1. Educational Design in a Dis-integrative Age
- Leading from the Middle -
Randy Bass
(Georgetown University)
Professional and Organizational Development (POD)
October 27, 2017
2. Diana Natalicio, President UTEP
“I hope each of you will help me spread the
word that there’s another narrative.”
3.
4. Generate variations on our model through
experimentation.
Rule #1: Every
project we support
has to break at least
one rule.
Strategies for Change
Create a context for innovation:
top down permission
grass roots creativity
+ R&D mechanism (with authority to clear obstacles)
11. Theology:
Human place in the Cosmos
Philosophy:
Climate Change and Global
Justice
History:
The Little Ice Age: Volcanoes
and Crisis in the Premodern
World
Humanities:
Genres of the Anthropocene
Science:
People, Plants and Climate
17. “Mission Efficiency” “Positive Purpose”
Leading from the middle: what’s the narrative?
Value: self-interest Value: impact
18. Problem-based learning community
What is this case a case of?
Impact:
• Facilitates engagement with a complex problem from multiple
disciplinary perspectives.
• Embeds typically disconnected “Core” requirements in a
sustained learning experience.
• Models and scaffolds integration for students.
Self-Interest:
• Offers an integrative structure that lets disciplinary faculty do
their thing.
• An innovation that fits structures—requirements and load.
• Modular design allows more dept’s to have exposure to Core.
• Modularization provides faculty flexibility in their own rhythms.
19. “Mission Efficiency” “Positive Purpose”
Leading from the middle: what’s the narrative?
Value: self-interest Value: impact
20.
21. Georgia State University
2003
32 %
Six-year Graduation Rates
2014
54 %
2003
31 %
Pell Eligible
2013
58 %
Martin Kurzweil and Derek Wu, “Building a Pathway to Student Success at Georgia State
University” Ithaka S&R, April 23, 2015
Learning
Communities
Peer tutoring
Summer Success
Academy
Structurally connected
admissions, advising,
registrar, financial aid,
and institutional
research
Data Warehouse – Dist. Data
22. Georgia State University
Martin Kurzweil and Derek Wu, “Building a Pathway to Student Success at Georgia State
University” Ithaka S&R, April 23, 2015
“Indeed, no single initiative is responsible for
the dramatic gains at GSU; the university’s
improvement represents the accumulated
impact of a dozen or more relatively modest
programs. As it turns out, the recipe for GSU’s
success is not a particular solution, but rather
a particular approach to problem-solving.”
23. Georgia State University
Martin Kurzweil and Derek Wu, “Building a Pathway to Student Success at Georgia State
University” Ithaka S&R, April 23, 2015
“The risk of faculty resistance will become more acute over
time….”
“To this point, most of the academic initiatives…been
supplements or supports at the margins of instruction.
…
Applying the problem-solving approach to general education
requirements, course sequences, instructional design, and
pedagogy will be more analytically complex and politically
difficult.”
24. “Mission Efficiency” “Positive Purpose”
Leading from the middle
Educational Design in a Dis-integrative Age
Value: self-interest Value: impact
25. How do we make a
robust and meaningful
education equitably
available to everyone?
Randy Bass, Georgetown
Bret Eynon, LaGuardia Community College
26. The great tension of our time in education
is between integration and dis-integration
.
27. Two paradigms of education
Integrative (bundled):
Curricular & co-curricular
as part of a whole
Knowledge, skills &
dispositions
Connections &
integration
Design of learning
experiences for whole
person development
Disintegrative (unbundled):
Modular and granular
learning experiences
Elementary and discrete
competency-based learning
Learning decoupled from
formal boundaries
Analytics that track narrow
or micro learning
28. Two paradigms of education
Disintegrative (unbundled):
Modular and granular
learning experiences
Elementary and discrete
competency-based learning
Learning decoupled from
formal boundaries
Analytics that track narrow
or micro learning
29. Two paradigms of education
Integrative (bundled):
Curricular & co-curricular
as part of a whole
Knowledge, skills &
dispositions
Connections &
integration
Design of learning
experiences for whole
person development
30. Two paradigms of education
Integrative (bundled):
Curricular & co-curricular
as part of a whole
Knowledge, skills &
dispositions
Connections &
integration
Design of learning
experiences for whole
person development
Disintegrative (unbundled):
Modular and granular
learning experiences
Elementary and discrete
competency-based learning
Learning decoupled from
formal boundaries
Analytics that track narrow
or micro learning
31. Rebundling: Toward a New Synthesis
Disintegrative (unbundled):
Modular and granular
experiences.
Elementary and discrete
competency-based learning
Learning decoupled from
formal boundaries
Analytics that track narrow
or micro learning
Integrative (bundled):
Curricular & co-curricular
as part of a whole
Knowledge, skills &
dispositions
Connections &
integration
Design of learning
experiences for whole
person development
Disintegrative in service to the integrative
35. Examples of Rebundling
Cafeteria College to
Guided Pathway College
Micahel Crow, ASU: 5th Wave Public
University
Minerva University
36. Rebundling: Toward a New Synthesis
Disintegrative (unbundled):
Modular and granular
experiences.
Elementary and discrete
competency-based learning
Learning decoupled from
formal boundaries
Analytics that track narrow
or micro learning
Integrative (bundled):
Curricular & co-curricular
as part of a whole
Knowledge, skills &
dispositions
Connections &
integration
Design of learning
experiences for whole
person development
Disintegrative in service to the integrative
Discussion: What does rebundling look
like on your campus?
39. Purdue-Gallop Poll
on Engaged Work and Flourishing
Two most important
predictors of success:
1) Adult mentor who
cared about you
2) Sustained project
13% had both.
43. “Mission Efficiency” “Positive Purpose”
“Moral Urgency”
“Educational Malpractice”
Leading from the Middle for the First Quadrant
Value: self-interest Value: impact
Value: integrity
Value: shame
44. “Mission Efficiency” “Positive Purpose”
“Moral Urgency”
“Educational Malpractice”
Four Narratives for the first quadrant
Value: self-interest Value: impact
Value: integrity
Value: shame
45.
46. The Quality Gap: Medicine’s Secret Killer
(Hedrick Smith)
Tales of two
responses to the
quality gap:
New England: fear
of published data led
to collaboration.
New York City:
no interest in
collaboration only
public shame
worked.
47. “Once one starts to ask the
question, how am I doing? Could I
do better? And is anyone doing
better at this than I am? That’s
pretty closely connected to your
own self-image and identity.
There’s a form of personal stakes in
this when a doctor says ’I bet I
could get better if I study what I do
and try to learn from others.”
“We need an environment that encourages exchange, learning,
relationships and a commitment to continuous improvement.”
Dr. Don Berwick
48. “Mission Efficiency” “Positive Purpose”
“Moral Urgency”
“Educational Malpractice”
Four Narratives for the first quadrant
Value: self-interest Value: impact
Value: integrity
Value: shame
49. “Mission Efficiency” “Positive Purpose”
“Moral Urgency”
“Educational Malpractice”
Four Narratives for the first quadrant
Value: self-interest Value: impact
Value: integrity
Value: shame
51. What might it mean to design and research
in the integrative and inclusive quadrant?
52. Launched in 2016, the
Regents Science Scholars
Program provides support for
first-generation college
students majoring in
biomedical fields.
Regents Science
Scholars
53. Summer before the first year:
Students enroll in a rigorous residential
summer bridge program
Summer between first and second year
and second and third year:
Students take specially designed online
modules to reinforce knowledge, while
allowing students to work and be home
with their families.
Regents Science Scholars
54. In three years, the number of first
gen/low income students in biomedical
majors has increased 5x.
>20% of the matriculating class of
Biology majors are Community
Scholars.
Regents Science
Scholars
58. Professor Heidi Elmendorf, Biology
Director, Regents Science Scholars Program
“We covered everything we
would have covered just in
the context of this project.”
Summer Bridge course on
foundations of biology
and chemistry.
“They were surprised and
daunted that they were the
research team. But within
one day the most common
phrase was, “what would
help Jeff?”
59. Good Morning,
I have been thinking about the design of the lab all night. And I think I have
an understanding now after reading the material all over again.
My suggestion is to create a experiment with like 20 control groups and
tests. I would number the different locations that the microbes are found
(on grape, leave, soil, etc.) then organize them into hypothetical dishes.
This way hypothetically speaking I will create multiple juices using different
combinations of the microbes…This would help me keep track of them,
and allow me to distinguish one group from another.
Does this seem possible? Can this lead me to understanding its flavor
profile, giving Jeff the best possible taste?
All the best,
NW
68. Lee Shulman, “A Different Way to Think about
Accountability.”
“My point is that excellent teaching, like excellent medical
care, is not simply a matter of knowing the latest
techniques and technologies. Excellence also entails an
ethical and moral commitment--what I might call the
"pedagogical imperative."
…
This is an obligation that devolves on individual faculty
members, on programs, on institutions, and even on
disciplinary communities. A professional actively takes
responsibility; she does not wait to be held accountable.”
70. “Mission Efficiency” “Positive Purpose”
“Moral Urgency”
“Educational Malpractice”
Value: self-interest Value: impact
Value: integrity
Value: shame
Leading
from the
middle
Thank you! bassr@georgetown.edu
Notas do Editor
That design question—what would it look like if we were designing higher education at this moment in history—is one of the questions that we ask in a piece we just published with AACU.
Perhaps the most important version of that design question is how do we make a whole person education equitably available to everyone? To do that we have to shift the conversation from unbundling to rebundling.
So we’ll explain what we mean by both of these things in the current context. And then we’ll address what we see as eP’s role in the rebundling of higher education.
So first, what is the context and the conversation that we are hoping to reframe?
The tension and complementarity of impact and self-interest has a very particular context for me.
