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 its going. And that brings us to the opportunities that are ahead of us. Every almost everything 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 industrialage base. Everything that weve talked about that the can happen in the future is touched by this so this is only offered that if we want to continue down this road and we want to 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 outloud is what comes with that. We cant create a permissive environment at the expense of accountability. So very, very rigorous accountability has to be invoked in here. And so thats anything in the the chance for predatory practices and taking advantage of vulnerable student populations is very real and has to be addressed through everything. 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 the special adviser to president michael crow at arizona State University. I joined asu as an adviser 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 commission in pushing innovation on multiple fronts to improve college attainment. Its a mission that is not only spelled out in asus charter but its really when you go to asu, its really infused throughout the culture from top administrators to literally every stab member on campus and theres really 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 undergraduates and asu really believes that learning is for everyone and that everyone can learn. Second, asu measures 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 up with 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 just literally in our lives. We heard today about the alexa and google home where we can literally get knowledge at our fingertips. And knowledge is not static, as we see here today. And nor should our universities be static. But the problem is that most colleges and universities are really incremental in making changes, they occupy that bottomleft 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 saw here in the u. S. Massive growth in the number of institutions and 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 no longer gonged god enough. The american Higher Education system as we talked about today was never meant to educate the millions of learners it now serves or the millionings more, more critically, that it really needs to serve in this new economy and the fawn decontamination 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 then we wonder why so many dont make it out on the other side. Arizona state is really an example of these new type of institutions that with many others, many of them in this room, where we have developed an institution that is scalable 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 lend of traditional learning experiences much like were learning today face to face and in technologyenabled experiences that are driven in part with partnershipst with other institutions as well as with companies and organizations. But at the same time, its really a vision and this is not something weve talked a lot about today its a vision that holds true to the basic belief system of Higher Education where knowledge still has a value and purpose. Because if knowledge stops being the driver of education and we consider just everything a process or a 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 minds something just to 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 and i want to talk about three of those realms today and how asu is serving those. Realm one for tim kaipertains t campusbased immersion learning. This is where at asu in 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 has allowed Arizona State to implement strategies for dramatic growth enrollment along with improvement in retention and Graduation Rates. Its that scale play that i was talking about earlier. So for example, more than 65,000 arizona State University students have used adaptive course ware over the past six years that is personalized to their learning style and their speed so take College Algebra as an example, one of the biggest hurdles, i know it was for me, the one of the biggest hurdles in many colleges when Arizona State implemented the aleks adaptive course ware 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 those were students who had low math placement scores coming into those courses improved their success rates by 28 percentage points. Realm two includes fully online Degree Programs. Through realm two, instructional designers at asu connect faculty expertise with unique learning needs of online degree seekers to develop teams of courses on the latest research about how people learn. Many universities are developed by teams instead of relying solely on the intuition of professors. Thats how most College Courses are designed as a solo practitioner where the professor is the sole expert. Since its inception in 2009, asu online has gone from just under a thousand students in five programs to today more than 30,000 students in more than 140 fully online programs. Then ables asu to be responsive to nontraditional partners to expand everything we do and facilitate rapid scalable responses to very specific student students like the Starbucks Partnership which ill be talking about. Realm three has allowed them to venture further. Realm three has allowed asu to venture further to the frontiers and expand in finding new learners around the world and not just those in kind of the traditional 18 to 24yearold market, right, which most people still incorrectly think of adds Traditional College students so the main the chief effort is what was mentioned earlier, the Global Freshman Academy. This is a partnership between Arizona State and edx, its a massively open online course 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. And in the Global Freshman Academy is 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 course credit only after passing the course and only if they want the optional credit. So we offer the opportunity to delay payment for credit until its actually earned. It really turns the College Affordability argument on its head. Initial enrollment in the first ten Global Freshman Academy courses exceeded 350,000 students. Now perhaps the most well known partnership, of course, asu has embarked on in recent years, is with 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 reimburse by starbucks to all its u. S. Employees who have flexibility to have six different start dates throughout the year. After all, when youre working you want access to education on the day you need it, right . Or in a 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 orb during the week when many colleges offer them. More than 8,000 starbucks employees have enrolled in the 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 graduated our first cohert of this group back in may when howard schultz, then the ceo of starbucks was the Commencement Speaker at asu so were on track to graduate more than 25,000 starbucks employees by the year 2025. This is not just good for asu but its been good for starbucks as well and 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 midwest dedicated employees in terms of retention rates but theyre some of the more talented that tend to get promoted at starbucks and its only the constant ability of asu to innovate thats 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 crow thinks the. From can help push innovation in this seconder. The first and this was mentioned in the previous suppression that the accreditation system 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 frill revolution. Were moving from an analog economy to a digital economy. In the old economy time and processed was fixed and the outcomes were variable but in todays economy were focused much more on outcomes, as many of us talked about today. And 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. And the second suggestion is that i think and we think that the federal government can help axccelerate innovation and 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. And we know from the conversations that we had today that scale really matters in the future of Higher Education, right . The problems 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 doing this as part of something called the University Innovation 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 focused on increasing the Graduation Rates of lowincome students on their campuses by share 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 lowincome graduates by 25 . Which is going to put it on track for its goal at its creation which was an additional 68,000 undergraduates in lowincome from lowincome socioeconomic 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. Blakely, michael, will, and jeff for your communities and your input and sharing with us some of the ways that you are doing things differentry to serve students. Both will and jeff have given a couple 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 to reiterate what were 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 pedagogy. It basically 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 have classified in a category that doesnt allow you to bring students from abroad, et cetera so reform in that realm is critical. On accreditation, weve been arguing for quite a why. We went the very traditional route in accreditation and when you start a highly selective highly Effective University its a relatively easy thing to go through but what i would argue is we dont certify doctors to perform surgery four years after theyre performing surgery on patients. That would be absurt, yet we do that with education. We tell an institution go, commit brain surgery on a bunch of unsuspecting students then well see if theyre 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. It has all these barriers up front and as soon as youre in the club it never gets taken away from you. The university of committed academic fraud for 18 years, issuing credits for students that didnt 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 do x, put that in your requirement and provide us a measure with which you decide youll be measured against and then bam, youre accredited right off the bat but guess what . Three years, four years, five years after you graduate well measure it and if you dont do what you say youre out of business so it shifts accreditation from having an insanely high barrier to entry to being focused on quality and its a much lighter touch from a government perspective in the proce process. Good morning, im bart epstein from the jefferson education at the university of virginia ive been sitting in the back row for the most of the time because i didnt realize i had a seat so thank you for the seat at the table. [ laughter ] 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, 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 issuers and to issue ratings that properly reflect the risk underlying these mortgages but the government then made the shortsighted decision to not directly pay the ratings agency. Instead it said to the rating agencies, you get your money from the issuers whose products youre rating and this led to those issuesers being able to game the system and to essentially have the regulatory agencies be captured, the ratings agencies captures and it led to incremental boiling of the frog and next thing you knew they had been talked into giving aaa ratings for products that were progressively less reliable. The federal government in the student len area is in a similar principal agent problem. Its not reasonable to expect that anyone will protect the federal fics 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 out liars and are acting for reasons of their own that are laudable, we should not expect those to be replicated in a broadway 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 perform maps of their university is a without their universitys being on the look for any performance past graduation is a recipe for trouble. Again, performance past university, were defining it trying to clarify it as economic performance, job, what is that performance . The big challenge is that the employers you know, you can count on a couple hands the employers who are sort of interested in engaging in youve heard a lot of the names today and that goes to show there arent that many of them. The reality is that hr and prehire training is not something employers are mostly interested in engaging in so how do you incentivize Employer Engagement . I think 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 Service which is is terrible interface. Half of students dont ever walk in the door, the students that do are going to meet someone who is a Career Services lifer, not someone from the industry theyre trying to get connected into and that explains the awful underemployment were seeing. The other and that might be viewed as a stick, there are other ways we could have carrots to encourage Employer Engagement. Ben, you talked earlier about minerva students going off to summer internships and employers those employers probably would have loved to keep those students. I talked to northeastern university, they run the the countrys probably best coop program and asked them what would happen if an employer said wed like to keep this student and the answer was well they probably wouldnt be invited back to participate in our coop program so we need to encourage off ramps. Right now schools are encouraged to keep the revenue, keep the students coming back, if they have the potential to get a great first job after one year, two years, then you should be building onramps to come back on but you should say god bless you, youre welcome, go off and prosper and go take that good first job again. Encouraging the unbundling in the interest of the student. Madam secretary, ben talked about refeigning reforming the accreditation system, one of the things that i also wanted to add to that is also recognizing alternate times of accreditation that are more relevant to the type of innovation were talking about and in this conversation two particularly important areas is the industry recognized certifications which have labor market value as well as competency based certificates which are tightly aligned toward Industry Needs and these fallout side the purview of the traditional accreditation system so accreditation programs, we are in this space where we warm with professional societies which are like the gatekeepers for these jobs and they work closely with the industry in terms of defining these industryrecognized certifications but the ones recognized by various federal agencies like d. O. D. So there should be means to recognize alternate accreditation bodies focused on recognizing innovations and now ways of acquiring competency based educati education. Sorry to eck cope whats been said around the table with respect to offer ramps but i would add two other opportunities. One is especially at traditional whether thats online or on ground institutions, what we hear a lot is that students are valuing the flexibility that comes along with these innovative models so a lot of times student move more quickly through their program but more often than not we hear busy students appreciate the flexibility to fit education into their life. Theres operational challenges with administering federal funds in that way and so i think its time to look at how we expect institutions or require institutions to administer funds in these programs and make sure were accounting for the flexment todays student is looking for. The Second Opportunity is i would encourage you to use the Experimental Site Initiative authority that you have at the department. Its been used around competency based education and the equip project that was kicked off last year but continue to news that as an opportunity to bolster innovative ideas and test them on a small scale before you roll them out to institutions and i would say that process make sure on the feedback and Data Collection side at the end of the experiments that youre get rogue bust data you can use to make data driven decisions. The department of education, the government, has incredible power based on Financial Aid and who it goes to, automatically creating winners and losers. Unfortunately a lot of the innovation happening in the realm of in the realm where the unaccredited realm where in some sense its not benefitting from any of the Financial Aid policies. So two ideas. One is somehow open up Financial Aid to modular programs that are not necessarily from accredited universities. So a lot of innovation is happening at universities, a lot is happening outside of universities and open up federal Financial Aid to do Innovative Programs. Then the question pops up is all right, how do you control quality . A couple ideas there. What about creditbacked programs . Second is what about employer n employerenendorsed programs . And the third is maybe create a second accrediting body just for these new programs. Thats setting a thief to catch a thief but if it works why not . The second idea relates to many federal rules stifle innovation. So for example we talked about Global Freshman Academy that edx is doing with asu which is a very Innovative Program where students learn for free. If they complete Global Freshman Academy, the first year of College Education or 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 so its pay upon outcome, guess what . To try to get Financial Aid for this program, we were told it cant be done and what we remember told was if you charge students up front you can get Financial Aid however if its past, tough luck. This is crazy. And so something this something i would imagine you could take care of with the stroke of a pen [laughter. [ laughter ] and i dont want allow a sentence ryan craig made earlier to go unrebutted. He mentioned online programs are solely the province of the rich and people with bachelors degree radioon. Lo look at the data. Certainly yes for the professional programs of course twothirds or more have a bachelors degree but the Global Freshman Academy, look at the data. This is undergraduate level and courses taken by High Schoolers where a significant fraction dont have an undergraduate degree so you need to look at the content you offer and the data speaks for itself. I just came from mexico city yesterday, you would not believe the types of people who are benefitting from online educati education. Thank you. So since this may be the last time i get a chance to talk, madam secretary, i want to say thank you very much for convening this group, its been very helpful. I want to come back to something on my mind which is urgency, dealing with the issue 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 ux its unacceptable, we could all agree on that. One of the things that cuny has done is create that asap program, the accelerated studies and academic programs where we have doubled and tripled the traj situation rates over three years. Its not Rocket Science but its a series of interventions that make all the sense in the world, everybody around this table is doing them at some level and would agree with them. They 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 and deemed to be quite successful, its now being replicated by us in ohio, in california, virginia, just had a group from tennessee. Thats terrific, but what i think one of the things that we could do is if states are laboratories of democracy, theyre also laboratories of innovation and when we have innovation that we know works, the federal government has a role in providing encouragement, providing a means to expand that to scale so weve been doing this in ohio for three or four years, now were starting in california but it works, it makes a tremendous difference in the lives of these community College Students in urban areas and we ought to figure out how to get it to scale as quickly as possible so that the people whose enrolled now has improved lives. Madam secretary and i think i got that right this time. One of the themes thats echoed around this table over these last couple of hours we spent together is the need to create an education infrastructure that works bidirectionally between education and careers. Right now we think of it as education two careers but as a number of people pointed out, theres a need for workers to be able to have access to resources that allow them to upscale. 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 they need. Now at some level universities are great treasurer troves of skills. Now the universities in this room may feel thats reductivist but lets run with it for the time being. Tremendous amount of learning that takes place and so much is the kind of learning that can be deeply applied. Part of the problem, hoe, is that that learning is locked up or described in a vocabulary that is entirely academic. That means employers cant appreciate what that learning is about, we cant empower students to make smart chases 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 today is focused around traditional Higher Education institutions. Theres always talk about alternatives and some are really cool but at the end of the day our Higher Education institutions already have a lot of whats necessary. If we can help them label what they have. And this could be as simple as saying if you are a funded institution, an institution that is eligible to receive Student Lending dollars, that your courses need to be labelled 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 what in a dynamic economy in a high braid economy who needs access to learning throughout their lives and right now can only get in the traditional Degree Programs for the most part. [ inaudible ] that are the gateways to job. I would echo what a lot of people have said that institutional skin in the game is important but it has to be meaningful. If colleges and universities, if its budget dust or a rounding error, it wont matter so it has to have a bite if a dollar at risk. I sit on the departments Advisory Committee on accreditation and we spend our time talking about things that have little meaningful impact on Student Success, institutional success so what bart touched upon, there are perverse incentives who w incentive of who pays and runs the accreditors that could be fixed. The third thing is student responsibility in the laudable goal to drive College Access i think not enough has been asked of students who are taking taxpayer dollars in terms of grants or loans. Are they prepared . Are they enrolling in a college theyre likely to succeed . The day a is becoming more clear having someone enroll in college and drop out is worse than if they didnt enroll at all so not allowing title four where nothing is 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 these problems. While dollars pale in comparison, theres also the Labor Department and Work Force Development dollars that in theory should help people reskill and do life long reskilling. So im not sure it needs to come from title four but getting the federal government to break down its own silos to help people get the programs they need to suck seat would be important. 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 the innovation is happening outside of the traditional system. In our case hes connected to m. I. T. Where i work so we have that connection but nonetheless the Experimental Authority is at least temporarily while you think about these other things a way to use the existing accredited places to do some innovative things. That can be very important and one thing that i think can be thought about there that hasnt come up and that reflects some of m. I. T. s thinking about educational innovation broadly is built into 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 even beyond that were very interested in the connection of cognitive Psychology Research to Educational Research and if we see breakthroughs in those sorts of areas and actually understand teaching and learning better than we want to make sure that those things have a way to get into the system. Beyond that, you know, m. I. T. Does very well in the tradition al Rating Systems rankings systems that you use for completion, its. 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. You have already heard from cuny and asu and valencia that a traditional student is only a small part of picture now. I dont know the exact numbers but its Something Like 40 of the students who dont fit the traditional model, they dont start and finish at one institution, they dont finish by the age of 25 or whatever. And both the loan programs and the reporting programs on if youre going 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 them self, but other with congress. But its really important to the research community. Ill just say one thing to kind of emphasize that. National Science Foundation statistics for many years now have been showing that if you look in s. T. E. M. Fields at degree recipients at the graduate level and persisting to the masters level and to the ph. D level, if you look at degree recipients from underrepresented minorities a large fraction of them, larger than across the whole spectrum, did some part of their education at Community Colleges. Okay . These people are starting at Community Colleges and ending up getting ph. Ds at m. I. T. Or university of illinois or california or where ever. We need to make sure the schools get the kind of credit for that work. 20 now start at a community college. In addition to the two recommendations that i made earlier, i would humbly question that the Department Review policies from the perspective that their students no longer fit the mold of a traditional student. Policies were written by students who attend fulltime out of high school. But genius doesnt know the neighborhood it was born and the traditional mold leaves behind so many of our students. Thank you. Thank you kathleen. Is there anybody else who would tliek add in. I would like to speak about nontraditional student. We all learn differently. I think our Education System is based on passive learning where the teacher brings the knowledge to students. As we mentioned, young people can access knowledge whenever they want. Sometimes its too much knowledge. What become offense of value is to know when to need it. I believe education should not be not accessing knowledge, we can access all the knowledge we want from m. I. T. From the best institutions. Now the challenge is to educate our on how to parse it and have Critical Thinking on it. I believe a lot of us are good in passive learning environment, where, like, the teacher is bringing the knowledge, but i think a lot of us also are efficient in the context where we are engaging with knowledge. And so i think that projectbased learning, active learning, apprentice shiships, type of education can fit a lot of people and get them access to white collar job. Today we seek incentive based as blue collar, but that is not true anymore. We see people go through the training and go to tesla, active link, and so on. So i think we need to break the etiquette of only ivy league passive education as the only way. Thank you. I think we have come to about the end of our time here, but i want to say thank you to each 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 all of you expressed in one way or another the dedication and commitment that you feel to providing opportunities for all kind 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 i would like to encourage that this be the beginning of a conversation that i hope you would feel could be ongoing. I will welcome your continued input to me and to the department on ways 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 we need to get off the way of, and the way that is 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. President trump is signing a 30 tariff today on imported solar panel and is like lie to be a topic at todays white house briefing. On tuesday january 30th, President Trump will give his first state of the union. Our coverage begins at 7 30 eastern. Following the speech, well take your phone duals and also get reaction from members of congress. Coverage of the state of the Union Address live on cspan. Also listen free with our free cspan radio app. American history tv. This week in primetime. Tonight at 7 00 p. M. Eastern, more from the conference with a discussion on president ial plantations and how slavery is explored at those sites. Wednesday at 8 00 p. M. Eastern, those attending the historic. Conference looks at how veterans are being remembers and memorialized since world war ii. Thursday night, were live at the museum in washington, d. C. With a discussion on the vietnam war ted offensive and the battle of huai. Author walter star and hoird University Professor edna green momentumford on abraham lincolns friends and enemies. Watch American History tv this week in primetime on cspan 3. To counsel on come pettiveness hosted its an newell National Come pettiveness forum. This 2 1 2 hour portion addresses robotics, Digital Currency and medical breakthroughs. Hello, thanks for having me. Im glad to be here. Im here to talk a little bit about my book, which is called the body builders. Some of the trends i reviewed. Its funny to be here. I left d. C. I used to cover capitol hill about 20 years ago. I left and said i was never coming back. It actually relates because i covered congress for a nsp