we know where to target our efforts at course review and redesign in the name of enabling Student Success. We know that learning collegelevel learning can happen outside the walls of our institutions. And it happens in the workplace, it happens in community and volunteer experiences, it happens through military training. And so we offer a comprehensive Prior Learning Assessment Program that allows students to demonstrate what they know and can do, earn credit for it, and shorten the time and cost to a degree. These include military training, credit for current industry certifications and licensures, workplace learning experiences, credit by examination, portfolio assessment, and a host of other mechanisms. We know that our students want careerrelevant training and education, and we have already heard today employers want graduates with careerready skills. And so were developing a new extended transcript that goes beyond a static list of these are the courses they took and these are the grades 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 the coursework to those outcomes. Two years ago, we started converting our programs away from the use of traditional industry published textbooks, and moved our programs to open educational resources. The first year, we moved all of 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, umuc was 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 programs 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. All of these innovations are things we have developed 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 some of those barriers related to cost. So we went through an assessment process, and we said, what is core to the university, and what is not core to the university . And clearly, in the academic space, in a curriculum and teaching faculty selection academic advising, those are things that have to stay inside the university. But we challenged ourselves to say, does Everything Else need to stay in your control, within your definition of scope . And we said no. And 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 a question that universitys should ask themselves, and we at umuc did ask that question. 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 let me give you one example. So our Analytics Group, likely talked about our Analytics Group being predictive and useful. So we said why dont we spin that off, make a company out of it, and offer it to the higher ed community so we have a techenabled platform that helps universitys increase enrollment, improve Student Success, and ensure financial stability. Work on the critical questions that universities wrestle with today. We have signed up a number of ten clients in the last 12 months, including systems, Large Research universities and smaller universities, too. So its its finding a place in the market and its being useful. Its also creating value as a company, and we need to think about how we at umuc think about the value of that company that we create. We have spun off our i. T. Department this summer, created excelered, and these models are predicated on this idea that we can capture 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 prove in answer within the higher ed community that are at scale day one, given our size, our i. D. Department is 100 employees. There arent many that have 100 i. T. Employees. We can share that scale immediately in the marketplace. And we can put entrepreneurial leaders into the forprofit struck it at your and grow these companies. All of these companies are observown, controlled and managed by the nonprofit. 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 that we earn from these processes, 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 will allow 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 nowadays, 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 publish mission 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 either 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 its an honor to be counted among you, and ive learned so much from today, and we hope to contribute. Im will zemp, chief strategy Information University officer. We have a great university. Our students have grate story. We would love to tell it, but with eight minutes were going to kind of plow in and how we orient towards the future. We have everything in our portfolio from a pretty sizeable we service a pretty sizeable student body online. We have a credible Regional College, a beautiful Regional College that serves a younger population coming of age population, and then we have college for america, which is a competencybased program of zero cost to the student, but in partnership. So everything that has been brought up today is relevant. We have earned kind of earned the place on the credibility scale. And to hear quality come up as one of the first topics was most welcome. At snu, Southern New Hampshire university, 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 industry. In economy. And thats how we orient on it, on the problems ahead. It was brought up today that, you know, the global reeducation effort, we see the same way, and it was delightful to hear that brought up. By we also, you know if you really look at the challenges we have ahead of us and people that will Enter College in 2030, what youre talking about is a Talent Management issue that takes on a National Security aspect to it. And thats what were talking about. Because the changes that could be made today will have tremendous impact on our competitive advantage as a nation, leader, and in the values that we take forward. Jerry, we i had a section on values. I think if i were to add anything, i cant. And 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 to try and learn how to use this. But so 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 we have now will affect the world theyre in. And theyre up against a lot. We just 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 just not an arbitrary number. 2030 is the time that quantum computing will be in a compact, buyable module, ask it will change everything. Its also 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 this convergence of how people accept technology into their lives, and then groundbreaking methods and speeds will kind of converge at this time period. So thats how we came up with that. There is going to be five forces that act on these kids that you see in front of you. And the future stuff weve talked about in the future tense here, its happening now, its just not happening everywhere. So the examples we bring up, we have concrete examples of these things. And then the impact that they have, both as an opportunity and a challenge. But the first one being the proliferation of intelligent systems. By that we mean the future becomes increasingly 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 i mean, the 90 percentiles. And so were looking at those hard to see if we can bring that kind of assessment over into higher ed. The rapid buildout of these systems will challenge learners, workers, managers, to come up with new skills, much of which we have 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 you know, their own economic futures, the transformation of services, the lower transaction cost and the creative twoway channels. The continued expansion of these platform economies will challenge people of all ages to build on offerings, reputation, th they can take hold of it for themselves. Higher education certainly plays a role in that. And the opportunity, income, and value streams to build on their own personal economies. Skills that were teaching now may actually work against people. And may work against them if we dont get this right in the balance of the reconciliation. The third is the evolution of the international market. And this is simply what we mean here is that alongside, you know, current migrations, more and more will be blurred with the traditional demographic is. 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 aspects of this, there are challenges that will come along with this. Just i think what we just saw from colleagues before, that definition of a traditional student best illustrates best illustrates this. 31, married, already has a job. Already working. Again, future is here, its just not everywhere. So how then do we take up that challenge . Because everything becomes blurred. And then advanced matching software will challenge everyone to work alongside these new demographics, and the new spectrums 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 thats a major force thats easily overlooked, but critical. The coming decade, this kind of computing will create decentralized operational structures. Again, thats been brought up in here many many examples. The immersion of peertopeer structures will change things. That allow people to organize their own economies, politics, and personal service activities. Block Chain Technology will continue to take the internet further, people will own their own data. The definition of a transcript, and what that means to an employer will be different. Theyll eventually challenge todays platforms, often replacing them with new platforms that enable peertopeer transactions of money, information, devices. My children are probably the best example of this. When they have a big project, they drag the alexa, the google home, they have their ipads in front of you, but their tutor is very patient student out of cal tech, right . Because he knows more about math than i do. And 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. So thats how they met. Right . Because you watch somebody do a video game, its like, hey, do you do math, this, that and the other. And 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 skills. What are the new literacies or skills that are going to be demanded in this world . Because todays world has caught on two curves. First, the incumbent belief and practices of the institutions. Thats beenworld . And the second curve which is not yet come into fruition which is the future, is it the gap between 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 and these skills and to do at the same time, to buildout of that digital backbone is so important. So thats these are the things that that those kids face. Were asked whats working today. This is a very positive environment. Very positive environment. He talked about the jobs. While jobs will be replaced we know drones, for instance, they do replace people but the number of people that it takes to manage and service those sensors has gone up. Theres this balance that surrounds and causes fear that may or may not be there, it just has to be dealt with. As an institution, we operate way tremendous amount of hope based on what we see our studentslishing but we also act with vigilance. One source we followed closely is the Georgetown Center of education and the workforce and thats where these numbers come from. Weve seen a gain of 4 million good jobs and Skill Services in industry such as financial services, Health Services which offset the 2. 8 million jobs lost to manufacturing. If we dont make as an industry or Service Provider ourselves relevant and i think thats what youre seeing with the boot camps. Thats what were seeing with the new emerging ways that are present here today. So with that, we know some things work such as project based learning. We know it works. Other competency based approaches has been brought up clear today and if you followed us we know that the cornerstone of how we define and think about innovation hopefully will increasingly define the future of higher ed and where its going. And that brings us to the opportunities that are ahead of us. Almost everything these these issues or these touch items for your consideration almost everything that was brought up today is constrained by that piece of legislation that was brought up to manage funds and resources for an industrial aged base. Everything that weve talked about that can happen in the future is touched by this and so this is only offered that if we want to continue down this road and make a permissive environment, that these would be those touch points. Now, we brought up quality in the beginning but what stands to be said out loud is what comes with that. We cant create a permissive environment at the expense of accountability. So very rigorus accountability has to be invoked in here. Anything in the chance for predatory practices and taking advantage of vulnerable student populations is very real and has to be addressed through everything new. So my time is up. It does come back to this and thank you again for the opportunity to be here. [ applause ] good morning. Im special adviser to president Michael Crowe at Arizona State university. I joined asu as an adviser for four years ago after writing about Higher Education as a journalist and author for nearly two decades because i was attracted to Arizona States deep commitment in pushing innovation on multiple fronts, to improved college attainment. Its a mission that is not only spelled out in asus charter but its really, when you good to asu its really infused throughout the culture from top administrators to literally every staff member on campus and theres three components that drive this mission, the first is to measure success not by whom we exclude, which is really how prestige is unfortunately measured in american Higher Education. Its really showered on a small group of institutions who really today as i said earlier enroll less than 1 of american undergraduate and asu really believes that learning is for everyone and that everyone can learn. Second, asu measures productivity, Research Productivity not only whether its good for academics but whether its good for the public good and its impact on the public good. And third, we have tackled the challenge that very few universities seem willing to confront and that is to align our culture to one that is deliberately focused on admitting and graduating a student body that is representative of the community that we serve. These components are critical not only for asus success but really for the nations success because were living in a new era. Were living in an era at the center of a knowledge explosion which weve talked about so much today. The knowledge and skills needed to keep up in any of our jobs are really churning at a much faster rate not only in our jobs but literally in our lives. We heard today just about the google home where we can get knowledge at our fingertips and knowledge is not static as we see here today nor should our universitys be static but the problem is that most colleges and universities are really incremental in making changes. They occupy that bottom left quadrant of this box but this century really requires much more revolutionary change, more institutions that are occupying that top right. Were living in a digital revolution thats really akin to the Industrial Revolution that we experienced in the United States and around the world when we really saw here in the u. S. Massive growth in the number of institutions and the number of students going to those institutions and in new programs and new offerings and new degrees back in the 1800s. Today entire much like then, entire occupations and industries are expanding and contracting at an alarming rate. So simply moving at the pace of change in Higher Education of the recent past is really no longer good enough. The american Higher Education system as weve talked about today was really never meant to educate the millions of learners it now serves or the millions more, more critically, that it really needs to serve in this new economy. The foundation of our Higher Education system was built back in the colonial days and were still trying to squeeze many students, everyone through that narrow pathway to and through college and we wonder why so many dont make it out on the other side. Arizona state is really an example of these new types of institutions that with many others, many of them in this room, where we have developed an institution that is scaleable and highly adaptable. And one that provides different pathways through Higher Education with multiple onramps for a variety of learners and this is key for a variety of learners throughout their lifetime. This vision is realized through a blend of traditional learning experiences much like were learning today facetoface and in Technology Enabled experiences that are driven in part with partnerships with other institutions as well as with companies and organizations. At the same time, its really a vision and this is not something weve talked a lot about today. Its really a vision that still holds true to the basic belief system of Higher Education where knowledge, where knowledge still has a value and a purpose. Because if knowledge stops being the driver of education and we consider just everything a process or commodity or a transaction that is to be delivered, i think were going to ultimately fail in our in that process. So education is not in our mind something to just be delivered. We really think of innovation and learning in terms of different realms of offerings with learners and knowledge at the core of those. I just want to talk about three of those realms today and how asu is serving those. Realm one pertains to campus based emerging learning. This is where asu and arizona where we have 3,400 faculty members interacting closely with more than 71,000 students. Technology driven enhancements cut across all of the realms of Higher Education that were trying to serve, which really has allowed Arizona State to implement strategies for dramatic growth enrollment along with improvement and retention in Graduation Rates. Its that scale play that i was talking about earlier. So for example so for example, more than 65,000 Arizona State University Students have used adaptive courseware over the past six years that is personalized to their learning style and their ped. So take College Algebra as an example. One of the biggest hurdles, i know it was for me, one of the biggest hurdles in college, in many colleges. When Arizona State implemented the courseware last year the Student Success rate meaning grades of a, b or c went up 20 percentage points. And perhaps more importantly, the underprepared students, so those students who had low math placement scores coming into those courses improved their success rates by 28 percentage points. Realm two, really includes fully online Degree Programs. Through realm two, struksal designers at asu connect faculty expertise with degreed learning which enabled teams to develop courses. On the latest research about how people learn, so the courses the online courses at asu like they are at many universities are developed by teams instead of relying solely on the intuition of professors, about how students learn, right, thats how most College Courses are designed kind of as a solo practitioner where the professor is the sole expert. Since its inception in 2009, asu online has gone from just under 1,000 students in five programs to today more than 30,000 students in more than 140 fully online programs. This enables asu to be responsive to nontraditional learners and work with partners to expand everything we do and facilitate rapid, scaleable responses to very specific opportunities. For example, like the Starbucks Partnership which ill be talking about in a minute. Realm three is has allowed asu to venture even further. If realm one is on campus, realm two is fully online for mostly traditional and nontraditional learners, realm three has allowed asu to venture further to the frontiers of university and expansion and finding new learners around the world and not just those in the traditional 1824 year old market which we most people still incorrectly think of as Traditional College students. And so the main, the chief effort in this realm three is what was mentioned earlier, is the Global Freshman Academy, right . This is a partnership between Arizona State and ed x its a massively open Online Platform and offers certification or badges for completed courses but the Global Freshman Academy is the first to offer course credit from an accredited university in this case asu. Its also priced affordably so for learners around the world, less than 200 per credit hour. And here is the key. In the Global Freshman Academy students pay for the course credit only after passing the course and only if they want the Optional University credit. In other words, it really we offer the opportunity to delay payment for credit until it is actually earned. It really turns the College Affordability argument on its head and initially enrollment in the first ten Global Freshman Academy courses exceeded 350,000 students. Now perhaps the most wellknown there we go perhaps the most wellknown partnership, asu has em barked on is the starbucks. You cant miss these logos if you go to any Starbucks Coffee shop anywhere around the country and until the christmas logos have taken over, asu logos used to be on many of those cups. Its through this Innovative Partnership asu offers access to online degrees reimbursed by starbucks to all its u. S. Employees who have flexibility to have six different start dates throughout the year. Afterall when with youre working you want access to education on the day you need it or in pay week or two weeks as i was talking about earlier. Sometimes you cant wait months to start or only go to classes during the day when many colleges offer them or during the week when many colleges offer them. More than 8,000 starbucks employees have enrolled in the Starbucks College Achievement plan since it was launched in 2014 and more than 1,000 graduates are expected to be coming out of this program by the end of the year. We grautd our first cohort of this group back in may when Harold Schultz then the ceo of starbucks was the Commencement Speaker at asu. Were on track to graduate more than 25,000 starbucks employees by the year 2025 and this is not just good for asu but its been really good for starbucks as well and i think really shows the opportunity of such partnerships between employers and Higher Education institutions because now the employees that have gone through this program at starbucks have become not only the most dedicated employees in terms of their retention rates at places like starbucks but theyre also some of the more talented that tend to get promoted at starbucks. It really is only the constant ability of asu to innovate that has allowed us to build this program. So i think the question today is how do we spread such innovation further throughout Higher Education so that more institutions are occupying that top right quadrant that i showed earlier. So i want to end today by making two brief suggestions and recommendations where asu and president Michael Crowe thinks the federal government can help push innovation in this sector. The first this was mentioned in the previous presentation is that the accreditation system really needs to be reformed to allow for more innovation. We need to find regulatory relief in working with accrediting agencies. The u. S. In many ways is undergoing as i mentioned earlier an Economic Transformation that is really in some ways similar to the Economic Transformation we went through in the 1800s with the Industrial Revolution. Were moving from an analog economy to a digital economy. In the old economy time and process was fixed and the outcomes were variable but in todays economy were focused much more on outcomes as many of us talked about today. In education as a result we can no longer focus just on seat time as the primary measure of success. If you sit in a seat for 120 credit hours you get a bachelors degree and thats considered quality and success right now in Higher Education. The information economy that we live in really needs to be focused on learning where time is variable and mastery and outcomes are the key and so i think our first request and first recommendation is around regulatory relief on accreditation. The second suggestion is that i think and we think that the federal government can help accelerate innovation in Higher Education by creating spaces for innovation by funding clusters of innovative universities. Right now the federal Government Supports students primarily and supports institutions through students but not really institutions. We know from the conversations that we had today that scale really matters in the future of Higher Education. The problems that we face require a response at scale and not every institution can grow, they cant afford to grow, they dont have the space to grow and not every institution wants to grow. Asu is already doing this as part of the University Education alliance which is a group of 11 public universities throughout the country including Arizona State, georgia state, ohio state, the university of texas at austin, university of california at riverside and a number of other universities. This alliance has really focused on increasing the Graduation Rates of low income students on their campuses by sharing resources and by sharing knowledge and in just the last three years it was Just Announced recently by the alliance it has increased the number of low income graduates by 25 , and which is going to put it on track for its goal at its creation which was additional 68,000 undergraduate graduates from low income Socio Economic status by the year 2025. So 25 increase in just the first three years. We really think we need to do the same for students across the u. S. And for institutions across the u. S. If were going to tackle the great challenges facing us and give the promise of Higher Education to the talent that we have across this great country. Thank you for the opportunity to be here today and we look forward to the conversation. Thank you. [ applause ] thank you, blake, michael, will and jeff for your comments and your input and sharing with us some of the ways that you are doing things differently to serve students. Both will and jeff have given a couple of specific recommendations id like to open it more broadly to the question of what the federal government in particular should be doing more of and conversely what should we be doing less of, what are the impediments that stand in the way and i would just like to open it up. Im sure that there are plenty of thoughts in that regard. Ill give a couple. So one to reiterate what will was saying, a very important thing to do is to redefine the concept of distance education. Distance education as defined right now is a huge disincentive for universities to actually implement better teaching ped agoggy. If you arent physically carting your students over to a classroom wasting space, money, taxpayer dollar and dramatically lower educational outcomes than if you can use technology then you therefore are classified in a category that doesnt allow you to bring students from abroad, et cetera, so reform in that is critical. On accreditation, you know, weve been arguing for quite a while, we went a very traditional route in accreditation and when you start, you know, high lie selective, highly Effective University its a relatively easy thing to go through but what i would argue is, you know, we dont certify doctors to perform surgery four years after theyre performing surgery on patients, right . That would be absurd, yet we do that with education. We tell an institution, go, commit brand surgery on a bunch of unsuspecting students, then well see if their functioning adults and then well tell you if youre accredited or not which is absurd. Its a very high barrier to entry. It discourages innovation and worse the accreditation system has the opposite effect which is it has all of these barriers up front and as soon as youre in the club, it never gets taken away from you. The university of North Carolina committed academic fraud for 18 years issuing credits for students that did not attend classes because the classes didnt exist and Nothing Happened to the university, no sanctions, no accreditation removal, nothing and so we think that it should be exactly the opposite. If you want to actually teach someone something, if you want to create brain surgery, great, tell us what you want to do, put it in writing, you define your standards. Thats the greatness of the american system. Its not about having a Central Standard that every university has to follow but you say truth in advertising. If im going to do x, put that in your requirement and provide us a measure with which you decide youll be measured against. Then, bam, youre accredited right off the bat. Put guess what . Three careers, four years, five years after you graduate your students were going to measure it and if you dont do what you say youre out of business. It shifts this insanely high barrier to entry to be focused on quality and its a much lighter touch from a government perspective in the process. Good morning. Bart epstein from the jefferson education at the university of virginia, been sitting in the back row for most of the time because i didnt realize i had a seat. So thank you for the seat at the table. So i think the question you ask about what the government should and shouldnt be doing is very important because the federal governments role controlling the Purse Strings has a hugely distortive effect on the market and the analogy that id like to raise is a bit complicated but its important and it has to do with the roots of the financial crisis. As many of you may know the federal government chose not to directly engage with the ratings agencies but and to not pay the ratings agencies, the federal government said ratings agencies, youre our agent. Were the principal, youre the agent, were counting on you to police the issue and to issue ratings that properly reflect the risk underlying these mortgages but the government then made the shortsighted decision to not the directly pay the ratings agencies, instead it said tolerating agencies you get your money from the issuers whose products youre rating and this led to those issuers being able to gain the system and to essentially have the regulatory agencies be captured, the ratings agencies captured and it led to incremental boiling of the frog and next thing you knew they had been talked to in to giving triple a rating for products that were less reliable. The federal government in the student loan area is in a similar principal agent problem. We are it is not reasonable to expect that any one will protect the federal fisk when they do not have an obligation to do so and if the institutions, including mine, that are receiving large amounts of Student Loans are not on the hook in any way for the outcomes that we care about as a society, we shouldnt be surprised that only organizations such as those represented here today who are clear outliers and are acting for reasons of their own that are laudable, we should not expect those to be replicated in a broad way around the country and this is an inherently political issue which i dont propose to have the answer to. Thats your realm, madam secretary, but giving out federal dollars in large amounts to every student who wants them regardless of what they study, where they study, the performance of their university is a without their universitys being on the hook for any performance past graduation is recipe for trouble. Thank you. I want to add to that, again performance past university, were defining it simply trying to clarify it as economic job performance. The big challenge is that the employers you can count on a couple hands the employers who are interested in engaging in higher you heard a lot of the names to today. The reality is hr and prehire training and that sort of thing is not something that most employers are interested in engaging in so how do you incentivize Employer Engagement . One critical tool is as i mentioned earlier the income share agreement. You mandate an income share agreement, you mandate the institutions have skin in the game, that they dont get paid in full unless students demonstrate economic benefit from the program. They can get paid in part but that will radically change the current interface that most universities use to engage with employers which is Career Services which is a terrible interface. Half the students dont ever walk in the door, those students that do walk in the door are going to meet someone whos a Career Services life or not someone from the industry as theyre trying to get networked in to or connected and that explains the awful underemployment that were seeing. And that might be viewed as a stick. I think there are other ways with can have carrots to encourage Employer Engagement. Ben you talked earlier about students going off to summer internship. Those employers would love to keep some of those students. I talked to northeastern the countrys best coop program. What would happen if the employer said wed like to keep this student and the answer was they probably wouldnt be invited back to participate in our coop program. So we need to encourage offr p offramps. Schools are encouraged to keep those students coming back. Ben, you should be building onramps when you want to compete. You should say god bless you. Youre welcome. Go off and prosper. And go take that good first job, again, of encouraging the unbundling all in the interest of the student. Madam secretary, ben talked about in order to reforming the accreditation system. One of the things that i also wanted to add to that is also recognizing alternate types of accreditation that are actually more relevant to the type of innovation that were talking about and in this conversation two particular important areas is industry recognized certifications which have labor market value as well as competency based certificate which are aligned to what the industrial needs and these typically fall outside the purview of the typical accreditation system. We are in the place where we work with professional societies which are like the gatekeepers for these jobs and they are the ones that work very, very closely with the industry in terms of defining these industry recognized certification but the ones like ansis recognized by various federal agencies like d. O. D. But we do not fall under the traditional Recognition Systems so there should be means to recognize alternate recognition bodies that are focused on recognizing innovations and new ways of acquiring competency based education. Thank you. Sorry to echo a lot of whats been said around the table especially with respect to offramps. One, is especially at traditional, whether thats online or on ground institutions, what we hear a lot is that students are really evaluating the flexibility that comes along with some of these innovative models. A lot of times students move more quickly through their program and it means they save money but more often than not busy students appreciate the flexibility to fit education in their life. Theres administrative challenges in administering federal funds that way. And make sure that were accounting for the flexibility that todays students is looking for. The Second Opportunity is i would continue to i think its been used around competency based education and the equip project that was kicked off last year but continue to use that as an opportunity to bolster innovative ideas and test them in a small scale before you roll them out to institutions. And i would say that process, make sure on the feedback and reporting, Data Collection side that youre getting robust data that you can use to make data driven decisions. Thanks. Here and then down the row. The department of education, the government has incredible power based on the Financial Aid and who it goes to automatically crea winners and losers. Unfortunately, the innovation happening with the realm of in the realm where unaccredited realm so in some sense its just not benefiting from any of the Financial Aid policies. Two ideas. One is somehow open up Financial Aid to modular programs that are not necessarily from accredited universities and so a lot of innovation is happening at universities, a lot is also happening outside of universities and open up federal Financial Aid to Innovative Programs and the natural question pops up, all right, how do you control quality . And the couple of ideas there, one is, okay, what about accredited backed programs, what about employer endorsed programs and the third one is maybe create a second body just for these, you know, just for these new kinds of programs. That is sending a thief to catch a thief, heck if it works, why not. The second idea relates to many federal rules really stifle innovation. For example, Global Freshman Academy that elects doing with asu. Its a very Innovative Program where students learn for free. If they complete Global Freshman Academy the first year of College Education or a course within that, if they complete it and pass it, then they can pay to get the credit. They dont have to pay if they dont pass or succeed. Its pay upon outcome. Try to get Financial Aid for this program and we were told that it cant be done. And what we were told if you charge the students upfront you can get Financial Aid, however if the pass tough luck. This is crazy and so this is something that i would imagine that you could take care of with the stroke of a pen. Yes. And finally to rebut i do want to not allow he mentioned that online programs are solely the province of the rich and people with the battle of the degree are on. Certainly a lot of the programs are professional programs at ed x and others. Of course, twothirds or more have a bachelor degree, the Global Freshman Academy, i invite you to look at the data. Undergraduate level and courses taken by High Schoolers where a significant fraction dont have an undergraduate degree so you need to look at the kind of content you offer and the data will speak for itself. One second. I just came from mexico city yesterday. You would not believe the people benefiting from online education. Thanks. Thank you. So since this may be the last time i may get a chance to auck madam secretary, thank you very much for convening this group and including the people here that you have. Its been very helpful. I want to come back to something on my mind which is urgency dealing with the issues we have now and how we do that on scale. Right now half the students in this country go to Community Colleges and if you look at those that go to Community Colleges in urban areas, the Graduation Rate over three years is about 16 . Thats a scandal, its unacceptable. I think we could all agree on that. One of the things that cuny has done is created in asap program. Its not rocket science, but its a series of innovations that makes all the sense. They do cost money but the cost per degree is much lower because the success is so much higher. Now its been reviewed by many independent reviewers deemed to be quite successful, it is now been replicated by us in ohio, in california, virginia, just had a group from tennessee, thats terrific, but what i think one of the things we could do if states are laboratory of democracy, theyre laboratories of innovation and when we have innovation that makes sense that we know it works the federal government has a role i think in providing incentives, providing encouragement, providing a means to expand that to scale. So weve been doing this in ohio for three or four years, now were just starting in california. It works. It makes a tremendous difference in the lives of these Community College students in urban areas and we ought to be figuring out how to get it to scale as quickly as possible so the people enrolled now, their lives are improved. Madam secretary, i think i got that right this time, i think theres one of the themes thats really echoed around this table over these last couple of hours that we spent together is the need to create an education infrastructure that works bidirectionally between education and careers. We think of it as education to careers but increasingly as the number of people have pointed out theres a need for workers to be able to have access to resources that allow them to upscale. Now one of the impediments that exist today that i think the Education Department can play a significant role in clearing is actually a problem of vocabulary. Heres what i mean. Colleges speak in terms of degrees. Employers, even more than they speak in terms of jobs, speak in terms of skills and the skills that they need. Now, at some level universities are great treasure troefz of skills. Now the universitys in this room may feel thats reductivists. Tremendous amount of learning that takes place and so much of it is the kind of learning that can be deeply applied. Part of the problem, though, is that that learning is locked up or described in a vocabulary that is entirely academic. That means that employers cant appreciate what that learnings about, we cant empower students to make smart choices about what to learn and ultimately for Higher Education institutions a lot of the potential is lost. I think im glad that so much of the conversation is focused on traditional Higher Education institutions. Always a lot of talk about alternatives and some of them are really cool but at the end of the day, our Higher Education institutions already have a lot of whats necessary. If we can if we can help them label what they have and this could be as simple as saying if you are a funded institution, institution that is eligible to receive Student Lending dollars, that your courses need to be labeled in a job market skill vocabulary, whether that be about foundational skills, technical skills, new and emerging skills, that could fundamentally unlock that treasure trove and make it apply to a much broader swath of the public who needs the in a dynamic economy, in a hybrid economy who needs access to learning throughout their lives and right now can only get it in traditional Degree Programs for the most part. [ inaudible ] better gateways to jobs. Thank you, again, madam secretary for convening this today. Institutional skin in the game is really important but it has to be meaningful. If college and universities, if its budget dust or rounding air, its not going to matter. It has to have a bite if dollars are at risk. Two i echo accreditation is broken. I happen to see on the committee for accreditation and we spend all our time talking about things that have very little meaning impact on students success so what bart touched upon, there are per verse incentivives on who pay and who benefits. I think not enough has been asked of students who are taking taxpayer dollars in terms of grants or loans. Are they prepared for college . Are they enrolling in their college that theyll likely succeed . The data is becoming more clear. Having someone enroll in college and dropout is worse than if they didnt enroll at all. So putting not allowing title 4 to be in essence and open entitlement where nothings asked of the student is critical and my last comment would be to encourage the federal government to have a level of humility that it needs to or can solve all these problems. While the dollars pale in comparison theres a second apparatus called the Labor Department that in theory should be helping people reskill and do lifelong resilling so im not sure it all needs to come from title 4 but also getting the federal government to break down its own silos would be really important. Great. I want to echo first of all, the call to keep thinking about how to use Experimental Authority. I agree with what was said about how a lot of the innovation is happening outside of the traditional system in his, our case, hes connected to m. I. T. Where i work so we have that that connection but nonetheless the Experimental Authority is at least temporary why you think of some of these other things a way to use the accreditation, existing accred places to try to do innovative things and one thing i think can be thought about there that hasnt come up and that reflects some of mits thinking about, built in to some of the platforms are things like pushing for active learning, jeff talked about adaptive learning, et cetera. Theres going to be more of that and theres even beyond that were very interested in the connection of cognitive Psychology Research to Educational Research and when we if we see break throughs in those sorts of areas and actually understand teaching and learning better and we want to make sure that those things have a way to get in to the system. Beyond that, mit does very well in the traditional Rating Systems and ranking systems that you use for completion, et cetera. But we have to think about how it serves other institutions who reach a far larger number of students not counting the indirect impact that we have through our large online programs. Youve already heard from from cuny and asu and valencia that the traditional student is online a small part of the picture now. Theres theres i dont know the exact numbers but its Something Like 40 of students who dont fit the traditional model, they dont start and finish at one institution. They dont finish by the age, theyre 25 or whatever, and both the loan programs and the reporting programs if youre going to treat students as customers then you need to give them good information about how well the schools theyre doing are doing, so i know some of that is not some of that the department has the ability to change by themselves, some of it requires, you know, working with congress, but i think thats really important and its really important to some of our peer institutions and the Research University community and ill just say one thing to emphasize that, National Science Foundation Statistics for several years, many years now have been showing that if you look in stem fields at the undergraduate level and persisting to the masters level and to the ph. D. Level, if you look at degree recipients from minorities, a large fraction of them, a much large fraction of them did some part of their education at Community Colleges, okay . These people are starting at Community Colleges and ending up getting ph. D. S at mit or university of illinois or california or wherever and so we need to make sure that the schools get the credit for that kind of work. 20 now started at Community College. Kathleen . In addition to the two recommendations that i made earlier, i would hum bring request that the Department Review policies from the perspective that their typical students no longer fit the mold of a traditional students and many policies were written from the perspective of students who attend the University Full Time directly out of high school but genius doesnt know the neighborhood in which he or she was born and the traditional mold doesnt fit and leaves behind so many of our students. Thank you. Thank you. Is there any one else that like to add in a moment . Id like to speak about nontraditional student and today i think most of our Education System is based on passive learning where teacher brings knowledge to students and so as we mentioned our young people can access sometimes too many knowledge and you what becomes value is to be able to filter whats wrong, whats incomplete, whats bias . So i believe that education should not be the policy is not accessing knowledge through this to educate our kids and professional on how to access critical thinking. A lot of us are good in this passive learning environment where the teacher is bringing the knowledge but i think a lot of us know efficient where we are engaging with knowledge and so i think that project based learning, active learning, apprenticeship, this type of education can fit a lot of people and can get them access to white collar job. Today we think apprenticeship are project based like blue collar type of pass but thats not true any more and we see people go through these training and walk through tesla and so on. So i think we need to break this passive education is the way to have a great career. Thank you. I think weve come about to the end of our time together here but i want to say thank you to each one of our participants for being here today for what you had to add to the conversation and importantly for the ways that you are creatively looking at and meeting the needs of the students that you serve and i think that all of you expressed in one way or another the dedication and commitment that you feel to providing opportunities for all kinds of students no matter where they come from, no matter their background. We know that there is potential in every student that you all serve and so i thank you for your commitment to that, for the ways that you have added to the conversation today and id like to encourage that this really be consider this the beginning of a conversation that i would hope you could feel would be ongoing. I will welcome your continued input to meet and to the department on ways that we can better meet your needs to serve students and on ways that we can help the federal government get out of the way of some of the things that we need to get out of the way of and the way that we can support in meaningful ways the things that you are doing to serve students. So once again, thank you so much for your participation and for your commitment to students. Thanks. [ applause ] heres whats coming up this afternoon and in to the evening. Next, a House Foreign Affairs committee on global alzheimers treatment and prevention initiatives in other countries. After that, portions of recent debate from the Uk Youth Parliament in london on lgbt rights and school curriculum. And at 8 00 p. M. , cspan cities tour and programs on richmond, virginia. Saturday, American History tv on cspan3 takes you to the american historical Associations 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 par sanship, commemorating war reconstruction in National Parks and the New Birmingham civil rights monument. Live coverage annual meeting saturday on American History tv on cspan3. Tonight on a special presentation of book tv in primetime on cspan2, 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 pefrping. And mark moyar chronicles the rise of special forces. Starting at 8 00 p. M. Eastern. Monday night on the communicators. Were on location at bell labs in murray hill, new jersey for the first of a two part interview series. Its one of the premier Communications Research facilities in the world providing work in information theory. Bell labs president discusses whats new in Communications Technology and research. The problem we have is we presented you with a ton of data but not necessarily knowledge, not necessarily the ability to think better. In the next era we will connect everything, your environment, you, infrastructure, buildings, bridges, cities so that we can see whats going on and that automate that. Think of your house as the jetsons like automatically clean for you. Your energy will be automatically managed for you. Your car may be automatically driven for you. All of that requires in a massive change of how you build networks. So finally i think cloud will come of age. The network will become valued again and the devices will be everywhere on you, in you, your car, infrastructure, so its a big change coming. Thats when well see this increase in productivity. Watch the communicators monday night at 8 00 p. M. Eastern on cspan2. Next, the house hearing on global efforts to combat alzheimers disease. National institutes of Health Officials and alzheimers rchl and treatment specialists review initiatives in other countries. Representative Christopher Smith chaired last months hearing. Come to order and good afternoon everybody. I apologize for the delay. We had a series of votes and we have one later too, so i do want to get right to it and thank you for being here. Todays 47 Million People in the world living with alzheimers disease and other forms of dementia. More than the entire population of spain by the alzheimers disease international. The numbe
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