Future work force. So were going to go into our third group of presenters under the rubric of breaking the mold. We are going to start with blakely polietto followed by michael rourke, followed by will zimpf. If we can have blakely. Thank you. So good morning and thank you for the opportunity to be here. We are going to talk about university of Maryland University college, which is the public Online University that is designed here we go designed from the ground up to provide affordable, accessible, quality and career relevant education for adult learners and especially for military learners. 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 gis from world war ii. 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 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. 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 undergraduate and graduate Degree Programs and certificate programs, specializations and even micromasters programs. In fall 2017 we served 50,000 active Duty Military Service members, reservists, veterans and their dependents. Weve been ranked this year as number one for an online and nontraditional schools from 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 unuc is 31 and the graduate age is 37. 48 of our students have children under the age of 18 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 predict ivan littics we have tools that enable the faculty staff to better serve students and these include building retention models that allow our advisers to 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 and lower success rates so that we know where to target or efforts that redesign in the need 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 and credit by examination and portfolio assessment and a host of other mechanisms. We know that our students want careerrelevant education and weve already heard today, and and so were developing a new, extended transcript that goes beyond a static list and these are the courses they took and instead identifies what is the expected outcomes that 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 course work 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 they would have otherwise spent on textbooks and the following year we converted our graduate programs. In 1993 umuc was one of the universities to offer students an opportunity to complete a Degree Program remotely using a combination of media including computers. Today our 90programs specializations and certificates are completely online and we have mobile and responsive platforms that allow our students access to our classrooms and our faculty anywhere in the world, any time of day from any of the Technology Devices that they are using. All of these are developed at response of our students at the center of our university so that 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 further breaking down those barriers related to cost. 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 curriculum and faculty selection and academic advising. Those are things that have to stay inside the university, but we challenged ourselves to say does Everything Else need to stay within your control within your definition of scope . 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 anymore, why should we run our own i. T. Departments. Thats a question that universities should ask themselves and we did ask that question and so what we did is we created new companies and we spun them off from 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 and we talked about the Analytics Group thats predictive and useful and why dont we spin that off and make a company out of it and offer it to higher ed community . So we have a techenabled platform that helps universities increase enrollment, improve Student Success and ensure Financial Stability and the critical questions that the universities wrestle with today. We have signed up a number of ten clients in the last 12 months including systems and Large Research universities and smaller universities, too. So 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 the company that we create. Weve spun off the i. T. Department in the summer and created accelared and the models are predicated on the idea that we can harness the forprofit drive and the great entrepreneurial resource that is part of our economy and our american dna to create these companies, with the deep expertise within the higher ed community that are at scale at day one and given our size and the i. T. Department is 100 employees in their i. T. Department in the university world. 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 and given it seed funding to help encourage and think carefully of how we can expand this market and provide services to the higher ed community. All of the profits that we earned from these 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, channel through the Nonprofit Mission will decrease the cost of going to school and thats what we were designed to do. We are 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 and the forprofit, the nonprofit and the Public Mission to make colleges close to free as possible. Adult students finishing their degree in the state of maryland. Thank you. [ applause ] so the issue of going last is all of your good ideas were taken or presented in some form or fashion and with zemp and my height ive always been at the end of the line and im taught to improvise. 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 and im from the university. How we look at the future and we have a great university, our students have a great story and wed love to tell it, but with eight minutes, were going to plow in and how we orient towards the future. We have everything in our portfolio from a pretty sizeable, we serve a pretty sizeable student body online and we have a credible, Regional College that serves a younger population, a coming of age population and 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 and weve earned the place on the credibility scale and to hear a quality come up as one of the first topics it was most welcome. At snu, the Southern New Hampshire university is the student. When it comes to new ideas and policy, 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, an economy and thats how we orient on it on the promise 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, but we also if we really look at the challenges we have ahead of us in people that are in 2030, what youre talking is youre talking to the Talent Management issue that takes on a National Security aspect to it and thats what were talking about because the changes that can be made today will have tremendous impact on our competitive advantage as a nation and the leader and in the values that we take forward. Jerry, i had a section on values. If i were to add anything, i cant and 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. Well try to use this and our starting point today is here and the class of 2030. To focus that far out becomes a convenience almost to say 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 and we just finished about a twoyear study with many partners and one of which is the institute for the future out in pal palo alto and 2030 is when quantum computing is when its in a compact, module and it will change anything and when socioeconomic platforms with higher ed where automation will be acceptable from a social and economic standpoint. So you have this 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 forces that act on on on these kids that you see in front of you, and the future stuff that weve talked about in the future tense here is 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, but theres an opportunity and a challenge, but the first one being the proliferation of Intelligence Systems and by that, we mean the future becomes increasingly more digital, defined and enabled and the experience and the 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 or the 90 perce perce percentiles and were looking into bringing that kind of assessment into higher ed. And well challenge learners, workers, managers to come up with new skills, much of which weve talked about today on how to manage human machine collaborations, and the definition of not only what a traditional student is, but the definition of what an employee is and whats expected of managers. We know its changing. Its come up on the gig economy where people are taking charge of their own economic futures and the transformation of services and the lowering transaction cost and creation of twoway channels. The continued expansion of the platform economies will challenge people of all ages to build on offerings, reputation that can take hold of it for themselves and education and Higher Education certainly plays a role in that. And to build on their own personal economies and the skills 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 simply what we mean here is alongside the current migrations will be blurred with what the demographic is, and the data that we have and work on will no longer be relevant to what were trying to do in the future. Theres good aspects to this and challenges that will come along with this and just, i think what we saw from colleagues before that definition of a traditional student best illustrates this. 31, married, already has a job and the future is here, its just not everywhere. 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 to create highly individualized reputations and highly Personalized Services and thats the expectation that they will have on us. And its easily overlooked, but critical and the coming decade and this kind of computing will create operational structures and its been brought up here many examples and the emersion of peertopeer structures will allow people to organize their own economies and policies and service activities, and the Block Chain Technology will continue to take the internet further. People will own their own data and the definition of a transcript and what it means to an employer will be different and theyll challenge todays platforms often replacing them with new platforms that will enable peer to peer transactions of money and my children are the best example of this and they have alexa, google home and ipads in front of you, but the and they watched this over a platform that was meant to allow other students to watch other kids to and you watch someone to do math, this and the other and theyre getting quality tutoring and they didnt need us to do that at all. How do we match this and make sure its equal across the board so these opportunities are open for everybody, but thats whats happening around us and finally and probably most appropriate for todays conversation with future literacies, and what are the new literacies or skills that will be demanded in this world because today is caught on two curbs. The institutions thats been brought up and the second curve which has not yet come into fruition which is the future and its the gap between the gap between these two is going to be uncertain, certainly volatile. Theres no certainty. Theres no urgent the only urgency that comes from this that ranges from income equality to global organized crime that takes advantage of of the proliferation of knowledge and these skills and to do and at the same time the buildout of the digital backbone will be so important. So these are the things that are that those kids face. We were asked whats working today . This is a positive environment. A very positive environment. We talked about jobs and while jobs will be replaced and we know that drone accident, for i and we know theyve gone up and theres this balance and hyperbole that surrounds and causes fear that may or may not be there. It just has to be dealt with and 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. One source we follow pretty closely is the Georgetown Center on Education Workforce and thats where these numbers come from. Weve seen a gain of 4 million good jobs in Skilled Services and industries such as financial services, Health Services and s. T. E. M. Which offset the 2. 9 million jobs lost to manufacturing. Its ours to lose right now if we dont make as an industry or provide ourselves relevant, and i think thats what youre seeing with the boot camps and i think thats what were seeing with the new, merging ways that are present here today. So with that, we know some things work such as projectbased learning and we know it works and then other competencybased approaches thats been brought up clear