The New High School Curriculum and the Future of Assessment
Perspectives: Media, Politics, and the
Responsibility of Higher Education
Roderick G. W. Chu
Chancellor Emeritus, Ohio Board of Regents
Perspectives: Media, Politics, and the
Responsibility of Higher Education
Before getting into the topic, however, I need to ask: Why change? Harry Brighouse kicked off this conference with his though-provoking challenge regarding the purpose of education. Yet mine is a serious question, because in many ways, the school curriculum fundamentally hasn’t changed for about 100 years.
Indeed, our agrarian school calendar hasn’t changed for over 200 years, despite the fact that less than 2% of our population – and virtually no kids – work on farms and many students lose 70% of what they’ve learned in the school year during their summer breaks.
NY Times columnist Thomas Friedman wrote so persuasively on the impact of globalization and the Internet in The World is Flat – now almost 7 years ago. He brought popular attention to the fundamental sea changes that have occurred in the past decade.
At this conference 2 years ago, I noted forces driving change because of state policies. Since then, the impact of the Great Recession has settled in.
Per capita state funding in constant dollars for public colleges and universities has shrunk to its lowest point in 25 years and hefty increases in tuition has barely kept resources level, in the face of the highest enrollments in history. [SHEEO SHEF 2010]
Yet things continue not to change much, driving higher education further down the death spiral I described then of inadequate higher education funding resulting in graduates without the requisite capabilities to produce growth, leading to economic and social decline, producing further shortages in funding for education.
For example: this excerpt from the viral YouTube video, Shift Happens.
On the political scene, I see a continuing building of the Perfect Storm. Because of a muddling economy in most states and communities, there will be a continued inability and political unwillingness to invest what’s needed to dramatically improve educational attainment with 100-old strategies, techniques, and attitudes. Further, increased public demand will pressure politicians to transfer the heat they’re feeling, resulting in their demanding better performance and greater accountability for results, while at the same time, they continue not to invest more in the education of our children and adults.
Tristian Stobie’s graph yesterday Accelerating Change Demands Different Skills reminded me of Al Gore’s graphs in An Inconvenient Truth. Yet educators seem to be very much like those who deny global warming and their need to do something to contribute to a solution. Where is our Union of Concerned Educators, crying for action by our own colleagues to rescue our future?
So what hope is there for change? Will the Academy recognize higher education’s responsibility for school reform?
Despite my gloomy introduction, I’ve always been tremendously optimistic about the ability of our higher education institutions to change the future.
After all, we in higher education have the privilege of working with the single biggest concentration of intelligence our country has!
If we adopt 7 Habits of Highly Effective People Stephen Covey’s habit of focusing on our circle of influence (what we can do), rather than our circle of concern (what we need to rely on others to do), we can reignite the American Dream for vast numbers of Americans!
Of course, changes to the Ivory Tower will be required. Higher education needs to take some responsibility to instigate and facilitate change. The Academy needs to become the change it wants to see in others.
For the first time in 900 years, the Academy no longer has oligopolistic control over the transmission of knowledge, as demonstrated by the Khan Academy and Sal Khan’s thousands of video instruction clips on YouTube, and MIT’s Open Courseware initiative.
For the Academy to remain relevant, it must become more than transmitters of knowledge. It must generate graduates who are critical thinkers and synthesizers, who can and do – as Trevor Packer stated – employ their thinking skills to translate knowledge into action.
But even if the Academy is willing to accept its responsibility as a collaborative partner in K12 curriculum reform, the challenge will be enormous.
We need to bridge the K-12/higher education divide.
An example: Prof. James Loewen’s revealing picture of the sad inadequacy of K12 history texts and instruction in his book Lies My Teacher Told Me. Yet, as Trevor Packer noted, until faculty are recognized for helping their K12 colleagues, most won’t invest their time doing so.
In general, most colleges and universities don’t work effectively with elementary and secondary schools, despite their inability to successfully remediate the academic preparation of entering students in most disciplines, let alone the needed non-cognitive skills we don’t try to remediate.
Perhaps one reason for this failure of engagement is that we have competing objectives:
Will the enlightened self-interest that David Conley mentioned – or public or political suasion – convince K12 and higher education that we must work together and agree on the primacy of one objective: Educational Equity, Excellence, and Success for All?
As Jaime Acquino challenged last night, America’s colleges and universities educate our nation’s educators and we are somewhat culpable for their shortcomings. We also educate many of our local, state, and federal policy makers, and, I shudder to think, we are somewhat responsible for their shortcomings as well.
Higher education has claimed to be about developing critical thinking and synthesis abilities in our students. As we’ve heard throughout this conference, we need to be about more – about nurturing dispositions and the ability to act effectively on the knowledge we have imparted.
As Allison Jones and Christyan Mitchell noted, we need to define what students need to be life-ready and help them acquire these skills. We also need to help politicians, as Doug Christiansen mentioned, by declaring the achievement level required – cut scores on assessments – to do college-level work.
If “it takes a village,” we need to get out of our ivory towers and work with others in our villages to define and develop the needed knowledge and skills, attitudes and beliefs, motivation and behavior for many, many more to succeed.
We need to get beyond eduspeak and express cognitive and non-cognitive standards in terms students and their families can understand. If we want them to take responsibility for their own education, standards need to pass the “refrigerator test”: be in language and succinct enough to put up on the refrigerator door, so students and their families can work on and monitor their attainment progress.
As a former businessman, I was heartened by Carolyn Adams’ observation: Educators need to work with the employers of our villages. For when we do, we’ll find their standards for career-ready employees are the same, academically, as those for college entry. Actually, as Patrick Killonen just reported, recognized workforce needs are greater than those for college entry, since workers must have non-cognitive skills and dispositions not required to enter college:
Getting American education out of our death spiral will take far greater wake-up calls than a former chancellor can muster. Perhaps the cries of public opinion and a greater exposure to the new realities from respected members of the media can help.
With that hope, I’ll turn the session over to Scott. Thank you.
A few days ago, I came down with a mild case of what I conclude is the flu. A little headachy, slight body aches, fever that progressed daily from 99.4° to 101.4° to 100.8° to normal today, and a general blah feeling. With my Internet connection, I was comfortable at home, keeping in touch with family and friends via facebook and email. I got a lot of sympathy and good advice.
This morning, my pastor, Kai Nilsen, called to alert me that he was stopping by in a few minutes to drop off some chicken soup and a bagel for me (and he’s not even Jewish!). Kai and his family have become good friends of mine, but I really am not accustomed to church pastors making house calls! I took advantage of the sunny 60° day and went outside to meet Kai. I thanked him for the soup and the bagel – but neglected to thank him for the gifts of his kindness and friendship – and explained I didn’t want to risk giving him the flu, so didn’t give him my traditional hug or invite him in to my virus-laden home. I did say that I was floored by the fact that I had received a house call from my pastor – on his day off – and would be posting the fact on facebook.
Kai’s visit ranks way up there in my book, on a par with my having personally been cooked dinner and served by then-Governor Kathleen Sebelius in her Kansas Governor’s Residence. I’ve told all my family and friends around the world that my life in Ohio is distinguished by the genuine friendliness of people here. Today’s experience is another example of that friendliness.
This is the first time I’ve had the flu since 1988. I’ve been good at getting my seasonal flu shots each fall. I also take Chinese Yin Qiao Jie Du Pian herbal cold pills at the first sign of a sniffle. Despite these precautions, I got the flu – or maybe because of these precautions, my flu was mild. Or perhaps the mildness the result of the midwestern friendliness that I’ve been so blessed with.
In any case, I recalled and stuck by my doctors’ old advice for the flu: “Stay in bed for 3 days. You may feel better the second day and want to go to work. If you do, you’ll relapse and be in bed for 2 weeks.” So I stayed home, drank plenty of fluids, including my Mom’s new recommendation: honey and cinnamon in hot water (I used hot green tea, taking advantage of another friend’s recommendation). I feel almost completely normal now – and very blessed. Still, I’m going to limit my contact with others for the next couple of days to be sure I don’t spread any lingering virus particles.
“More than any other person I know, [Rod Chu] is an international leader in higher education.” – President Emeritus Frank H. T. Rhodes
The Cornell Asian Alumni Association had its 20th annual banquet on Jan. 22, 2011 at Grand Harmony Palace restaurant in Chinatown, NYC. Here are the videos that my good friend Chester Mah took of the entertainment and speeches from that fun evening.
The 350 guests who attended the dinner were astounded by a performance of Bian Lian – Chinese Face Changing Dance – by Master Jiao, introduced by Matt Palumbo. Can you count how many times he changed masks?
Did you notice that he also changed his costume? How many times? Here’s a closer view that I got with my handheld camera.
I am especially happy to share these videos as I was the honoree at this year’s event. Bringing greetings was President Emeritus Frank Rhodes, who was introduced by CAAA President Monica Gelinas.
Martin Tang, a Trustee Emeritus of Cornell and past CAAA honoree, came from Hong Kong to support the banquet. He introduced me …
… and presented me with CAAA’s award.
Here’s the video of my remarks, which I entitled Reverence for Education – and Our Educators.
The text of my remarks is in my earlier blog.
Next came a vibrant performance of traditional Korean percussion by the student group Shimtah. This video was posted on YouTube by the group.
It was an absolutely delightful evening. I’m glad we have these videos to remind those of us who were there how much fun it was, and to enable me to share the evening with my family and friends who couldn’t be there.
|Johnson Dean Joe Thomas, Winston Tom, Frances Wong, President Emeritus Frank Rhodes, Frances Chu, Rod Chu, Monica Gelinas, Matt Palumbo, Cornell V.P. Susan Murphy|
Congratulations and thanks to the Cornell Asian Alumni Association President Monica Gelinas, Banquet Co-Chairs Winston Tom & Frances Wong, Matt Palumbo and other committee members, and all my Cornell friends and supporters who made this 20th Anniversary Banquet so memorable.
Thanks to Chester Mah for all his hard work in taking and editing the videos and hundreds of photos! You can see Chester’s photos of the evening on his photo website with password = banquet.
Faced with the greatest recession since the Great Depression, President Obama has offered not just an “audacious goal,” as others have referred to it earlier in this conference, but a BHAG – a Big, Hairy, Audacious Goal
– that “by 2020, America will once again have the highest proportion of college graduates in the world.” We all welcome the President’s recognition of importance of higher education in meeting the challenges of a 21st century world.
The State Higher Education Executive Officers – SHEEOs – have been carrying this message for years and provided important input to President-elect Obama’s transition team as they formulated their agenda, and are delighted that they listened.
I’m honored that I was elected by my fellow coordinating and governing state system heads to chair SHEEO during one of my years as Ohio’s Chancellor and am especially proud of the outstanding work that SHEEO’s president, Paul Lingenfelter, has done in leading the organization’s work –
so proud that I’m happy to borrow some of his slides to help inform my remarks today.
If you’d like more information on state higher education policy thoughts, please go to the SHEEO website where you’ll find some of Paul’s and others’ presentations and white papers.