Jeffrey J. Selingo, Washington Post contributor and author of There Is Life After College: What Parents and Students Should Know About Navigating School to Prepare for the Jobs of Tomorrow; visiting scholar, Center for 21st Century Universities, Georgia Institute of Technology; professor of practice, Arizona State University.
At a time of heightened attention to how universities and colleges are preparing young people for the workforce, questions about the meaning and value of university credentials have become especially prominent. A discussion on the ecosystem of credentials, including universities and colleges, employers, government agencies, policy makers and influencers—and, not least, the students whose futures are profoundly affected by these certifications.
Sean Gallagher, Ed.D, Chief Strategy Officer, Northeastern University Global Network, author of “The Future of University Credentials: New Developments at the Intersection of Higher Education and Hiring”
Interviewer: Kathleen DeLaski
Colleges and universities have long relied on their brand names as the value they provide to their graduates in the job market. More often than not, students and parents are drawn to a specific institution, not a degree major. But with a growing body of research finding that majors often matter more than institutions, a discussion about what matters most to employers and how they determine which campuses to visit to recruit graduates.
Matthew Boyce, Director of Undergraduate Admissions, George Mason University
Teresa Flannery, Executive Director, University Communications, American University
Mark Schneider, Vice President and Institute Fellow, American Institutes for Research
Martin Van Der Werf, Associate Director of Editorial and Postsecondary Policy, Georgetown University Center on Education and the Workforce
Moderator: Jeff Young, EdSurge
As college becomes less of a life stage and more as a platform for lifelong learning, new approaches to credentialing will emerge. As students move in and out of postsecondary education, the credentials that universities offer are diversifying from a limited set of formal degrees (Bachelors, Masters) to more differentiated and fluid options, such micro-credentials, certificates and more.
Rich DeMillo, Director, Center for 21st Century Universities, Georgia Institute of Technology
Pulin Sanghvi, Executive Director, Career Services, Princeton University
Matthew Pittinsky, CEO, Parchment
Moderator: Nick Anderson, Washington Post
Education leaders AACRAO and NASPA recognized the need for a new type of student record that would provide additional information on learning outcomes, competencies and experiences outside of the classroom. Through a grant from Lumina Foundation, the Comprehensive Student Record Project took shape. Real credential innovation projects in action will be discussed.
Tom Green, Associate Executive Director, AACRAO
Amelia Parnell, Vice President for Research & Policy, NASPA
Rodney Parks, University Registrar, Elon University
Insiya Bream, Assistant Vice Provost, Registrar Strategic Operations, Projects & Communications, University of Maryland University College
Moderator: Tom Green & Amelia Parnell
While some claim that the college degree is losing its strength as the primary signal in hiring, recruiters are beginning to look to other measures to evaluate potential candidates. What employers are gaining from big data can signal how higher education can expand the reporting of outcomes to improve learner opportunities. This discussion will look at how one company is harnessing data to figure out why and how its workers are hired, fired, and promoted.
Karyn Marciniak, Vice President, People Analytics, Two Sigma
Moderator: Jeff Selingo
While the debate over the role of accreditation in determining the value and quality of a degree rages on in Washington, employers are increasingly taking on a role in quality control through their work training and tuition-assistance programs. More and more employers want control over where their dollars are spent for education, and in doing so, are having an impact on the quality discussion in higher education.
Judith Eaton, President, Council for Higher Education Accreditation
Cody Cleverly, Senior Analyst, Academic Programs, JetBlue Airways
Marc Singer, Vice Provost, Center for the Assessment of Learning, Thomas Edison State University
Burck Smith, CEO, Straighter Line
Moderator: Paul Fain, Inside Higher Ed
While undergraduate learning knows few boundaries, much of the experiential learning that happens outside the classroom isn’t assessed, documented, or communicated to employers. As a result, the impact of universities is left implicit, not explicit. A discussion of how institutions can better demonstrate to the job market the education of the whole student.
MJ Bishop, Director for Academic Innovation, University System of Maryland’s Center for Academic Innovation
Holly Zanville, Strategy Director, Lumina Foundation
Nina Morel, Dean, College of Professional Studies, Lipscomb University
Moderator: Goldie Blumenstyk, The Chronicle of Higher Education
Education Design Lab posed the question, “How might we capture learning beyond the traditional transcript in ways that are meaningful to employers?”. The answer: a 21st Century Skills Challenge. Education Design Lab and a cohort of colleges and universities are prototyping a full suite of 21st century skills digital badges—and refining possible solutions. Real credential innovation projects in action will be discussed.
Stephen Brand, Executive Director of Global Learning and Development, Bay Path University
Erika Cohen-Derr, Assistant Dean for Student Engagement, Georgetown University
Abra McAndrew, Assistant Vice Provost, Student Engagement, University of Arizona
Moderator: Kathleen DeLaski, Education Design Lab
Michael S. Roth became the 16th president of Wesleyan University on July 1, 2007. Formerly president of California College of the Arts (CCA), Roth is known as a historian, curator, author and public advocate for liberal education.