general education our students’ best job security sacramento state university ge recognition day...
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General EducationOur Students’ Best Job Security
Sacramento State UniversityGE Recognition DayNovember 5, 2010
Ken O’DonnellCSU Office of the Chancellor
Purposes of General Education
Purposes of General Education
☼ KNOW ABOUT human cultures and the natural world
Purposes of General Education
☼ KNOW ABOUT human cultures and the natural world
☼ KNOW HOW to inquire, think, solve, communicate
Purposes of General Education
☼ KNOW ABOUT human cultures and the natural world
☼ KNOW HOW to inquire, think, solve, communicate
☼ ENGAGE in the broader world
Purposes of General Education
☼ KNOW ABOUT human cultures and the natural world
☼ KNOW HOW to inquire, think, solve, communicate
☼ ENGAGE in the broader world
☼ INTEGRATE learning to adapt to new ideas
adapted from the Association of American Colleges & Universities
our students need general education:
our students need general education:
* to enjoy a full life
our students need general education:
* to enjoy a full life
less likely to smoke
our students need general education:
* to enjoy a full life
less likely to smoke
likelier to stay married
our students need general education:
* to enjoy a full life
less likely to smoke
likelier to stay married
likelier to attend museums, festivals, live performances
our students need general education:
* to enjoy a full life
healthier
less likely to smoke
likelier to stay married
likelier to attend museums, festivals, live performances
our students need general education:
* to enjoy a full life
healthier
less likely to smoke
likelier to stay married
likelier to start a business
likelier to attend museums, festivals, live performances
healthier
less likely to smoke
likelier to stay married
likelier to start a business
likelier to attend museums, festivals, live performances
healthier
less likely to smoke
likelier to stay married
likelier to start a business
likelier to attend museums, festivals, live performances
agency
agency
agency
our students need general education:
* to enjoy a full life
Haiti, January 2010
Haiti, January 2010
$40 million raised in text messagesby the following April
source: bnet.com
our students need general education:
* to enjoy a full life
our students need general education:
* to enjoy a full life
* to participate fully in the world
our students need general education:
* to enjoy a full life
* to participate fully in the world
* to get a good job
Chancellor Charles B. ReedFebruary 25, 2008
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
"No matter the industry, we found similarities in the skills they wanted from our graduates
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
"No matter the industry, we found similarities in the skills they wanted from our graduates."
"I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could:
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
"No matter the industry, we found similarities in the skills they wanted from our graduates."
"I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could:
* Come ready to work the first day on time
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
"No matter the industry, we found similarities in the skills they wanted from our graduates."
"I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could:
* Come ready to work the first day on time* Communicate and think critically * Work in teams
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
"No matter the industry, we found similarities in the skills they wanted from our graduates."
"I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could:
* Come ready to work the first day on time* Communicate and think critically * Work in teams * Use technology * Speak multiple languages and
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
"No matter the industry, we found similarities in the skills they wanted from our graduates."
"I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could:
* Come ready to work the first day on time* Communicate and think critically * Work in teams * Use technology * Speak multiple languages and * Think and communicate globally
Chancellor Charles B. ReedFebruary 25, 2008
"We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality."
"No matter the industry, we found similarities in the skills they wanted from our graduates."
"I kept hearing the same thing over and over again and that surprised me at first. What they wanted were employees who could:
* Come ready to work the first day on time* Communicate and think critically * Work in teams * Use technology * Speak multiple languages and * Think and communicate globally
"In other words, they want employees with the kind of experience and opportunities that come from a CSU college education."
Richard A. GreenwaldProfessor of History
Drew University
Richard A. GreenwaldProfessor of History
Drew UniversityThe Triangle Fire (2005)
Richard A. GreenwaldProfessor of History
Drew UniversityThe Triangle Fire (2005)
The World in a Box: Containerization (2011)
Richard A. GreenwaldProfessor of History
Drew University
“Liberal Arts:The Economy Requires Them”
October 1, 2010
The Triangle Fire (2005)The World in a Box: Containerization (2011)
Richard A. GreenwaldProfessor of History
Drew University
“Liberal Arts:The Economy Requires Them”
October 1, 2010
The Triangle Fire (2005)The World in a Box: Containerization (2011)
Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain.
Richard A. GreenwaldProfessor of History
Drew University
“Liberal Arts:The Economy Requires Them”
October 1, 2010
The Triangle Fire (2005)The World in a Box: Containerization (2011)
Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain.
Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes.
Richard A. GreenwaldProfessor of History
Drew University
“Liberal Arts:The Economy Requires Them”
October 1, 2010
The Triangle Fire (2005)The World in a Box: Containerization (2011)
Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain.
Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes.
Today, breadth, cultural knowledge and sensitivity, flexibility, the ability to continually learn, grow and reinvent, technical skills, as well as drive and passion, define the road to success.
Richard A. GreenwaldProfessor of History
Drew University
“Liberal Arts:The Economy Requires Them”
October 1, 2010
The Triangle Fire (2005)The World in a Box: Containerization (2011)
Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain.
Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes.
Today, breadth, cultural knowledge and sensitivity, flexibility, the ability to continually learn, grow and reinvent, technical skills, as well as drive and passion, define the road to success.
Richard A. GreenwaldProfessor of History
Drew University
“Liberal Arts:The Economy Requires Them”
October 1, 2010
The Triangle Fire (2005)The World in a Box: Containerization (2011)
Firms at the time developed career ladders, and successful junior executives who honed their skills and got along advanced up the food chain.
Today, no such career ladder exists. And narrow sets of skills may not be the ticket they once were. We are witnessing a new way of working developing before our eyes.
Today, breadth, cultural knowledge and sensitivity, flexibility, the ability to continually learn, grow and reinvent, technical skills, as well as drive and passion, define the road to success.
And liberal arts institutions should take note, because this is exactly what we do best.
January 4, 2010
“To land the jobs that will see some of the most growth, job seekers will
need to branch out and pick up secondary skills or combine hard
science study with softer skills.”
January 4, 2010
“U.S. nursing programs are not effective in teaching nursing science, natural sciences, social sciences, technology and the humanities.
Educating Nurses: A Call for Radical Transformation (2009)
“U.S. nursing programs are not effective in teaching nursing science, natural sciences, social sciences, technology and the humanities.
“Developing knowledge that is to be used in a complex, high-stakes practice such as nursing calls for an ongoing dialogue between information and practice, so that students build an evidence base for care and thus learn to make decisions about appropriate interventions for a particular patient.”
Educating Nurses: A Call for Radical Transformation (2009)
“Undergraduate engineering should be reconfigured as an academic discipline,
Engineering for a Changing WorldUniversity of Michigan2007
“Undergraduate engineering should be reconfigured as an academic discipline, similar to other liberal arts disciplines in the sciences, arts, and humanities,
Engineering for a Changing WorldUniversity of Michigan2007
“Undergraduate engineering should be reconfigured as an academic discipline, similar to other liberal arts disciplines in the sciences, arts, and humanities, thereby providing students with more flexibility to benefit from the broader educational opportunities offered by the comprehensive American university with the goal of preparing them for a lifetime of further learning rather than professional practice.”
Engineering for a Changing WorldUniversity of Michigan2007
“The world’s problems today – with the environment, energy, global warming -- will be solved by engineers,
Sue Holl, Mechanical EngineerSacramento State University
“The world’s problems today – with the environment, energy, global warming -- will be solved by engineers, using a broad understanding of where we are as a civilization to know what will WORK for society.”
Sue Holl, Mechanical EngineerSacramento State University
calstate.edu/app
calstate.edu/app
calstate.edu/app
calstate.edu/app
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
geologist
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
publicist
geologist
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
publicist
geologist
statistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
curatorpublicist
geologist
statistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
social worker
curatorpublicist
geologist
research scientist
statistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
social worker
curatorpublicist graphic
designer
geologist
research scientist
statistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
social worker
curatorpublicist graphic
designer
geologist
research scientist
mechanical engineerstatistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
curatorpublicist graphic
designer
geologist
research scientist
mechanical engineerstatistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
geologist
research scientist
mechanical engineerstatistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
health worker
geologist
research scientist
mechanical engineerstatistician
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
health worker
geologist
research scientist
mechanical engineerstatistician
electrical engineer
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
health worker
geologist
research scientist
mechanical engineerstatistician
electrical engineer
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
health worker
geologist
research scientist
mechanical engineerstatistician
electrical engineer
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
health worker
geologist
research scientist
mechanical engineerstatistician
electrical engineer
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
health worker
geologist
research scientist
mechanical engineerstatistician
electrical engineer
social sciences
English, arts, humanities
physical and life sciences
logic and quantitative reasoning
economist
demographer
social worker
journalist
curatorpublicist graphic
designer
health worker
geologist
research scientist
mechanical engineerstatistician
electrical engineer
our students need general education:
* to enjoy a full life
* to participate fully in the world
* to get a good job
our students need general education:
* to enjoy a full life
* to participate fully in the world
* to get a good job – more than once
our students need general education:
* to enjoy a full life
* to participate fully in the world
* to get a good job – more than once
our students need general education:
* to enjoy a full life
* to participate fully in the world
* to get a good job – more than once
your most engaging teaching experience?
Latino/a not Latino/a
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 0Latino/a not Latino/a
38%
55%
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 0Latino/a not Latino/a
38%
55%
gap17
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 01 1Latino/a not Latino/a
38%
55%
49%
63%
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 01 1Latino/a not Latino/a
38%
55%
49%
63%
gap14
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 01 12 2Latino/a not Latino/a
38%
55%
49%
63%65%
68%
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 01 12 2Latino/a not Latino/a
38%
55%
49%
63%65%
68%
gap3
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 01 12 23+ 3+Latino/a not Latino/a
38%
55%
49%
63%65%
68%
73%
69%
Source: CSU Northridge Institutional ResearchAugust, 2010
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
Graduation Rates by Ethnicity andParticipation in High-Impact Practices
0 01 12 23+ 3+Latino/a not Latino/a
38%
55%
49%
63%65%
68%
73%
69%
Source: CSU Northridge Institutional ResearchAugust, 2010
gap-4
Making General Education Relevant
January 26-29, 2011calstate.edu/app/compass