University teaching for the 21st century

well good afternoon and welcome to the panel on teaching for the 21st century my name is Carla HESA and I am the executive Dean of the College of Letters and science at UC Berkeley and I'm very excited about the conversation that we're about to have I'm going to very briefly introduce each of our speakers so that that's done and then in the order in which they'll be speaking and we're hoping to leave plenty of time for interaction the hope is to sort of try to cover as much of a landscape of emerging ways of thinking about teaching and doing teaching new modalities of learning insights from cognitive science diversity of teaching and learning environments and landscapes and new tools and technologies so we're going to begin today with Anthony Monaco who is the president of Tufts University he became president in 2011 having previously served as Provost Chancellor for planning and resources at the University of Oxford where he also directed the Wellcome Trust Center for Human Genetics he currently chairs the steering committee of the Taylor's Network well he will be followed by Jeff King who is the executive director of the Center for Excellence in transformative teaching and learning at the University of Central Oklahoma and before taking up that rule Jeff was you cos at at UCO he was the director of Texas Christian universities color Center for teaching effectiveness his research and applications interests focus on what academics can do to help their students learn that seems like a central concern for all of us he will be followed by Warren Bebbington who is here as vice president vice chancellor and president of the University of Adelaide in Australia and before becoming the vice president of the president and vice-chancellor he was deputy Vice Chancellor and provost Chancellor of the University of Melbourne before that he was on the Dean of Music at Melbourne and also on the faculty at Queensland University to conclude our panel will be Michael crow the president of Arizona State University he's an academic leader and educator and designer of knowledge enterprises especially well known as you know in the area of Technology Policy and in higher education he's been president of the universe Arizona State University since 2002 and he's been its guiding leader in the transformation of one of the nation's leading public metropolitan research universities he's known for coining the term the new American University prior to that he was my own Chancellor's colleague at Columbia University where he served as vice provost so I will first welcome Anthony Monaco to the stage thank you very much Carly it's a pleasure to be here to kick off this panel discussion of teaching for the 21st century I thought I'd fall focus a bit more on education and the evolving nature of higher education particularly here in the US a lot of this is due to how institutions and there's a diversity of institutions of course across the country that are really trying to reflect the needs of the societies in which they operate many of them are training or educating individuals for a local or regional economy others are doing it on a national or global level they also have different stakeholders employers government families who are thinking about the return on investment of costly education for four-year private institutions or state universities in particular and what that means for getting that job I mean many of the parents I talk to are mainly concerned about the amount of money they're spending and whether there's going to be a job at the end of that four years I'd like to take an angle here where we think a bit more not so much about the short term gains of getting a college degree but also what the long-term benefits are some people have estimated that about 65 percent of our graduates are going to be in jobs in the future that are yet to be created and are we educating people for that first job or are we thinking about what they made what skills they may need for lifelong learning and to adapt to new technologies and new opportunities in the job market in the future and I think this is really where the college degree is a ticket to those broader skills and one of the things I want to talk about in particular at the bedrock of education for the 21st century is the liberal arts education at Tufts University this is very important to us the critical thinking skills the writing ability to interpret text with new in new ways being creative and what is also very important in that is the strong relationship between the faculty and the students so they really do have a transformational experience as they explore different aspects of a liberal arts education those types of individuals I think are highly sought after in the employment market because they're not so highly specialized they do offer leadership and really the idea to challenge the status quo and how things are done and think about ways in which they can be creative and innovative and many of those individuals will go on to be leaders and also adapt well to the changing environment at the same time as we develop a very strong liberal arts education we are also thinking about what is going to change and what are the needs of employers at the moment I'm a member of the business higher education forum which is a lot of fortune 500 CEOs and university presidents who come together several times a year to discuss what those gaps are in what employers need and what higher education is providing and one of the areas that I saw when I first arrived at Tufts that needed to developed was in the area of data science a lot of students are now majoring in computer science it's the largest major major at our University and has certainly grown enormous ly across the country the computer science I think is one part of a much larger need which is the big data that is driving a lot of the economy a lot of decision making and we need to provide the curriculum and education for that type of computational statistics the ability to manipulate large data and to draw some interpretations from it I think this is an important part of an education for the 21st century which really does complement the more literary or skills that you get from the liberal arts education so we're developing a new Center on data science which will go across the university which will provide both a curriculum and a major or minor as well as research skills for our different schools in different areas that said one of the third areas that we feel is very important to a 21st century education is thinking about how our students are educated for life in how they give back to society it's not just about getting a degree in getting a job they are going to be members of communities and they need to engage in those communities as voting and democratic process or in in in getting involved with partners in the community to better the society locally or globally we take this as a major part of our mission we have a Tisch College which works across the university with faculty fellows as well as students who are scholars not only in volunteerism in schools and various or nonprofit organizations to help move things along but really listening to the needs of our community and creating true partnerships where we can get faculty expertise and student enthusiasm and passion to make a difference on projects like that I'm also chair of the tower network which Carla mentioned which is 350 universities across the globe that have this as a major part of their mission for many of those universities the the local community looks to the university to provide those types of partnerships it's important to their economy it's important to their survival as a community to draw on university expertise particularly in areas where there might not be as much government support for those areas so we feel that this is a very very essential part of education that you're not only major in something get involved in Croke co-curricular life and think about your academic or professional future but that you learn how to be engaged citizens this is something that we feel is important to the nation and to the globe and it's a big part of our education I'll just briefly mention on the teaching front we spend a lot of time with our faculty we have a Center for Excellence in learning and teaching which helps faculty understand how to use new technologies in the classroom so there's lots of workshops that a lot of interest in our faculty and new technologies and how they can enhance the learning experience of their students we also are putting a lot of effort in how faculty learn how to teach to a diverse classroom that's not only a classroom of students from variety of different backgrounds but also a variety of different learning abilities and learning styles and it's important for faculty to understand that diversity when they're teaching in today's 21st century classroom so I think I'll end there Carla and happy to hear from my colleague thank you and now we'll hear from our next speaker Jeff King ah thank you not a problem what I'd like to do is frame a little bit the discussion about teaching in the 21st century you can tell by my title and I'm amazed it fit on one line Center for Excellence in transformative teaching and learning that I will speak about some transformative aspects of what is happening but probably what needs to happen more concerning teaching in higher education and in the 21st century if you think about it and you think kind of on geologic time terms the actual idea of even investigating teaching is not that old in terms of what's going on in higher education nineteen fifty-seven of course right here in Berkeley Center for studies in higher education it was only 1962 University of Michigan first teaching center in America at a college or university and so in that frame of reference what we have before us is a scenario in which there's not a long history about what can we do to help improve teaching to help our students learn well compared to other things that are hallmarks of long standing in the Academy what I like to use as a parallel is that higher education right now is facing its own disorienting dilemma and for those of you not familiar with transformative learning coming out of the adult education ethos the disorienting dilemma is what Jack Mesereau identified as the thing that makes a person stop and think oh I'm not prepared for doing this thing or I need to do something differently or what the heck is going on higher education in the 21st century in some ways is now facing that disorienting dilemma concerning what do we do in order to address the students that we have in our class and if you leave the faculty out of that conversation you do it at your extreme peril because the faculty are the ones that are the frontline if you will in helping 21st century students succeed so what I would suggest is that the value of the teaching part of what faculty do needs to be very much emphasized at every level nationally at the state level at the individual institution level and frankly the historical systems and structures infrastructure around teaching may not in many places have included the the evaluation the assessment of how effective a faculty member is in helping her students learn and for goodness sakes were over 20 years after Rob are and John tags foundational comments on this and change magazine moving from the teaching paradigm to the learning paradigm and answering what's in front of higher education in the 21st century concerning teaching I think very much is a learning outcomes focus because we're moving to evidence-based practice data analytics gathering data to help us inform what we do and do it better and so I like this frame of transformative learning because yeah you start with the disorienting dilemma but among the stages that follow a critical reflection of what you're actually doing now is one of the key stages and then you gather data but at the and you have to decide how do I or the institution fit this new thinking into what is my day-to-day practice my day-to-day living and I think that's basically the place where higher education is at this stage and the very good news about this is that there's incredible work being done at college and university teaching centers to help faculty help students of all of diverse backgrounds as dr. Monaco mentioned just a moment ago and we just need to support that we need to instantiate it if it's not there already and engaging that faculty Center the teaching center at an institution is one of the I believe strongest ways that you can make the most rapid advances in terms of how do we turn the ship around what's the trim tab on the aircraft carrier I think it's the teaching centre when leveraged properly thank you very much Thank You Carla and good afternoon everybody much has been said the last couple of days about the research university and I'd like just for a moment to take you back to the moment when the research university began because that happens to also be the moment of the beginning of the last great revolution in university teaching so this will be a bit of a story but then I'm from the humanities so what do you expect the years 818 106 and the places billion and Napoleon's forces have just occupied the city and a young Prussian enthusiast about the Enlightenment was appointed to reform the Prussian Ministry of Education his name was vilem von Humboldt now Humboldt was pretty unimpressed with the state of university teaching at the time in European universities in those days students though they were made up of lecture rooms students sat on straight wooden benches and the professor's sat on a dais at the front and the focus was on ancient text the professor prescribed the texts the students recited the text they memorized the text they summarized the text now Humboldt was prepared to acknowledge that there was a place in the university for the transmission of old knowledge what he didn't like about it was there was no place for the creation of new knowledge he wanted to create a University where the most exciting thing about it was discovery research and so at Berlin University he created a place where there was no prescribed text no curriculum no grades no annual exams each student from the first year they were there was given a research an individual research project and they met together each week not to attend a lecture but in a small seminar room to sit down with other students and discuss their progress with the professor and Humboldt writes about these seminars in very excited terms they would be serendipitous completely unpredictable the originality of one student would spur on the next and so on students flocked from across Europe England and the u.s. to see this new kind of University in action and eventually overtook by the 1950s most leading universities in Western countries now had the PhD which was the new degree that Humboldt had introduced for this exercise and the research seminar however then about 1970 a terrible thing happened and that was that people of my age was suddenly old enough to go to university the baby boom generation that huge bulge in the population descended on universities everywhere and swamped them lecture theatres creaked at the seams and we were back again into the midst of transmission of knowledge in lecture theatres which now contained 508 hundred students in my country often a thousand students in a lecture and extremely impersonal kind of education and transmission now under those circumstances at a level that was in some cases rather rudimentary a long long way from home bolts vision of the small discourse about research when I became vice chancellor at the University of Adelaide we were keen to do something about this so we took two decisions firstly we decided to stop expanding the numbers at the university instead of growing we would change we would go back to small groups secondly we made a pledge that every student in every year of every course would have as a centerpiece of what they did what we called small group discovery a small group not with a teaching assistant but with a tenured professor but not just a small group a small group that was working on discovery on the skills of research on problem solving analysis criticism and so on now you might ask how in the mass modern public university where every day the president has $1 less than the day before this could possibly be done and that was the first thing I was asked where's the money coming from and I said to the faculty don't even mention money because I haven't got any this is not going to be about money this is going to be about how professor spends his week and so instead of the professor's spending their week creating slides preparing to give lectures we rolled most of the lecture content over online so the professor would give a lecture maybe the beginning of the semester the middle of the semester at the end of the semester we treble the IT budget pulled money out of lecture theatres refurbishments and construction and put it all into IT infrastructure and so from then on the students most of the time watched the lecture content at home online they came to university for small groups where the professor would begin by saying ok what didn't do you understand about the material now I can't claim this is particularly original we rolled this in in 2013 we introduced this for all our first-year bachelor's degrees then second year this year we've we finished the fourth year and so it's now pervasive right through the undergraduate curriculum it's it's a version of blended learning I guess but I happen to think that we're at the beginning of another great revolution in university teaching and that it wouldn't surprise me if in a few short years almost all that is codified all about the content we deliver is available online and delivered online probably free thanks to the MOOCs were very involved with the MOOCs at Adelaide and that will free the time of the faculty to focus on the uncodified ball experiential learning what happens around the lab bench what happens in the seminar room what happens in the Socratic discourse in other words on the things that humble thought would be the most exciting thing about the research university so now what does this mean for the curriculum one thing certain it won't mean vocational training it probably doesn't necessarily mean the old major elective general requirement we have you know a pattern that is so universal that it just astonishes me there's no critique of it especially as we've now got evidence that the thing that's transformational is not what you do in the major the most transformational experiences is for those students who do the thesis who do the dissertation exercise so I happen to think we're headed to an important revolution in teaching but that the way forward is really the way back back to the Humboldt ideal and now last but not least my control Thank You Carla I think I think what I'll do is spend a little bit of time based on the other comments that I just heard thinking more specifically about the 21st century itself and the landscape of what we've encountered where we're coming from and I'll use mostly American examples but I think that what I'm about to say is applies everywhere and that is that it may be that human beings in the in the 21st century have finally reached a point where education is now a universal aspiration we're actually fighting and and arguing and even worse than fighting and arguing against people who believe that women shouldn't be educated who believe that education is something that should be doled out we're past all of the constraints that held us back for for centuries and millennia where education was viewed even from Plato's day to be something for the few not for the many and that change which has been highly manifested in the United States in the last 150 to 200 years is one which is really important to understand what teaching in the 21st century really might mean if you have ubiquitous demand for learning if you have aspirations for learning that are going to cut across the entire society all elements of the society if you have ever increasing complexity in the evolution of our species on the planet going from seven and a half million to ten million in global trade and instantaneous change and instantaneous this and careers unlike anything that have ever been experienced before and jobs and adjustments you know just think of when we actually do see driverless vehicles at least in the United States that means millions of jobs instantaneously eliminated because people were driving all of those vehicles for a living and so just looking at those kinds of things what you begin to see is that we are confronting and need to confront an expansion and an enhancement of the university and college based teaching and research and discovery enterprises that were presently operating a couple of data points first in the u.s. since 1980 there's been a fantastic opportunity for students that come from families of modest incomes and below to get a grant from the United States government of which is almost six thousand dollars cash to help pay for their chance to go to college millions and millions and millions of students have taken these grants less than half of them since 1980 have any degree whatsoever no certificate and no degree less than half the people that have attended college that are alive today in the United States have a degree or a certificate so one of the things that it seems that we've experienced just at the end of the 20th century is a sputtering some kind of a of a set of less than desirable outcomes of the educational enterprise that we have inherited and so because of the fact that that education has now become a universal aspiration it's not likely that that education will mean at some point well we'll be satisfied with everyone just having a high school diploma we'll be satisfied that would be like saying we'd be satisfied with everybody just learning how to read or count know the human spirit is too strong the human desire the human drive the human creativity index all of the things that we are is too great and so this notion of of what we're confronting we have a system somewhat like Warren just said it sort of ran its course a little bit it got overcrowded and broke down a little bit schools some schools decided that the way that they could control their environment was then by admitting only the upper upper quality students coming out of high school because it's the burden is that there's just too many people too many kids too many things going on too much diversity too many different ways that people think and learn too many cultures too many ways so imagine all of those characteristics and all those variables are expanding so what do you do well you don't abandon the things that have worked fantastically well you don't you don't as some people in the privates to have argued that college would go away those people have no idea what they're talking about that somehow technologies would come in and take over what colleges do those people have no idea what they're talking about either they they're just largely people seeking some sort of personal return from investments that they might make in technologies and so forth but what it is time for us to do is to rethink the teaching model itself in lots of different ways at the same time to embrace diversity to embrace scale to embrace speed of change not by throwing anything out the American Greek academies that operate in at at Bowdoin at Williams at Oberlin at other colleges like that around the country they're fantastic and they need to keep going and continue the the notion of a Humboldt e'en research university that goes back and flips all the lectures and then drives people into experience based learning around complex problems and solving all at some sort of scale we need that but we also it turns out need probably to start thinking about different types of teaching learning and discovery institutions what's happened to us now and it's really a sad state of affairs most colleges and universities line up around some aspirational target we need to be as good as or as elite as or as perform in the same way as some other to be named school they all line up in a simple model of replication with no acceptance even in the rankings of The Times Higher Education Rankings and so forth it's like really you're gonna take 2,000 or 3,000 or 5,000 colleges and rank them all in some kind of line I mean really I won't even give you the slang American term for what that means and so and so it's it's it's not good and so as opposed to thinking about one a wide range of colleges and universities and institutions of higher education of different types different orientations different mechanisms different approaches where the breadth of the types of people might go to experience teaching and learning they can they can find ones that fit for them they can find pathways that fit for them and so forth and so on and so just to add to this just for a second what we've been doing at the institution that I've been a part of the last 14 years at Arizona State University is basically taking everything that we can learn from the waveone schools in the United States the the original Greek academies from the wave to schools in the United States what we call the public colleges that started as publicly financed Greek academies as opposed to church financed or individual financed philanthropic they financed Greek academies the emergence of the land-grant universities the wave three schools and then ultimately the emergence of the wave 4 schools which are the research universities what we've set off on is to be a prototype of what we think of as wave 5 not in lieu of any of the previous waves but as a new type of institution one which is high speed in its orientation technologically enhanced technologically embedded able to adapt able to change able to teach across a range of intelligences types of intelligence not levels of intelligence types of intelligence we also become we often become confused about about what those things mean and so the long and the short of what I'm arguing for what at the point that I'm making is teaching in the 21st century means finding a way to accept a wide range of approaches find a way among those wide-ranging approaches to create these teaching environments to embrace this universal aspiration of learning so that we might find some way to engage the entirety of our society in teaching and learning related outcomes I'll give you one example in the last in 2006 we were visited by a friend of mine the late Chuck vest who was previously the president of MIT and at the time the president of the National Academy of Engineering and he was going around the country trying to find engineering programs that might be willing to rethink how they worked and and because we weren't getting enough women into engineering we weren't getting enough minority students into engineering or engineering as a result was overly focused perhaps narrowly focused perhaps culturally constrained perhaps we weren't able to derive the kinds of solutions that we might derive from engineers because our engineers came from too narrow of a band of our population so he said what's your suggestion he said well I haven't found anybody willing to eliminate all their engineering departments and build Grand Challenge or oriented engineering schools I said okay well Chuck we're probably crazy enough to do that here and so we did it we eliminated all 11 engineering departments we created five Grand Challenge engineering schools the engineering schools are built around what we think are the kinds of things that young people Millennials want to work on sustainability is one of the engineering schools bio and health systems is one of the engineering schools and so we went ahead and did this took two years one year of arguing one year of implementing and then and then we began this process of moving the thing forward so at the time that we finished that redesign we had 8,500 engineering students with a 68% freshman retention rate because we were still operating under the weed out model we then greatly infused new technologies into this new Grand Challenge oriented engineering school and we began seeing dramatic changes so we went from 8,500 face-to-face fully immerged in engineering students in 2008 to 16,000 full immersion engineering students in 2016 and 4,000 online engineering students we went from a 68% freshman retention rate to a 90% freshman retention rate so twice as many students face to face with three times the number of women students and four times the diversity in that student body and so from our perspective in that short time frame using a new approach to teaching a new approach to learning using that as just one example we are able to make dramatic changes in this notion of creating a differentiated learning environment not to supplant any previously existing learning environment there's great engineering schools that have no research there's great engineering schools that are small and so we went ahead and did this and it worked well thank you all and I'm gonna just throw one question out but I don't want you to answer it I just want you to think about it well we're inviting other questions you know you've all stressed and I think I completely endorse this the idea of a diverse ecology of learning both internal to our campuses but also in a national and international landscape we often but and you've all talked about the way in which technology has has transformed that landscape and I like very much the disorienting dilemma phrase I want to ask you about what I would call slow learning we often joke at Berkeley that getting an education at Berkeley is drinking from a firehose and I think that's only gotten intensified by the accessibility of teaching and learning instruments tools opportunities and so on and so forth that you know spill outside of the classroom and saturate everyday life but there's a lot of cognitive science that's shown that more is not better and faster is not necessarily better that if we look at the retention rate the absorption rate the apprehension metrics that we have of what students retain it turns out that you know using a laptop to take notes is probably the least efficient way to learn and that the pen is a little more efficient and the pencil is even better because it actually slows down the ability to take in information to rephrase information and it requires more condensation so I want to make put out there a question of what about slow learning but as we do that I want to just open open now the the floor for questions and I believe there are microphones out there so if you just throw up your hands we'll get them thank you very much for the wonderful presentation Francisco Cantu tecnológico de Monterrey Mexico it has been said that universities and nowadays are educating students from the 21st century with professors from the 20th centuries using methods from the 18th centuries and given before and some terms have been coins such as the Millennials the digital natives and digit microns and even the digital ignorance so the question is for the 21st century which is the theme of this of this panel so how are we going to deal with all these differences we seem to have there seem to be gaps between generations and one specific aspect of this is the thing that education doesn't seem to be a guarantee of getting a job and education doesn't to be a guarantee of in a good person for instance many of the persons that sell weapons or that have the power to start wars are educated persons so they had gone to school they have gone they have obtained university degrees but this doesn't seem to reflect on the decisions they are they are taking because we had Wars we have weapons we have there are bad things so are we missing something in the teaching of the 21st century that will allow us to have peaceful persons persons preoccupied by others and so I take that as a question about what about the moral development of our students well I think I would come back to the importance of civic engagement if a person is being educated just for their own advancement for their own benefit and not thinking about the benefit of society to that education then they will take a path it could be quite different from those that are thinking not only about themselves but what they can give back to society whether that's through their research through their job or through their actual organization of partnerships in their communities to help solve local problems using that expertise and we take that very seriously as part of our mission as do many universities and I think that's a great way to educate students to help overcome many of the challenges that we face across society what anyone else like to weigh in or shall we take more questions yeah I would like to respond to that for just a second and I think simply abolishing a four-word phrase among faculties conception of what they do in working with students would go a long ways toward this the forward phrase is it's not my job the fact is we teach the students we have not the students we want the students we have bring in a diverse array of needs some of those needs are very very important to address because they speak to civic engagement willingness to vote when they get out having what employers say they actually have to possess upon hire and those are things like creativity ability to work on a team with people who disagree with me all of those kinds of things are incredibly important if you conceive of yourself as a faculty member as a Content expert and dr. Bebbington spoke about the transmission model whose job is to transmit education in an environment where you can pull out what you carry around with you the smartphone and that's going to have more facts in it or accessible via it then you will ever be able to put in your own head as a faculty member I think that faculty who take the challenge who have the courage to say it is my job to help a student understand it's not all about me working with others achieves things that cannot be done if I take it on myself and so we conceptualize in what we do as faculty I think is really really critical and the good news on that is that first of all at all of your institutions there's a large cadre of those faculty anyway it's what draws people to the educational Enterprise the second piece of good news is at least in my 22 plus years as a faculty developer in higher ed I have seen a shift in new faculty coming to the institutions where I've worked over the years and these new faculty are more willing to accept that role to take that mantle on and it's a beautiful thing what it requires though at the institutional level is the courage for the administration for the institutional ethos to support that kind of professional development of a quick very easy example if a faculty member wants to take on the challenge of flipping her class for example because it is going to do something that will help improve student learning the faculty member has to know that hey what happens when my student end of the term student surveys drop the first semester that I try this she's got to be functioning from a safe place where the institution assures her we understand what you're doing we are supporting you in this and we take that into account when we assess what you've achieved and how you are doing as a teacher so I think those are some things that can very very definitely help I think Mike wanted to come in quickly I think the only thing I would add is that a probably very few of us in this room are Millennials most of us are probably baby boomers or somewhere plus or minus that a little bit and so I think it's really incumbent upon us to be cautious about wanting to take this standard human adage that the way things were done before is the way that they need to be done in the future I think that we've entered a moment with what I call the homo sapien nets the millennial nets the people born after 94 who have lived with nothing but access to unbelievable amounts of information they now have access across the billions of individuals to anything that they want anything they can imagine anything that anyone else could push on them or pray on them with or any other set of positive or negative flows of information so to blend sort of the two questions I mean I think the notion of slow learning is the right concept but slow learning in a world of ubiquitous high-speed access to everything and so you have to find a new way to blend those two things together so if you think of slow learning as the means by which wisdom is derived that slow learning is the means by which empathy is derived in a whole series of other critical human characteristics that we've got to have how do we then as academia in the world of high-speed access to knowledge and information in the world of technology how do we create master learners who learn slowly while having access to everything at the same time while being immersed in all new learning environments at the same time and so how do we create that and how do we also not throw the baby out with the bathwater so if there's the the great tremendous seminar that you had with four other kids sitting in a room as I did with a fantastic professor of normative political philosophy I mean I can remember every every word spoken in the in the class everything that was read what it meant how it sunk into my head and so forth so you have to find ways in which that is a piece of everything so to me it's not a function of either/or it's a function of finding a way to blend these things together in ways in which humans have never been able to experience those kind of learning environments in the past there's a question here I can't see the whole room now I can thanks Phil Bates from Times Higher Education just be quite keen to hear what the panel thinks about the role of study abroad in teaching I think there's a property of challenge in the UK in the u.s. around the lack of international experience for a lot of a lot of undergraduates excellent question especially to Americans well I talks about 45% of our students study abroad either for one semester or a full year and it's very much encouraged so that you can take your interest in a certain discipline or a certain culture and actually experientially be there and either learn the language better or take classes at a university and of course they get involved in in many activities in that country it's not just about taking some classes we've also instituted with our mission around civic engagement a one plus four bridge year service-learning program so a range of students who are accepted can elect to do a full year of service structured service-learning and groups of five or six in a foreign country we do it in Madrid in Brazil and Nicaragua where they're involved in you know doing something for that society learning is a group getting immersed in a foreign culture and they come back much more worldly much more understanding their position in the world and I think it has a lot to do with how they finish out their education I think the only thing I would add is that we certainly emphasize you know going overseas immersing oneself in other cultures we changed the academic calendars to six academic modules per year to allow a student to be able to take all their courses in the first half of the fall semester and then go for a language immersion program in Central America the second half of the fall semester then come back for the first half of the spring semester then go somewhere else for that you know to do something else in the second half of the spring semester so we've built that in as a part of our design but I'll also say that we also have worked really heavily we have we have Native American students from sixty tribal nations in the United States thousands of them on our campus we have almost 12,000 students from 140 different countries we have every socio-economic group at the institution so we've created also within the institution a place which is anything other than predictable anything other than you're just going to meet people like you grew up with you're not going to meet people just like you grew up with they're gonna meet every possible configuration at some sort of scale and some level of intensity that you can possibly imagine we have thousands of Muslim students thousands of Mormon students thousands of Jewish students all finding a way to work together study together work on things together so yes we're interested in people going away for semester abroad what we're really also interested in can you work in a truly global institution in a way that helps you to be a better learner to eyes we have a few five more minutes so happy to have other questions there's one back there so currently some new change for teaching for example cozier moons and adepts had big influence to teaching my question is that is it a new chant for future teaching or the challenges for traditional teaching for the new century particularly in the next few second few decades so it's a problem properly thank you so Coursera MOOCs that's online learning well we we're very we're with EDX and we've got three hundred and sixty thousand students and we expect to have a million by the end of 2018 but you know there's many issues around MOOCs that are still evolving and also the purpose for which you go into MOOCs there's many many possibilities I mean we if we fund a staff member to develop a MOOC it's got to be something that they can use in their regular there's an enrichment of their teaching on the campus and so the you know the off-campus element is a kind of spin off the 14% of hours after experiencing a MOOC then apply to come to us so you know it's had a big marketing effect for us but I know Michael has a much more developed approach at Arizona to to MOOCs we do you know what I would I guess add is that you know we're we're not even toddlers we're still you know babies laying in our cribs when we think about what technology might or might not be able to do and we have to approach it all very very carefully we've we have built 140 online degree programs we have 2,000 courses we have we have a whole series of things that we've got going on and but we're still just learning about those things still learning how to use them and so what we're really finding is that the power of these technologies for us that have been most meaningful have been in our full immersion environment the building of adaptive learning platforms to allow person who might be fantastically capable in language skills but might struggle with math and somehow gets left behind with math and we found a way that even everybody up and so we found ways through adaptive and active learning platforms and this is individualized learning so where we're headed with all of this is the notion of individualized learning so if you could if you could take certain courses in certain ways where it then freed up all your time your face-to-face time to be with faculty to think big ideas and solve problems and work in Humboldt E and laboratories and so forth I know I'm not saying that facetiously I'm saying that literally if you didn't have to take math 101 and econ 101 and things like that you could work on your own and work with others and work through technology platforms and what we have found is that that is a powerful way to learn we've got about 40,000 students in a math class right now from around the world from hundred and ninety countries around the world where we're getting unbelievable math outcomes there are no teachers it's all big data based deeply analytic things if we can take that math course and the understanding that comes from that and empower those students with that understanding then they're freed up to accelerate their learning in so many other ways that's what we're looking to be able to do yeah one very quick comment and it concerns how technology is enabling different kinds of teaching which is really exciting even if it's low-tech in the term of let's say YouTube videos I once heard Jose Bowen the author of teaching naked make a pretty evocative comment and he said the technology around what's going on in higher education today enables a professor to become the world's greatest teaching assistant and and what he meant by that was an instructor in college having the humility to say do I believe across the entire globe that I am the absolute best person to discuss X content or concept in my discipline the answer is probably no you can probably find that person speaking about that in dramatically effective ways using some incredible graphics and other kinds of engaging um tools why not leverage that and have that be what is the mechanism that the students are used to obtain this and then you've got the opportunity to work one-on-one to expand and so forth so I think faculty taking the humility to take on all of the opportunities that technology affords today is an important aspect also I think we are at the end of our time I would love to pose a number of questions to especially how to disrupt the reproduction of 20th century teaching for in our 21st century universities but maybe we can take that offline in the sidebar conversations thank you all for very stimulating interventions and I think that I know I learned a lot you

15 thoughts on “University teaching for the 21st century”

  1. Ami Toder University Mare bonre Falia Sudhi Kanki Magir Basschara Bessha Magir pula Silan betir Jorma Asmaani Qitab palon kor Ar Namaz por Matir puja bondo kor mora Manush puja bondo kor eye Connect for Mokka Sorif Asmaani Qitab

  2. Ami Toder University Gulam hoye Takbo Tui jodi akon pojonto Kunu jontu Jodi Ullongo Dekaithe paros Tahole ami Toder University Gulam hoye Takbo Tui Manush Abar Ullongo hoye takis media modde

  3. Ami Toder University Gulam Ajibon hoye Takbo Tui Kanki Magir basscha jodi Manush modde ki Brain Ase Ami tor University Gulam

  4. Ami Toder University Gulam hoye Takbo Ami tor ma bonre Sudhle Amar Vito theke J cloud Bar hoy physical Seta tui Kankir basscha Banaithe parle

  5. Ami Toder University Gulam Tora Jodi Water ar Batash Marthe paris Tahole Ajibon toder Gulam hoye Takbo Options Water 1 To ka 4

  6. Ami Toder University Gulam hoye Takbo Tui Network paisos Umbrella use kore Ami sarajibon tor Gulam hoye Takbo Na hoy Kanki Magir Basschara Toder Head Net Amar priyo Amak dithe Hoibe

  7. Ami Toder University Gulam Amar sorirer Vitor Hhar dekha jai Tui camera Diya Tulle Ami Toder Gulam Hoye Takbo Amonki Medicine Tree Modde dore All Fermesy Ami Toder University Gulam hoye Takbo "Soilder of Allah"

  8. Hello World Toder Ma bonre Ami Faliya Sudhi Kanki Magir Basschara Toder University mare bonre Ami Sudhi Gorib Toder Record Vanghe Dishe Tora Bessha Magir pula Kanki Magir Jorma Anyone King Queen Son Tor mar Dudh Kheye Samne Ay

  9. Toder University Mare bonre Ami Faliya Sudhi 300 bosorer Record Close Amonki Kanki Magir Basschara World Bank meneger Tar password tikmoto jane na All Businessmen mare bonre Ami Faliya Sudhi!I am the no.1 businessman Amar Jontu kaisos Allah Toderk Onek Soto pataise Tora Asmaani Qitab porbe bidhai Amar jontu Khaisos Taka poisa Dollar Riyad Dinar mare bonre Ami Faliya Sudhi Amar Jontu De Tora Bessha Magir Basschara Asmaani Qitab poros na Namaz Adhai koros na Already Allah toder University mare sudhe Cristian/Nigeria 2 ta child Jormo Tara tader mar peter Vitor Asmaani Qitab Mukostho

  10. Ami Toder University Gulam Hoye takbo Ajibon Only 5 Question Toder 300 bosorer Record( 1)What is Hair/Body/Dress Colour?chemistry Free Ans:I am Wait!

Leave a Reply

Your email address will not be published. Required fields are marked *