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The Compass Projectin California
Compass Tri-State MeetingAAC&U Institute on General EducationMay 30, 2009
Ken O’DonnellOffice of the ChancellorCalifornia State University
The Compass Projectin California
state demographic and workforce trends
The Compass Projectin California
state demographic and workforce trends
two kinds of transfer
The Compass Projectin California
state demographic and workforce trends
two kinds of transfer
theories of change
state demographic and workforce trends
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
California population by ethnicity
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
“California’s young adult population is increasingly composed of groups, particularly Latinos, that historically have relatively low levels of educational attainment.”
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
“California’s young adult population is increasingly composed of groups, particularly Latinos, that historically have relatively low levels of educational attainment.”
Closing the GapPublic Policy Institute of CaliforniaApril, 2009
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trends
source: CA Department of Finance
“California’s young adult population is increasingly composed of groups, particularly Latinos, that historically have relatively low levels of educational attainment.”
Closing the GapPublic Policy Institute of CaliforniaApril, 2009
state demographic and workforce trendsCalifornia degree production
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
state demographic and workforce trendsCalifornia degree production
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
shortfall
state demographic and workforce trendsCalifornia degree production
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
shortfall
state demographic and workforce trendsCalifornia degree production
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
shortfall
state demographic and workforce trendsCalifornia degree production
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
shortfall
state demographic and workforce trendsCalifornia degree production
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
shortfall
state demographic and workforce trends
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
“If past trends continue, we project that California’s economy will demand almost one million more college graduates in 2025 than is likely to be supplied by the state’s population.”
Closing the GapPublic Policy Institute of CaliforniaApril, 2009
state demographic and workforce trends
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
“If past trends continueIf past trends continue, we project that California’s economy will demand almost one million more college graduates in 2025 than is likely to be supplied by the state’s population.”
Closing the GapPublic Policy Institute of CaliforniaApril, 2009
Why college?
Why college?
““To lead the examined life.”To lead the examined life.”
Why college?
““To get a good job.”To get a good job.”
““To lead the examined life.”To lead the examined life.”
Why college?
Why college?
Why college?
The endof the
“Ovarian Lottery.”
Why college?
The endof the
“Ovarian Lottery.”
“Ability trumps geography”
Why college?
The endof the
“Ovarian Lottery.”
“Ability trumps geography”
Why college?
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
Why college?
The new kind of work will reward those who can master:
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
Why college?
The new kind of work will reward those who can master:
* design
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
Why college?
The new kind of work will reward those who can master:
* design* story
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
Why college?
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who can master:
* design* story* symphony
Why college?
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who can master:
* design* story* symphony* empathy
Why college?
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who can master:
* design* story* symphony* empathy* play
Why college?
“Globalization is shipping white-collar work overseas, and powerful technologies are eliminating certain kinds of work altogether.”
The new kind of work will reward those who can master:
* design* story* symphony* empathy* play* meaning
state demographic and workforce trendsCalifornia degree production
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
public private
source: Public Policy Institute of California
shortfall
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
state demographic and workforce trendsCalifornia degree production
public private
shortfall
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
state demographic and workforce trendsCalifornia population by ethnicity
CaliforniaMasterPlan
c. 1960
CaliforniaMasterPlan
c. 1960
CaliforniaMasterPlan
c. 1960
CaliforniaMasterPlan
c. 1960
state demographic and workforce trends
future supply future demand
state demographic and workforce trends
future supply
* first generation
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* new concepts in science and tech
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* new concepts in science and tech* ability to collaborate w/diverse groups
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* new concepts in science and tech* ability to collaborate w/diverse groups* practical application
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* new concepts in science and tech* ability to collaborate w/diverse groups* practical application* effective communication
state demographic and workforce trends
future supply
* first generation* historically underrepresented and underserved* economically disadvantaged* less likely to persist and complete
future demand
* new concepts in science and tech* ability to collaborate w/diverse groups* practical application* effective communication* critical thinking
source: AAC&U/Peter D. Hart Research, 2007
The Compass Projectin California
state demographic and workforce trends *
two kinds of transfer
theories of change
The Compass Projectin California
state demographic and workforce trends
two kinds of transfer *
theories of change
Born Die
the CSU in a lifespan
Born Die
the CSU in a lifespan
Born Die
the CSU in a lifespan
Born Die
the CSU in a lifespan
TRANSFER
“the test we don’t see them take”
TRANSFER
“the test we don’t see them take”
“the test we don’t see them take”
TRANSFER comes from:
“the test we don’t see them take”
TRANSFER comes from:
* Effort and Practice.
“the test we don’t see them take”
TRANSFER comes from:
* Effort and Practice.
* Desirable Difficulty.
“the test we don’t see them take”
TRANSFER comes from:
* Effort and Practice.
* Desirable Difficulty.
* Multiple Representations.
“the test we don’t see them take”
TRANSFER comes from:
* Effort and Practice.
* Desirable Difficulty.
* Multiple Representations.
* Mental Models.
“the test we don’t see them take”
TRANSFER comes from:
* Effort and Practice.
* Desirable Difficulty.
* Multiple Representations.
* Mental Models.
Born Die
the CSU in a lifespan
TRANSFER
internships
Born Die
the CSU in a lifespan
TRANSFER
internships
groupwork
Born Die
the CSU in a lifespan
TRANSFER
internships
groupwork
faculty-studentcollaboration
Born Die
the CSU in a lifespan
TRANSFER
internships
groupwork
problemsolving
faculty-studentcollaboration
Born Die
the CSU in a lifespan
TRANSFER
internships
learningcommunitiesgroup
work
problemsolving
faculty-studentcollaboration
Born Die
the CSU in a lifespan
TRANSFER
internships
learningcommunitiesgroup
work
problemsolving
alternativebreak
faculty-studentcollaboration
Born Die
the CSU in a lifespan
TRANSFER
communityengagement
internships
learningcommunitiesgroup
work
problemsolving
alternativebreak
faculty-studentcollaboration
Born Die
the CSU in a lifespan
TRANSFER
communityengagement
internships
learningcommunitiesgroup
work
problemsolving
alternativebreak
studyabroad
faculty-studentcollaboration
Born Die
the CSU in a lifespan
TRANSFER
communityengagement
internships
commonreading learning
communitiesgroupwork
problemsolving
alternativebreak
studyabroad
faculty-studentcollaboration
the CSU in a lifespan
TRANSFER
the CSU in a lifespan
TRANSFER
LEAP Outcomes
the CSU in a lifespan
TRANSFER
LEAP Outcomes
1. KNOW human cultures & physical world.
the CSU in a lifespan
TRANSFER
LEAP Outcomes
1. KNOW human cultures & physical world.2. KNOW HOW to write, reason, calculate.
the CSU in a lifespan
TRANSFER
LEAP Outcomes
1. KNOW human cultures & physical world.2. KNOW HOW to write, reason, calculate.3. ACT ethically and responsibly.
the CSU in a lifespan
TRANSFER
LEAP Outcomes
1. KNOW human cultures & physical world.2. KNOW HOW to write, reason, calculate.3. ACT ethically and responsibly.4. INTEGRATE learning.
TRANSFER
TRANSFER
TRANSFER
9 units English and crit thinking
TRANSFER
9 units English and crit thinking3 units mathematics
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
TRANSFER
9 units English and crit thinking3 units mathematics
6 units science and lab9 units arts & humanities
9 units social science3 units self-development
the two kinds of transfer
TRANSFER
the two kinds of transfer
TRANSFER
* efficient
the two kinds of transfer
TRANSFER
* modular* efficient
the two kinds of transfer
TRANSFER
* interchangeable* modular* efficient
the two kinds of transfer
TRANSFER
* frictionless* interchangeable* modular* efficient
the two kinds of transfer
TRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient * stressful
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
* surprising* stressful
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
* iterative* surprising* stressful
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
* effortful* iterative* surprising* stressful
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
* effective* effortful* iterative* surprising* stressful
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
* effective* effortful* iterative* surprising* stressful
DEEPER LEARNING
the two kinds of transfer
TRANSFERTRANSFER
* fragmentary* frictionless* interchangeable* modular* efficient
* effective* effortful* iterative* surprising* stressful
DEEPER LEARNING
GREATER PERSISTENCE
The Compass Projectin California
state demographic and workforce trends *
two kinds of transfer *
theories of change
The Compass Projectin California
state demographic and workforce trends
two kinds of transfer
theories of change *
how do we get from here to there?
Give Students a CompassGive Students a Compassbeta sites beta sites in Californiain CaliforniaMay, 2009May, 2009
Give Students a CompassGive Students a Compassbeta sites beta sites in Californiain CaliforniaMay, 2009May, 2009
Give Students a CompassGive Students a Compassbeta sites beta sites in Californiain CaliforniaMay, 2009May, 2009
Give Students a CompassGive Students a Compassbeta sites beta sites in Californiain CaliforniaMay, 2009May, 2009
Give Students a CompassGive Students a Compasschange networks change networks in Californiain CaliforniaMay, 2009May, 2009
Give Students a CompassGive Students a Compasschange networks change networks in Californiain CaliforniaMay, 2009May, 2009
communicationscommunications
Give Students a CompassGive Students a Compasschange networks change networks in Californiain CaliforniaMay, 2009May, 2009
communicationscommunications
facultyfaculty
Give Students a CompassGive Students a Compasschange networks change networks in Californiain CaliforniaMay, 2009May, 2009
communicationscommunications
facultyfaculty
networkingnetworking
Give Students a CompassGive Students a Compasschange networks change networks in Californiain CaliforniaMay, 2009May, 2009
communicationscommunications
conferencesconferences
facultyfaculty
networkingnetworking
California State Budget
the new GE paradigm will be:
purposeful
the new GE paradigm will be:
purposeful
* outcomes work
the new GE paradigm will be:
purposeful
* outcomes work* clarity for families
the new GE paradigm will be:
purposeful
* outcomes work* clarity for families* goal-oriented transfer
the new GE paradigm will be:
purposeful
demonstrable
the new GE paradigm will be:
purposeful
demonstrable
* signature assignments
the new GE paradigm will be:
purposeful
demonstrable
* signature assignments* ePortfolios
the new GE paradigm will be:
purposeful
inclusive
demonstrable
the new GE paradigm will be:
purposeful
inclusive
demonstrable
* High-Impact Practices
the new GE paradigm will be:
purposeful
inclusive
demonstrable
* High-Impact Practices* student affairs
the new GE paradigm will be:
purposeful
inclusive
demonstrable
* High-Impact Practices* student affairs* messages
the new GE paradigm will be:
purposeful
inclusive
demonstrable
the new GE paradigm will be:
purposeful
inclusive
demonstrable
the new GE paradigm will be:
purposeful
inclusive
demonstrable
0
20,000,000
40,000,000
60,000,000
80,000,000
100,000,000
120,000,000
140,000,000
2000 2010 2020 2030 2040 2050
Hispanic
Asian
Multirace
Black
American Indian
Pacif ic Islander
White
0
50000
100000
150000
200000
250000
300000
1990 1995 2000 2005 2010 2015 2020 2025
the new GE paradigm will be:
purposeful
inclusive
demonstrable
the new GE paradigm will be:
purposeful
inclusive
demonstrable
the new GE paradigm will be:
purposeful
inclusive
demonstrable
the new GE paradigm will be:
purposeful
inclusive
demonstrable
the new GE paradigm will be:
purposeful
inclusive
demonstrable
VALUE
Give Students a CompassGive Students a Compassin the California State Universityin the California State UniversityMay, 2009May, 2009
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