Addressing Wicked Problems of Meaningful Undergraduate Education in the Completion Era
D. KENT JOHNSON, PH.D INDIANA UNIVERSITY PURDUE UNIVERSITY FORT WAYNE PRESENTED AT AAC&U GENERAL EDUCATION AND ASSESSMENT CONFERENCE FEBRUARY 18, 2016
…how did I get to this overly long title?
The opening shot on a plane ride
Chance meeting with a state political leader on state board for higher education discussing award winning general education program at his state’s flagship…. “That program has to go…to hard to transfer credits…our students need to be mobile, able to transfer easily…”
State Governor articulates rationale for “Completion Agenda” policies
“…so I’m going to adjust my education curriculum to what business and commerce needs to get our kids jobs as opposed to moving back in with their parents after they graduate with debt…What are we teaching these courses for if they’re not going to help get a job?” (http://www.huffingtonpost.com/2013/02/03/pat-mccrory-college_n_2600579.html. Accessed December 2, 2015).
Dilemma to Idea External audiences view completion challenge as a “tame” problem solvable through a traditional structural response. However, the completion challenge – given the need for high quality graduates and shifting cost structure for funding higher education – is “wicked” Therefore – We need to conceptualize a more integrative framework for undergraduate education
Wicked problems are social or cultural problems that are difficult or impossible to solve for as many as four reasons:
1. incomplete or contradictory knowledge, 2. the number of people and opinions involved, 3. the large economic burden, and 4. the interconnected nature of these problems
with other problems” (Kolko, 2012).
The Wicked Problem of High Quality Undergraduate Education in the Completion Era
“Is it really possible simultaneously to improve college completion rates and student achievement of essential learning outcomes? ” (Humphreys, 2012)
“Wicked” Model for Integrative Curriculum
Application of Model – Climate Change Theme
I do not think that general education classes are important. I believe they are a waste of money for students who already know what they want to do. They are a good option for "undeclared" students, but we should not be forced into them. Biology-120, learning about genetic mutations of cats and dogs, does not correlate with my expected Psychology and Criminal Justice degree, when I'm pursuing a doctoral degree in criminology. It was irrelevant and a waste of time and tuition dollars.
“I think that general education courses serve to make college students well-rounded, knowledgeable citizens. They teach us basic skills, such as reading, writing, arithmetic, and speaking. They also serve to make us more aware of the world we live in. In order to be responsible people, we have to be informed and educated, not just in our own field, but in a variety disciplines so that we may make responsible decisions for ourselves and maybe someday our family.”
…but “truly integrative” requires more than curricular innovation
Intentional advising models – to help students “make sense” of how the components of undergraduate degree relate to each other
Partnering with Student Affairs to support an inclusive and dynamic learning environment
Integrating learning in the classroom, student experience or out of classs learning, and high quality assessment to evolve the learning model
Communicating to faculty, staff, students, and constituents what the “degree” means and the contributions distinctive graduates add to workplace and society
