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 stude