Whether they recognize it or not, virtually all colleges and universities face three GrandChallenges:·Improve the learning outcomes of a higher education: A large majority of college graduates are weak in capabilities that faculty and employers both see as crucial.·Extend more equitable access to degrees: Too often, students from underserved groups and poor households either don’t enter college or else drop out without a degree. The latter group may be worse off economically than if they’d never attempted college.·Make academic programs more affordable (in money and time) for students and other important stakeholder groups: Many potential students believe they lack the money or time needed for academic success. Many faculty believe they don’t have time to make their courses and degree programs more effective. Many institutions believe they can’t afford to improve outcomes.These challenges are global. But, in a higher education system such as that in the United States, the primary response must be institutional. This book analyzes how, over the years, six pioneering colleges and universities have begun to make visible, cumulative progress on all three fronts.
Stephen C. Ehrmann has received two national awards for his contributions to distance education research. He previously served as Vice Provost for Teaching & Learning at the George Washington University; Associate Director for Research and Evaluation at the Kirwan Center for Academic Innovation at the University System of Maryland; Vice President of the non-profit Teaching Learning and Technology Group; Director of the Flashlight Program for the Evaluation of Educational Uses of Technology; Senior Program Officer for Interactive Technologies with the Annenberg/CPB Projects; Program Officer with the Fund for the Improvement of Postsecondary Education (FIPSE); and Director of Educational Research and Assistance at The Evergreen State College. He might be best known as the co-author of the 1996 article, Implementing the Seven Principles: Technology as Lever. He has a Ph.D. in management and higher education from MIT. Jillian Kinzie is Associate Director of the Indiana University Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute. She is also a senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project.
Foreword—Jillian Kinzie Preface AcknowledgmentsPart One. Why Improve Quality, Equitable Access, and Affordability? And How? 1. What’s So Urgent? 2. Iron Triangles, Three Gains, and 3Fold Gains Part Two. 3Fold Gains Guided by a Single Paradigm 3. Georgia State University. Assembling a Constellation for 3Fold Gains 4. Governors State University. A 4-Year Educational Strategy 5. College for America. Project-Based, Individualized Learning 6. Three Competing Paradigms for Pursuing 3Fold Gains Part Three. Sustaining the Integrative Pursuit of 3Fold Gains 7. Guttman Community College. Designed for Integrative Education 8. University of Central Oklahoma. Transformative Learning Sparks Institutional Evolution 9. University of Central Florida. Using Online and Blended Strategies to Pursue 3Fold Gains Part Four. Aligning Initiatives Across Three Domains 10. Integrative Educational Strategies for 3Fold Gains 11. Organizational Foundations That Sustain Integrative Educational Strategies 12. Leveraging Interactions With the Wider World Part Five. Doing It 13. A Framework for Pursuing, Scaling, and Sustaining 3Fold Gains 14. Implementation. Beginning the Intentional Pursuit of 3Fold Gains 15. For 3Fold Gains on a National Scale, Change the Wider World, Too References About the Author Index
