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The changing landscape of higher education: experiential learning in public relations for the millennial generation

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The changing landscape of higher education: experiential learning in public relations for the millennial generation

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Content THE CHANGING LANDSCAPE OF HIGHER EDUCATION: EXPERIENTIAL LEARNING IN PUBLIC RELATIONS FOR THE MILLENNIAL GENERATION by Victoria Carroll A Thesis Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS (STRATEGIC PUBLIC RELATIONS) May 2014 Copyright 2014 Victoria Carroll ii Dedication The following work would not have been possible without the support of my fiancé, Ryan Patterson, who not only pushed me to pursue graduate school but recognized my sincere interest in learning and education. It was his journey from higher education to a professional career, in particular, that served as the original inspiration for this thesis and as a real-life example of the Millennial generation’s impact on the current state of higher education. I trust that this thesis will further illustrate this generation’s impact on higher education, as well as prove the value of experiential learning and its necessary role in the educational model. iii Acknowledgments While the road to completing this thesis was arduous, frustrating and challenging, it was one of the most rewarding accomplishments I’ve ever experienced. I would like to offer a special thanks to, Professor Laura Min Jackson for her inspiration to pursue a thesis on experiential learning and her dedication to helping me fulfill my goal. Laura guided me through this process and without her unwavering support I could not have accomplished what I set out to do with this thesis. I would also like to thank Professor Jennifer Floto for serving as a valuable resource throughout the duration of this work and Professor Laura Castañeda for lending her extensive experience in education when reviewing my work. Both Jennifer and Laura’s insight inspired my work and kept me positive. Finally, I’d like to thank my survey respondents and interviewees for their time and consideration during this process. Their insightful outlook and feedback on experiential learning played a tremendous role in the outcome of this thesis. iv Table of Contents Dedication ....................................................................................................................................... ii Acknowledgments.......................................................................................................................... iii List of Figures ................................................................................................................................ vi Abstract ......................................................................................................................................... vii Preface............................................................................................................................................ ix Primary and Secondary Research Overview................................................................................. xii Research Methodology .............................................................................................................. xii The Millennial Generation ....................................................................................................... xiii Psychographics as a Tool .......................................................................................................... xv Special Considerations ............................................................................................................. xvi Introduction ..................................................................................................................................... 1 Chapter One: U.S. Education: Past to Present ................................................................................ 3 Education in the United States .................................................................................................... 3 Education’s Progressive and Modern Eras.................................................................................. 5 Criticisms of the U.S. System ..................................................................................................... 6 Overview of Higher Education in the United States ................................................................. 12 Higher Education in the 21 st Century ........................................................................................ 16 Chapter Two: The Evolution of Experiential Learning ................................................................ 21 Overview of Experiential Learning ........................................................................................... 21 Kolb’s Experiential Learning Model......................................................................................... 22 More Experiential Learning Theories Defined ......................................................................... 26 Experiential Learning in Higher Education .............................................................................. 32 Chapter Three: Who are Millennials and What Do They Want? .................................................. 35 Working Definition of ‘Millennial’........................................................................................... 35 Millennials: How They Think, Feel and Behave ...................................................................... 38 Millennials’ Impact on the Future ............................................................................................. 40 Chapter Four: Millennials’ Attitude toward Higher Education .................................................... 43 Millennials’ Changing Relationship with Higher Education .................................................... 43 Experience is What They Truly Value ...................................................................................... 46 Universities Have Significant Room for Improvement............................................................. 48 v Chapter Five: Case Studies of Experiential Learning in Higher Education ................................. 50 On the Hunt for an Experiential Edge ....................................................................................... 50 Chapman University’s Office of Undergraduate Research Program ........................................ 50 Background ............................................................................................................................ 50 Chapman’s Experiential Learning Offerings ......................................................................... 51 Impact on Students and Education ........................................................................................ 54 University of Southern California’s Annenberg X ................................................................... 55 Background ............................................................................................................................ 55 Experiential Learning Offerings ............................................................................................ 57 Impact on Students and Education ........................................................................................ 59 Pepperdine University’s Communication Division................................................................... 62 Background ............................................................................................................................ 62 Experiential Learning Offerings ............................................................................................ 64 Impact on Students and Education ........................................................................................ 65 Chapter Six: The Future of Experiential Learning in Higher Education ...................................... 68 Impact of Technology ............................................................................................................... 69 Impact of the Job Market and Economy ................................................................................... 70 Growth Potential ....................................................................................................................... 73 Chapter Seven: Recommendations ............................................................................................... 74 Considerations for Success........................................................................................................ 74 Potential Implications ................................................................................................................ 76 Chapter Eight: Conclusion ............................................................................................................ 79 Bibliography ................................................................................................................................. 81 Appendices .................................................................................................................................... 97 Appendix A: Millennial Survey Questions ............................................................................... 97 Appendix B: Millennial Target Audience Key Findings ........................................................ 103 Appendix C: Academia Interview Questions .......................................................................... 114 Appendix D: Academia Interview Key Findings .................................................................... 117 vi List of Figures Figure 1: “The Current State of Education In America” Infographic, Buzzfeed.com 8 Figure 2: Basis of Kolb’s Experiential Learning Model 24 Figure 3: Kolb’s Learning Cycle 25 Figure 4: Lewin’s Action Research Cycle 28 Figure 5: Lewinian Model of Learning 29 Figure 6: Dewey’s Model of Experiential Learning 30 Figure 7: List of Learned Skills, measured on importance level by Millennials 44 Figure 8: USC’s Annenberg Innovation Lab Areas of Research and Practice 57 vii Abstract This paper examines the changing landscape of higher education and its significant impact on the current Millennial generation. More specifically, it identifies the Millennial generation’s expectations of today’s universities and how these can be met with the implementation of the experiential learning model. The purpose of this study is not only to investigate the relationship between higher education and the Millennial generation, but also to explore this generation’s future if the higher education learning model continues to remain unchanged. Another aim is to evaluate the experiential learning model and the contributions it has made to education in the past, with the ultimate outcome of developing recommendations on how to effectively integrate this model into today’s model. To support these recommendations, an assessment was made on three different Public Relations/Communication programs that highlight experiential learning offerings from Southern California-based universities. These institutions included the University of Southern California, Pepperdine University and Chapman University. The key issues discussed in this paper include the origins of education in the United States, the current state of higher education and the factors that have led to this situation, the differences between the Millennial generation and past generations, how these differences can be addressed in higher educational institutions through the implementation of experiential learning, and the impact that the Millennial generation’s success or failure will have on the economy. Results reveal that the Millennial generation will be the most educated generation in U.S. history, with impacting factors including the Great Recession of 2008, and this group expects a college degree to provide them with the necessary experience to secure employment. The principal conclusion is that higher education should not just listen to what the Millennial viii generation expects from a college education, but rather use these expectations as guidelines to create the new standard of experiential education. ix Preface “Although there may be disagreement about where higher education is headed, few will disagree that we are in a time of change, a time in which a unique set of challenges has emerged.” EDUCAUSE Live! Webinar, moderated by Diana Oblinger, President and CEO of EDUCAUSE and Executive Director of Higher Education for Microsoft Corporation 1 The current state of higher education is in turmoil, with years of fiscal wars against colleges resulting in severe budget cuts, increased tuition rates, layoffs and the removal of entire programs and cherished courses. The fiscal crisis hit its peak in 2008 2 and has since forced states to make more significant cuts in spending across all of their sectors. According to a report from the Center on Budget and Policy Priorities, cumulatively states cut spending by more than 28 percent per college student between 2008 and 2013. The budget cuts are even more astonishing at California schools; in fact, UC campuses had an average spending cut of 73.1 percent and Cal State campuses a rate of 83.8 percent. 3 The Center’s Director of State Fiscal Research Michael Leachman stated, “These are very deep concerning cuts at a time when it’s recognized that having a more educated workforce is crucial to the country’s future.” During this time, universities also have experienced significant changes due to the recent advances in technology, ultimately disrupting the traditional educational model. The current education landscape incorporates mobile technologies, open educational resources and tablet textbooks. Leading universities even have gone as far as to offer Massive Open Online Courses (MOOCs), free of charge to any enrolled student. The third-party company Coursera has 1 Oblinger, Diana. EDUCAUSE Live! Webinar Abstract: The Current and Future State of Higher Education. EDUCAUSE.edu. Web. 20 Nov. 2012. <http://www.educause.edu/library/resources/current-and-future-state-higher- education>. 2 U.S. Department of the Treasury. "The Financial Crisis Response In Charts." Treasury.gov. U.S. Department of the Treasury, Apr. 2012. Web. 01 Oct. 2013. <http://www.treasury.gov/resource-center/data-chart- center/Pages/Financial-Crisis-Response-In-Charts.aspx>. 3 Oliff, Phil, Vincent Palacios, Ingrid Johnson, and Michael Leachman. "Recent Deep State Higher Education Cuts May Harm Students and the Economy for Years to Come."Center on Budget and Policy Priorities. Center on Budget and Policy Priorities, 19 Mar. 2013. Web. 01 Oct. 2013. <http://www.cbpp.org/cms/?fa=view>. x dominated this space, touting 4.5 million registered students for its 431 courses in 2013 4 , with other networks like the Kahn Academy, Udacity, and EdX among the sources also offering online courses. Accompanying these advances in technology, a younger generation of learners, often referred to as “Millennials,” has played a major role in the direction that 21 st century higher education is moving. Millennials, described by the Pew Research Center as “the American teens and twenty-somethings who are making the passage into adulthood at the start of a new millennium,” 5 have received widespread attention, with researchers trying to figure out exactly what makes them tick. Millennials have grown up with a wide range of opportunities and, in turn, believe they deserve endless selectivity and limitless options. Deemed history’s first “always connected” generation, Millennials’ upbringing in a world featuring advanced technology and continual social media has led them to differ from other generations like Gen X and the Baby Boomers. Growing up with accessibility to devices like Smartphones, tablets and laptops that exist to provide streamlined connectivity, Millennials are accustomed to having everything they need, or want, at their fingertips with a quick swipe of a finger or click of a button. This innate tech-savviness that Millennials possess impacts the way this generation responds to learning, education and communication. Through their constant multitasking and perpetual use of tech devices, Millennials strongly prefer learning by doing, or, experiential learning. 6 4 Wiener, Jon. “Inside the Coursera Hype Machine.” The Nation. Web. 4 Sept. 2013. <http://www.thenation.com/article/176036/inside-coursera-hype-machine#>. 5 Kohut, Andrew, and Paul Taylor. MILLENNIALS A PORTRAIT OF GENERATION NEXT. Rep.: Pew Research Center, 2010. Print. 6 Sweeney, Richard T. Millennial Behaviors & Demographics. Working paper. Newark: New Jersey Institute of Technology, 2006. Print. xi As entitled as these Millennial individuals may seem, the Great Recession of 2008 significantly affected this generation. In 2010, about four in 10 (41 percent) 18- to 29-year olds were employed full-time, nine percentage points down from the 50 percent employment rate reported in 2006. The problem still remains. In April 2013, global management consulting firm Accenture released a poll that reported more than 41 percent of recent U.S. college graduates were underemployed or needed more training to get on a career track. 7 Regardless of lower employment numbers, Millennials are on track to become the most educated generation in our history. According to the Pew Research Center, in 2006, 19 percent of Millennials had already graduated college; six percent did not know if they would be attending college; 31 percent had no plans to graduate from college, and 44 percent planned to graduate from college. The reasons reported for not attending included lack of money and time. Despite continuous underemployment and unemployment reports, Millennials still seem to value higher education. This provides universities with an opportunity to engage with this generation by incorporating experiential learning into their programs, demonstrating that they are actively listening to what these young learners want and expect from higher education. However, the proper strategy to fulfill this expectation remains a critical question, one that may actually produce a variety of answers. An estimated 80 million Millennials in the United States are creating a shift in higher education that demands a response. 8 7 Accenture 2013 College Graduate Employment Survey. Accenture. Accenture. Web. 11 Sept. 2013. <http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-2013-College-Graduate-Employment- Survey.pdf>. 8 "The State of Young America." An Equal Say And An Equal Chance For All. Demos, 02 Nov. 2011. Web. 29 Sept. 2013. <http://www.demos.org/state-of-young-america>. xii Primary and Secondary Research Overview Research Methodology In preparation for this thesis, the researcher conducted both secondary and primary research. Before beginning primary research, the researcher reviewed recent news features, blogs, studies and reports and websites for preliminary background on the current state of higher education. Initial primary research consisted of interviews for preliminary edification and direction. Further secondary research was conducted through additional review of pertinent news features, blogs, studies and reports, professional white papers, websites and books. Qualitative primary research included interviews with the department heads of experiential learning programs at three private universities in California: the University of Southern California, Pepperdine University, and Chapman University. Qualitative data presented in this thesis derives from interviews with Jonathan Aronson, Ph.D., Professor of Communication at the Annenberg School for Communications & Journalism and of International Relations, as well as Program Director of Annenberg X at the University of Southern California; Debbie Wideroe, Director of the Internship Program for the Communication Division and Visiting Professor of Communication at Pepperdine University, and Jeanne Gunner, Vice Chancellor for Undergraduate Education at Chapman University. Additionally, an online survey was issued to targeted “Millennials,” yielding 207 valid responses. The survey featured questions about college and education to participants born between the years 1980 and 2000 to gain insight on the targeted audience’s attitudes toward higher education. Further qualitative data used in this thesis comes from the survey data results, which provided timely first-hand insight from the group considered in this paper. xiii The Millennial Generation Before learning more about how the Millennial generation feels about experiential learning and higher education, it’s important to explore what defines a “Millennial.” According to Merriam-Webster’s dictionary, the term “Millennial” refers to “a person born in the 1980s or 1990s.” 9 Dictionary.com’s 21 st Century Lexicon defines “Millennial generation” as “a term used to refer to the generation, born from 1980 onward, brought up using digital technology and mass media; the children of Baby Boomers; also called Generation Y.” 10 Similarly, the U.S. Chamber of Commerce Foundation’s Emerging Issues Program, the public policy think tank of the U.S. Chamber of Commerce Foundation responsible for providing research and insight into emerging issues impacting the free enterprise system and the business community, categorizes the Millennial Generation as those born 1980-1999, aged 13-32 in the year 2012. 11 The exact time period in which Millennials were born obviously differs somewhat from researcher to researcher. LiveScience.com writer Douglas Main defined Millennials as “the generation of people born between the early 1980s and the early 2000s…the most commonly used birth range for this group is 1982-2000.” 12 American authors and historians William Strauss and Neil Howe have studied social generations since the late 1980s and are best known for developing the Strauss-Howe Generational Theory. Their work on social generations has been applied to the six books they 9 "Millennial." Merriam-Webster.com. Merriam-Webster, Web. 14 Sept. 2013. <http://www.merriam- webster.com/dictionary/Millennial>. 10 "Millennial Generation." Dictionary.com's 21st Century Lexicon. Dictionary.com, LLC. 14 Sep. 2013. <Dictionary.com http://dictionary.reference.com/browse/Millennial generation>. 11 "The Millennial Generation Research Review." U.S. Chamber of Commerce Foundation Emerging Issues. U.S. Chamber of Commerce Foundation, 14 Nov. 2012. Web. 14 Sept. 2013. <http://emerging.uschamber.com/MillennialsReport>. 12 Main, Douglas. "Who Are the Millennials?" LiveScience.com. TechMediaNetwork, 09 July 2013. Web. 14 Sept. 2013. <http://www.livescience.com/38061-MillennialMillennials-generation-y.html>. xiv have written on how the Millennial Generation is transforming various sectors, including schools, colleges, entertainment, and the workplace. Their publication, Millennials Rising: The Next Great Generation, explored the personality of the generation currently coming of age and showed how today’s teens and young adults are recasting the image of youth from downbeat and alienated to upbeat and engaged. Strauss and Howe claim that Millennials are held to higher standards than adults and predict that over the next decade, they will transform what it means to be young; they could even emerge as the next “greatest generation. 13 ” Several studies have found that Millennials exhibit different characteristics and attitudes from those of previous generations. These differences are best displayed in Millennials’ learning, communication and work styles. Undoubtedly, defining the Millennial generation can be challenging, even to those trying to determine appropriate identifiers. Moreover, the differing labels (Millennials, the Millennial Generation, Generation Y, Gen Y, and GenYers) continue to change and evolve through various studies of this generation’s characteristics. For the purposes of this thesis, the author defines this generation as any person born in the U.S. between 1980 and 2000 who will be referred to as “Millennials.” Additionally, this thesis will specifically focus on a subpopulation of this group, namely, Millennials who have had or will have the opportunity to attend college, and will explore this segment’s preferences and potential impact on the higher education model. 13 Howe, Neil, and William Strauss. Millennials Rising: The next Great Generation /by Neil Howe and Bill Strauss ; Cartoons by R.J. Matson. New York: Vintage, 2000. Print. xv Psychographics as a Tool Beyond offering various credentialed education programs, colleges are charged with meeting the demands of potential and current students. Therefore, a primary goal of this thesis is to determine how Millennial students are different from the student populations of past years. One way to develop these segments is through the use of psychographics, or the study of a particular group’s personality, values, attitudes, interests and lifestyles. 14 The psychographics methodology has been used in recent years by marketers to differentiate among the Baby Boom Generation, Generation X and Millennials, to develop more effective communication strategies for each of these generations. A psychographic profile is made up of several personality factors including activity, interest, opinion (AIOs), attitudes, values and behavior. Psychographics differs from demographics, as its findings are descriptive data that tend to be value-based. These findings are leveraged by marketers and organizations to predict user behavior, interests and possible messages and platforms they might find most appealing. Psychographic profiles can be impacted when assumptions about the target market are made through the development of questions or if the respondents’ answers are misinterpreted. Sometimes, only a surface issue is discovered and the underlying issues are overlooked or ignored. These implications can be overcome through constructed psychographic questions that consider the target audiences’ motivations. The use of psychographic methods has received a significant amount of attention over the last few years, with some researchers claiming that this approach is replacing demographics. According to Jamie Beckland, Digital and Social Media Strategist at Janrain, the accelerated 14 Senise, Jairo. "Who Is Your Next Customer?" Strategy Business. Booz & Company Inc., 29 Aug. 2007. Web. 15 Sept. 2013. <http://www.strategy-business.com/article/07313?_ref=http://en.wikipedia.org/wiki/Psychographic>. xvi pace of change has caused generations to become smaller, citing fewer unifying characteristics of young people than ever before and making fragmentation the norm. 15 Millennials are one of the largest generations in American history and considered among the most diverse. According to a 2012 study by the Pew Research Center, “one-in-five Millennials is Hispanic (20 percent), compared with only six percent among Greatest Generation Americans (now ages 84 and older) and seven percent among Silent Generation adults (ages 66 to 83).” 16 Among many other factors, the Millennial generation’s wide range of diversity is one of the main driving forces behind the implementation of psychographic profiling. Researchers, marketers and advertisers are pushing to better understand targeted audiences. Deciphering what motivates and means most to a specific audience, such as Millennials, can have a potentially positive impact on an organization’s bottom line. Special Considerations It might be impossible to exhaustively explore literally all of the elements that could influence the Millennial generation’s attitude toward higher education and particular learning models. A combination of external and psychographic factors is likely to impact Millennials’ attitudes toward learning and higher education. Equally, a variety of factors likely impact the learning models that are implemented by higher education institutions. Therefore, the researcher 15 Beckland, Jamie. "The End of Demographics: How Marketers Are Going Deeper With Personal Data." Mashable. Mashable Inc., 30 June 2011. Web. 15 Sept. 2013. <http://mashable.com/2011/06/30/psychographics-marketing/>. 16 "The Generation Gap and the 2012 Election." Pew Research Center for the People and the Press RSS. Pew Research Center, 03 Nov. 2011. Web. 15 Sept. 2013. <http://www.people-press.org/2011/11/03/section-1-how- generations-have-changed/>. xvii was diligent in exploring the options before defining a scope of study that she deemed as both practical and relevant for consideration. For example, because the Millennial generation is still a current generation “in progress,” the researcher made some inferences from earlier published studies that were designed to examine and predict Millennial behavior and their impact on a variety of industries, specifically regarding education. These deductions are clearly noted in the work where appropriate. At the same time, the researcher recognized that on the whole, the studies considered for this work may or may not represent a truly accurate reflection of Millennials’ impact, due to potential variances in design, scope, sampling approaches, conclusions, and other limitations that may have occurred on the part of the originating authors whose work is referenced in this thesis. Additionally, the researcher referenced a considerable amount of data from third-party texts, studies, surveys and polls from organizations such as the Pew Research Center and U.S. Bureau of Labor Statistics, to capture Millennials’ behavior, attitudes and preferences. While most subject matter findings, opinions and predictions were similar, there were some disparities in findings. Therefore, although these organizations take careful steps to ensure the most accurate representation as possible amid studies, certain factors must be acknowledged. These factors include available time, date and scope of conducted research, study participants’ location, and the goal of the respective surveyor. The purpose of the researcher’s survey of Millennials was to capture first-hand this group’s perceptions and preferences toward learning and higher education. All participants in the survey were considered Millennials by their indicated year of birth. Questions were constructed for Millennial respondents according to whether they had previously attended or were currently enrolled in college, as well as specific questions for respondents who were not enrolled, to xviii explore potential variations in attitudes toward higher learning. A non-randomized, purposive, convenience sampling methodology was used to recruit survey respondents. Therefore, it is likely that responses and overall findings about this group could differ considerably from other Millennials in the United States. The purpose of interviews with the department deans and academic directors of experiential learning programs at three universities was to evaluate current Communications or Public Relations-related experiential learning programs in place and identify any key similarities and/or differences among them. To match the geographic location of the quantitative Millennial survey respondents, these academic leaders were recruited from three private, California-based universities. With such a limited, non-randomized purposive sample, it is likely that key attributes discovered could vary considerably in comparison to other experiential learning programs offered by other universities in California and in the United States overall. 1 Introduction In March 2012, CoreStand, an organization self-described as the “nation’s premiere teacher-driven platform devoted to best practice, collaboration, and professional dialogue,” 17 featured a presentation in its CoreStand Consultant Series about Generation Y and how the brains of today’s students work. The presentation was given by Bobb Darnell, Ph.D., a self- defined advocate for high student achievement and daily professional growth. Darnell’s presentation was informative and lively, using visual and audio assets to show educators how and why Millennials were completely different people than earlier generations. Throughout the presentation, Darnell poked innocent fun at Millennials, using fast- animation TV clips to show how this generation’s brains had been trained to view content much faster than their elders; video games to illustrate their preference for visuals and immediate gratification; and stories exemplifying teenagers who were saddened when they had not received a text message in the last five minutes, as a demonstration of their preference for high interactivity. Not before too long, however, Darnell’s presentation turned today’s typical educators into the laughingstock. After playing a video of a teacher lecturing in a classroom with little visuals, no interaction with students, and an overall lack of enthusiasm, Darnell made it clear that educators need to enhance their traditional teaching techniques for this generation. Offering insight as to how techniques could be enhanced, Darnell said, “Millennials are also coming with unusually high expectations for edutainment. Not to just be educated, but entertained simultaneously.” 18 17 "CoreStand - Teachers, Not Textbooks." CoreStand. National Governors Association Center for Best Practices and Council of Chief State School Office, Web. 01 Oct. 2013. <http://www.corestand.com/>. 18 Darnell, Dr. Bobb. "Generation Y." CoreStand Consultant Series. National Governors Association Center for Best Practices and Council of Chief State School Officers, Mar. 2012. Web. 01 Oct. 2013. <http://www.corestand.com/video-tutorials/corestand-consultant-series-generation-y/>. 2 It is presentations by industry speakers like Darnell that are driving an important message to educators: to effectively teach Millennials, the learning model must change. The new classroom model is still currently evolving, through the integration of technology in coursework, the introduction of online courses, and the implementation of different teaching styles. Frankly, it’s clear that researchers and enlightened educators are still attempting to determine what might resonate most with Millennial students. This thesis will explore the learning models that higher education institutions have traditionally implemented, and the necessity for these approaches to be updated to serve the latest generation of learners. The thesis also will l review the current Millennial generation and identify how their preferences and expectations may be impacting learning and higher education. The author will examine Millennials’ behavior, attitudes and opinions regarding higher education, and suggest how these may influence current and future states of higher education. The subject of experiential learning will be defined and explored, and its possible role as a recommendation for addressing this challenging new situation Finally, the author will examine social trends and profile experiential learning programs currently in place at three private universities in California, as examples of new higher education approaches that might represent an ideal response to meeting the learning needs of the Millennial generation. 3 Chapter One: U.S. Education: Past to Present Education is a rooted facet of society, dating to earlier than 3500 BC, and has a direct effect on economics, technology, and society. In the United States, the education model has developed over time to accommodate the social paradigms and ongoing technological advances that have evolved. To better understand this evolution, it is beneficial to first explore the field of education from its earliest stages in the U.S. Education in the United States America’s oldest school is the Boston Latin School, founded on April 23, 1635 by the Town of Boston. The school is even older than Harvard College; in recent years, it has been said that Harvard College was created for Boston Latin’s first graduates to attend. The Boston Latin School Association reports that the influence of Reverend John Cotton is considered to be one of the main driving forces behind the school’s establishment, which was created to serve as a school similar to the Free Grammar School of Boston, England in the New World. 19 Since its inception, the Boston Latin School was supported by public funds assigned by the town, similar to the way today’s taxpayers fund public education. In 1814, regular reports of scholarship were issued to parents, placing responsibility on them for the students’ behavior and performance. After operating continuously for nearly 140 years, the Boston Latin School was impacted by the start of the American Revolution on April 19, 1775, forcing students and teachers to fight 19 "BLS History." Boston Latin School. Boston Latin School Association, Web. 16 Sept. 2013. <http://www.bls.org/apps/pages/index.jsp?uREC_ID=206116>. 4 in the war and the school to close. 20 After the American Revolution, an emphasis was placed on education, believing it to be the key to a successful democracy. 21 Barker (2002) notes that by 1870, all states in the Union had evolved from male-only facilities to free elementary schools, or “common schools,” allowing children of all ages and genders to attend; as a result, the United States population had one of the highest literacy rates in the world. 22 It was during the Reconstruction Era following the Civil War that Southern states began opening schools and offering education to African American children. Anderson (1988) reports that the U.S. federal government agency Freedman’s Bureau spent $5 million to set up schools for African Americans, and by 1865, more than 90,000 were enrolled students. 23 Throughout the years, educators and community members have debated the best ways the government might fulfill its duty to educate its citizen. American industrialists John D. Rockefeller and Frederick T. Gates are credited with founding and launching the General Education Board in 1902, leading to the official creation of the American public school system and providing funding support. 24 Considering the decades of shared collaboration between the American government and its citizenry, it appears that the community and the high value placed on education play an integral part in maintaining schools, both past and present. It is somewhat astounding when one considers that today’s $65.7 billion U.S. public education system 25 , which 20 "American Revolution." History.com. A&E Television Networks, LLC, Web. 16 Sept. 2013. <http://www.history.com/this-day-in-history/the-american-revolution-begins>. 21 King, Cornelia S. "American Education, 1622-1860." Printed Works in the Collections of The American Philosophical Society, The Historical Society of Pennsylvania, and The Library Company of Philadelphia. 1984. Web. 01 Oct. 2013. 22 Barker, Hannah, and Simon Burrows. Press, politics, and the public sphere in Europe and North America, 1760- 1820. Cambridge: Cambridge UP, 2002. 23 Anderson, James D. The Education of Blacks in the South: 1860-1935. Chapel Hill U.a.: Univ. of North Carolina Pr., 1988. Print. 24 Gates, Frederick T. "THE COUNTRY SCHOOL OF TOMORROW." PUBLICATIONS OF THE GENERAL EDUCATION BOARD 1 (1913). Official Papers. 16 Sept. 2013 <http://ia700500.us.archive.org/10/items/countryschooloft00gates/countryschooloft00gates.pdf>. 25 "Office of Management and Budget." Office of Management and Budget | The White House. The White House, 2013. Web. 01 Oct. 2013. <http://www.whitehouse.gov/omb/>. 5 is responsible for educating 74.1 million of the nation’s children 26 , had its genesis in Colonial farmers providing supplies for the local schoolhouse and students’ parents building the very school desks their children used in those first classrooms. Education’s Progressive and Modern Eras The 19 th century was considered to be the Progressive era of education by Kagan, Ozment, and Turner (2007). During this time, the majority of Europe was providing elementary- level education in reading, writing and arithmetic, to facilitate more orderly political behavior. By the time of World War I, the major nations started focusing attention on offering secondary education; this came in response to the people who had already attended primary education but could not afford secondary education. 27 Similarly, this era in the United States was best known for its wide expansion in the number of schools, especially in major metropolitan areas. The 20 th century marked the growth of human capital in education. Herbst (1996) notes that by 1900, educators were arguing that the more people experienced school and at higher levels, the more citizenship would improve; additionally, citizens would also learn professional leadership skills necessary for a rapidly growing economy. 28 The period from 1910 to 1940 is referred to as the “High School Movement,” with the rise of public high school attendance rapidly increasing across the entire country. In 1910, only nine percent of students had earned a high school diploma, whereas in 1935, 40 percent did. 29 In 1955, the Supreme Court orders the 26 "Education by the Numbers." Microsoft Education. Microsoft Corporation, 2012. Web. 2 Oct. 2013. 27 Kagan, Donald, Steven E. Ozment, and Frank M. Turner. The Western Heritage: Since 1300. AP ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2007. 28 Herbst, Jurgen. The once and future school: Three hundred and fifty years of American secondary education. New York: Routledge, 1996. 29 Goldin, Katz LF C. . Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940. Http://scholar.harvard.edu/. Cambridge University Press, 28 June 2008. Web. 01 Oct. 2013. <http://scholar.harvard.edu/lkatz/filter_by/high-school-movement>. 6 lower federal courts to require desegregation in schools “with all deliberate speed” in Brown v. Board of Education and in 1968, the Supreme Court orders all states to dismantle segregated school systems with the mandate of Brown. The field of education has continued to evolve and change over time, and learning approaches in the 21 st century are by far the most advanced, considering the changes due to the introduction and subsequent advances in computer technology, the introduction of the Internet, and the use of social media. Today’s American students can gain access to information much more quickly than their predecessors; they can submit assignments electronically, and hold textbooks on devices such as iPads and e-readers. Education in the 21 st century still relies upon some of the traditional methods of teaching and learning; for instance, each grade still follows a mandated curriculum, so as to help students achieve specific learning objectives at every age. Public school students also are still taught lessons primarily in classroom settings, although other children receive their education from private schools or are home-schooled. Criticisms of the U.S. System The current U.S. public education system has been criticized in the media by educators, parents, students and education experts, with some going so far to even suggest it should be considered obsolete. Sir Ken Robinson, a former professor of education and considered one of the world’s leading speakers on education, business, innovation and creativity, shared his insight and views on 21 st century education in his TED Conversation, “How to Escape Education’s Death Valley.” Robinson stated, “The dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who 7 don't get any real benefit from it.” 30 Robinson also points out how the current education culture is working against what people need for their minds to flourish, resulting in students dropping out. Ultimately, he concludes that if educators intend to combat this problem, they must release their “command-and-control” mentality - a common characteristic of hierarchical organizations - and “embrace education as a human system.” In other words, not approach education as a machine, but rather aim for the cultivation of creativity and the fostering of several different types of intelligence. Perhaps most fittingly, the public education system’s lack of modernization also was highlighted on the blog Buzzfeed, which in July 2011 issued the following Infographic depicting the abysmal current state of education. 30 "Ken Robinson: How to Escape Education's Death Valley." TED: Ideas worth Spreading. Web. 02 Oct. 2013. <http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html>. 8 Figure 1: “The Current State of Education In America” Infographic, Buzzfeed.com 9 In particular, the Infographic illustrates that every 26 seconds a student drops out of high school, and in 2010, only 50 million Americans were considered qualified to fill 124 million highly skilled jobs. 31 This suggests that the lack of modernization in education has become a recognized problem by mainstream audiences, with concern turning into action. Maranto and McShane (2012) report that education reform attempts have been made over the last decade, including President Barack Obama, President George W. Bush, and a myriad of reformers from different political parties. 32 In 2001, President Bush signed the No Child Left Behind Act to reauthorize the Elementary and Secondary Education Act. It outlined a number of measures to enhance student achievement and hold states and schools more accountable, including annual testing, academic progress reports, and issuing report cards. 33 This Act was widely criticized, claiming it was a very politically motivated initiative or intended to undermine public schools’ ability to appropriately teach. Additionally, critics suggested that due to the Act’s requirement to evaluate school progress on demographic subgroups, schools with diverse populations might be penalized. 34 Since the Act tied funding to students’ performance on standardized tests, schools that did not meet these standards, or “failed,” would suffer budgetary consequences. Another important trend in and attempt to fix modern education was the establishment of the non-profit organization Teach for America. Teach for America was created to eliminate educational inequity in the U.S. The organization reports that the idea for its genesis was proposed by founder Wendy Kopp in her Princeton University undergraduate thesis in 1989. 31 OnlineEducation.net. "The Current State of Education In America." BuzzFeed. 07 July 2011. Web. 19 Sept. 2013. <http://www.buzzfeed.com/gregv2/the-current-state-of-education-in-america-tvq>. 32 Maranto, Robert, and Michael Q. McShane. President Obama and Education Reform: The Personal and the Political. New York: Palgrave Macmillan, 2012. Print. 33 "No Child Left Behind Act." ED.gov. U.S. Department of Education, Web. 19 Sept. 2013. <http://www.ed.gov/>. 34 "No Child Left Behind." Edweek.org. Education Week, 09 Sept. 2011. Web. 19 Sept. 2013. <http://www.edweek.org/ew/issues/no-child-left-behind/>. 10 Since then, Teach for America has grown to include nearly 33,000 participants, reaching more than 3 million children nationwide. 35 The organization has received support from President Obama and the Obama Administration, receiving a five-year, $50 million federal grant in 2010 to support its goal to increase recruited educators and the number of children they teach. 36 Since then, critics have posited that Teach for America policies and forms are actually hurting schools, with its own reformers arguing that it is the organization’s relentlessness that has pushed the group further away from its founding ideals. 37 In 2012, yet another new set of standards were issued for the U.S. public education system. The Common Core State Standards was an education initiative aimed at bringing K-12 curricula across all U.S. states into alignment, followed by the initiative’s set of Mathematics and Language Arts Standards to help teachers set and establish individualized benchmarks for their students. 38 This effort also received widespread negative feedback, with opponents claiming that focusing on Common Core took away time spent on students’ performances, pushing even closer to national standardized tests that would evaluate very little and cost very much. 39 President Obama also is working to reform education throughout his two terms in office. In addition to his support of Teach for America, Obama has been developing additional initiatives to amend education. In a speech to the University of Buffalo at Buffalo and the State University of New York, he mentioned a three-step plan to cut cost of education, which 35 "Teach For America." Teach For America. Web. 02 Oct. 2013. <https://www.teachforamerica.org/>. 36 Simon, Stephanie. "FEATURE-Has Teach for America Betrayed Its Mission?" Reuters. Thomson Reuters, 16 Aug. 2012. Web. 02 Oct. 2013. <http://www.reuters.com/article/2012/08/16/usa-education-teachforamerica- idUSL2E8JF8NT20120816>. 37 Simon, Stephanie. "FEATURE-Has Teach for America Betrayed Its Mission?" Reuters. Thomson Reuters, 16 Aug. 2012. Web. 02 Oct. 2013. <http://www.reuters.com/article/2012/08/16/usa-education-teachforamerica- idUSL2E8JF8NT20120816>. 38 "Implementing the Common Core State Standards." Common Core State Standards Initiative. Common Core State Standards Initiative. Web. 19 Sept. 2013. <http://www.corestandards.org/>. 39 Strauss, Valerie. "Eight Problems with Common Core Standards." Washington Post. The Washington Post, 21 Aug. 2012. Web. 19 Sept. 2013. <http://www.washingtonpost.com/blogs/answer-sheet/post/eight-problems-with- common-core-standards/2012/08/21/821b300a-e4e7-11e1-8f62-58260e3940a0_blog.html>. 11 included: Paying colleges and students for performance; promoting innovation that cut costs and improved quality; and helping students manage loan debt. 40 During his speech, President Obama told students, “It is time to stop subsidizing schools that are not producing good results, and reward schools that deliver for American students and our future.” 41 Feedback to Obama’s plan has been less than favorable, with critics voicing reservations about the ratings analysis and pointing out that it could potentially lead to federal price controls. Others are concerned about the impact the plan could have on community colleges. Maranto and McShane remain optimistic about the future of education reform, but predict that future presidents also will have to be education reformers, as they note, “While enormous work remains, reformers have by and large won the ward of ideas. No matter the results of the next few elections, the Educational Industrial Complex faces a challenging future.” 42 Educational systems around the world have responded to ongoing advances in society, from the development of the first systems for written language to the introduction of various technologies. Structure, curricula, and learning models have been updated in to ensure the educational system and learning processes stay relevant. It may be, however, that demands for timeliness and relevance are being made for the first time by the learners themselves, as millions of Millennial students enter the classroom. Falling under particular scrutiny is the state of higher education, with Millennial teens, young adults and adults expressing strong opinions regarding their vested interest in how these institutions are operated. 40 "A Better Bargain." The White House. The White House, 2013. Web. 02 Oct. 2013. <http://www.whitehouse.gov/a-better-bargain>. 41 Slack, Megan. "The White House Blog." President Obama Explains His Plan to Combat Rising College Costs. The White House, 22 Aug. 2013. Web. 02 Oct. 2013. <http://www.whitehouse.gov/blog/2013/08/22/president- obama-explains-his-plan-combat-rising-college-costs>. 42 Maranto, Robert, and Michael Q. McShane. President Obama and Education Reform: The Personal and the Political. New York: Palgrave Macmillan, 2012. Print. 12 Overview of Higher Education in the United States Like elementary education, the majority of the nation’s colleges originated in the New England colonies. Harvard led off in the Massachusetts Bay Colony in 1636, making it the nation’s oldest university. Yale College in Connecticut was founded in 1701 43 ; the University of Pennsylvania in 1740 44 ; Princeton University in New Jersey in 1746 45 ; Columbia University in New York in 1754 46 ; Rutgers University in New Jersey in 1766 47 , and Dartmouth College in New Hampshire in 1769 48 . According to Lee (1961), Thomas Jefferson played an integral role in the development of national public education and higher education systems. Lee states that “Jefferson’s importance in the field of education lies in the ideals he proclaimed for America and in his ringing insistence that without energetic attention to education, such ideals are foredoomed.” 49 Jefferson had a particular vision of an “ideal” education system, which has continued to influence the way today’s American higher educational institutions have evolved. Jefferson considered education to be critical, particularly in supporting the principles upon which the U.S. was founded, because in his view, its absence created a society of unenlightened people in which some men deserved 43 "History." Yale University. Yale University. Web. 19 Sept. 2013. <http://www.yale.edu/about/history.html>. 44 "Penn's Heritage." University of Pennsylvania. University of Pennsylvania. Web. 19 Sept. 2013. <http://www.upenn.edu/about/heritage.php>. 45 "About Princeton: Overview." Princeton University. Princeton University. Web. 19 Sept. 2013. <http://www.princeton.edu/main/about/>. 46 "The History of Columbia College." Columbia College. Columbia College. Web. 19 Sept. 2013. <https://www.college.columbia.edu/about/history>. 47 "Rutgers History." Rutgers, The State University of New Jersey. Rutgers, The State University of New Jersey. Web. 19 Sept. 2013. <http://www.rutgers.edu/about-rutgers/rutgers-history>. 48 Krieger, Lois A. "The Woodward Succession: A Brief History of the Dartmouth College Library." Dartmouth.edu. Trustees of Dartmouth College. Web. 19 Sept. 2013. <http://www.dartmouth.edu/~library/digital/collections/books/ocm51588830/ocm51588830.html?mswitch- redir=classic>. 49 Lee, Gordan C. Crusade against Ignorance: Thomas Jefferson on Education. New York: Bureau of Publications, Teachers College, Columbia University, 1961. Print. 13 certain liberties over others. 50 Jefferson advocated for a hierarchy between different levels of school, such as primary schools, grammar schools and college. Hellenbrand (1990) reports that after Jefferson concluded his term as the third President of the United States, he took a special interest in education in the South. 51 After discovering that higher education in Virginia was of below-average quality, Jefferson concluded there was a need for more advanced public schools. First, he transformed Albemarle Academy, located in North Carolina, into a specialized college. He then created the University of Virginia in 1819, implementing an academic plan that reflected all of his ideals: affectionate pedagogy, available scholarships, and equal opportunity, an achievement which some deem as his greatest contribution to the history of the field of education. 52 The university exemplified Jefferson’s vision of a “dynamic” learning process, and how he envisioned education should exist. Throughout the 18 th and 19 th centuries, the number of colleges in the United States increased, and institutions began offering schools in specialized subject matters, such as Medicine and Law. In 1765, the Medical College of Philadelphia was founded; it became affiliated with the University of Pennsylvania in 1791. In 1767, the medical department of King’s College in New York was established, and in 1770, it awarded the first American “Medicinae Doctor,” or M.D., degree. 53 Today’s estimated 6,900 accredited U.S. colleges 54 can offer varied curriculum, with some specializing in and/or emphasizing business, technical, or liberal arts programs. 50 Burkette, Lyndsey. "The Thin Tweed Line." The Thin Tweed Line. The Thin Tweed Line, 11 Feb. 2012. Web. 20 Sept. 2013. <http://www.humanstudy.org/history/2012-02-burkette-l.html>. 51 Hellenbrand, Harold. The Unfinished Revolution: Education and Politics in the Thought of Thomas Jefferson. Newark: University of Delaware, 1990. Print. 52 "The Short History of the University of Virginia." Short History of the University of Virginia. University of Virginia. Web. 20 Sept. 2013. <http://www.virginia.edu/uvatours/shorthistory/>. 53 Cooke, Jacob Ernest. Encyclopedia of the North American Colonies. 1992 ed. Vol. 3: Scribner Book. Print. 54 "College Accreditation in the United States." Department of Education. Department of Education, 20 Sept. 2013. Web. 02 Oct. 2013. <http://www2.ed.gov/admins/finaid/accred/accreditation_pg4.html>. 14 As of 2010, there were 4,495 Title IV-eligible (able to receive federal student financial aid programs) 55 degree-granting institutions in the United States. Of this number, 2,774 were designated as four-year institutions and 1,721 were categorized two-year institutions. 56 In the U.S., most colleges offering two-year associate’s degrees are referred to as community colleges. Many students attend community colleges directly following high school, as these institutions tend to offer lower tuition and/or open admissions processes. Students may then transfer the units they acquire from the community college to a four-year institution. Four-year colleges typically charge higher tuition than two-year colleges, as well as more rigorous admissions processes. They may offer graduates various degrees, including a Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degrees, based upon their field of study. Additionally, four-year colleges often offer a variety of graduate programs, which can be attended by students who, after earning a bachelor’s degree and meeting all necessary requirements of the graduate program, may then pursue a graduate degree. Graduate programs typically encompass a master’s program, such as a Master of Arts (M.A.) or a Master of Science (M.S.) in various disciplines, as well as a Master of Business Administration (MBA). On a post-graduate basis, students may pursue further studies and earn doctoral degrees (Ph.D.) in various disciplines such as Communication, Biosciences, and Philosophy; Juris Doctorate (J.D.) for law; Doctor of Medicine (M.D.) for physicians; and Doctor of Educationis (Ed.D.) for careers in the fields of academia, education and research. According to The Princeton Review, master’s programs are designed to provide students with a 55 Title IV of the Higher Education Act of 1965 (the Act, the HEA) covers the administration of the United States federal student financial aid programs. 56 "Degree-granting Institutions, by Control and Type of Institution: Selected Years, 1949-50 through 2009- 10." Digest of Education Statistics. National Center for Education Statistics. Web. 20 Sept. 2013. <http://nces.ed.gov/programs/digest/d10/tables/dt10_275.asp>. 15 solid education in a specialized field; doctoral programs are designed to give students extensive expertise in a specialized field, as well as training to pursue a life in academia. 57 Students in the United States can apply to as many colleges or universities as they wish, but must submit application documents for each institution they are pursuing. ACT, a nonprofit organization formerly referred to as “American College Testing,” reports that every college sets some standard for evaluating prospective students. These standards include: high school academic performance, based on an applicant’s high school grade point average (GPA); class rank, and the type of classes taken; official scores from either the ACT or the Scholastic Aptitude Test (SAT), two standardized national exams used for this purpose; and admission essay or interview, based on each individual college. 58 College tuition is charged to each admitted student, and the amounts may vary widely according to institution, whether the student is a resident of that state or not, the amount of state subsidies, and other factors. Public universities typically charge lower fees than private universities, although tuition rates may vary considerably when comparing institutions. The traditional higher education learning model for colleges and universities consist of professors conducting lectures and labs at scheduled class times, usually during a designated semester or quarter period, with some colleges offering trimesters, and intersessions. According to the National Association of College Stores, 71.2 percent of the 4,373 surveyed colleges use the semester calendar, while only 14.7 percent use the quarter calendar. 59 Throughout that 57 "Master's vs. PhD Programs." The Princeton Review. TPR Education IP Holdings, LLC. Web. 02 Oct. 2013. <http://www.princetonreview.com/grad/masters-vs-phd.aspx>. 58 "Become Familiar with College Entrance Requirements." College Planning. ACT, Inc. Web. 02 Oct. 2013. <http://www.actstudent.org/college/require.html>. 59 National Association of College Stores (NACS). Web. 02 Oct. 2013. <https://www.nacs.org/>. 16 period, readings and homework are assigned, usually followed by administered quizzes and tests intended to evaluate the students’ comprehension of the course material. 60 However, as was seen with the evolution of primary education throughout history, the higher education landscape has also experienced a shift in executed teaching methods, largely in response to the impact of new digital technologies. Higher Education in the 21 st Century Over the last decade, the higher education learning environment has gone through a transition, incorporating new and different ways students can gain access to information. According to Douglas Kellner, Ph.D., professor and George F. Kneller Chair in the Philosophy of Education at the University of California, Los Angeles (UCLA), members of society now live in an increasingly diverse, globalized, and complex, media-saturated society. Kellner expects this technological revolution will create a greater impact on society than humanity’s earlier transition from an oral to a print culture. This suggests that technology will play a prominent role in the updated higher educational learning model. 61 In an assessment from the National Council of Teachers of English (2012), it was noted that because technology has increased the intensity and complexity of literate environments, the 21 st century demands that a literate person possess a wide range of abilities and competencies. 60 Young, Jeffrey R. "Actually Going to Class, for a Specific Course? How 20 th -Century." The Chronicle of Higher Education. The Chronicle of Higher Education, 27 Feb. 2011. Web. 20 Sept. 2013. <http://chronicle.com/article/Actually-Going-to-Class-How/126519/>. 61 Kellner, Douglas. "New Technologies/New Literacies: Reconstructing Education for the New Millennium." Teaching Education 11.3 (2000): 245-65. Print. 17 These competencies include proficiency with technology tools, the designing and sharing of information, and collaborative problem solving. 62 In addition to the technological revolution noted by Dr. Kellner, changing demographics have forced higher educational institution faculty to change the way they teach students. A study from the Institute of International Education’s (1999), determined that more persons are expected to attend colleges and universities in the 21 st century than in all of human history prior to this point in time. 63 Cabrera (2013) notes that “the ‘traditional’ 18-22 year old full-time residential student is no longer the only group attending college,” suggesting that the existing learning model is quickly being modified and updated. 64 The Internet also has been credited with having helped revolutionize education by offering students sophisticated virtual learning environments. Anne Johnson, director of the advocacy group Campus Progress, warns students to ensure the school’s credentials are legitimate, as some tout phony credentials. 65 For example, the Accrediting Council for Distance Education claims to be an “internationally recognized, independent and private education accrediting body,” but it is not recognized by the Council for Higher Education Accreditation 66 62 "NCTE Framework for 21st Century Curriculum and Assessment." NCTE Comprehensive News. The National Council of Teachers of English, 2012. Web. 03 Oct. 2013. <http://www.ncte.org/governance/21stcenturyframework>. 63 Altbach, Philip G. Higher Education in the 21st Century: Global Challenge and National Response. Rep. Institute of International Education, Print. 64 Cabrera, Ph.D., Angel. "Higher Education in the 21st Century: Is the Classroom Obsolete?"The Huffington Post. TheHuffingtonPost.com, 06 Aug. 2013. Web. 20 Sept. 2013. <http://www.huffingtonpost.com/angel-cabrera- phd/post_5364_b_3714658.html>. 65 Sheehy, Kelsey. "Online Degree Programs: How to Tell the Good From the Bad." US News & World Report Education. U.S. News & World Report, 09 Nov. 2012. Web. 03 Oct. 2013. <http://www.usnews.com/education/online-education/articles/2012/11/09/online-degree-programs-how-to-tell-the- good-from-the-bad>. 66 "Database of Institutions and Programs Accredited by Recognized United States Accrediting Organizations." Council for Higher Education Accreditation. Council for Higher Education Accreditation, Web. 03 Oct. 2013. <http://www.chea.org/search/default.asp>. 18 or the Department of Education 67 . Some two- and four-year colleges also offer classes online that are available for credit and may apply toward the completion of an undergraduate degree. King (2013) reports that distance learning institutions have evolved after learning more about the needs of students in nontraditional settings. Advances in technology have opened the door to a world of greater opportunities for students, professors and peers to interact and engage, in ways that may be similar to that of a traditional classroom. 68 The importance distance education pioneers like King have placed on engagement suggests that this is a necessary characteristic of a successful learning model. Additionally, Oblinger (2004) reports that “the current generation of college students (ages 18-22) tends to be experiential learners – they prefer to learn by doing, as opposed to learning by listening,” and highlights engagement as a way to lead to deeper learning. 69 Another prevalent method, thanks to technological advancements and changing student demographics, is the introduction of Massive Open Online Courses (MOOCs). As of 2013, there were several online course providers, including EdX, Kahn Academy, and Udacity. One dominant leader in the MOOC pack is Coursera, which Pappano (2013) noted was established by two Stanford computer science professors. In 2013, Coursera offered more than 400 courses in seven languages from 87 academic partners, and enrolled an estimated 4.7 million students. 70 Proponents of these online learning methods boast about major achievements, such as better academic performance from learners, and lower net costs to students. The 2010 U.S. Department 67 "Database of Accreditation." Department of Education. Department of Education. Web. 02 Oct. 2013. <http://ope.ed.gov/accreditation/>. 68 King, Dottie L. "Distance Education: Four Things to Look For in an Online Program." The Huffington Post. TheHuffingtonPost.com, 05 Sept. 2013. Web. 20 Sept. 2013. <http://www.huffingtonpost.com/dottie-l- king/distance-education-four-t_b_3865251.html>. 69 Oblinger, Diana. "The Next Generation of Educational Engagement." Journal of Interactive Media in Education (2004). EDUCAUSE. Web. 02 Oct. 2013. <http://jime.open.ac.uk/jime/article/viewArticle/2004-8- oblinger/198>. 70 Pappano, Laura. "The Rise of MOOCs." The 6th Floor. The New York Times, 16 Sept. 2013. Web. 20 Sept. 2013. <http://6thfloor.blogs.nytimes.com/2013/09/16/the-rise-of-moocs/>. 19 of Education’s “Review of Online Learning Studies” report found that students who took all or part of a course online performed better, on average, than those who took the same course through traditional face-to-face instruction. 71 In another study published in 2010, it was reported that 70 percent of the time, students who took distance education courses outperformed their counterparts who took traditionally instructed courses. 72 Despite these early apparent successes, these methods are not entirely flawless. Opponents note that MOOCs have been reported dismal completion rates. In 2012, educational researcher Katy Jordan began conducting research on MOOC completion rates and as of May 2013 the average MOOC completion rate was 6.8 percent. 73 Another criticism is that, as of 2013, the courses offered through for-profit MOOC providers like Coursera and Udacity did not provide transferable course credit. In February 2013, only five of Coursera’s courses had earned credit recommendation from the American Council on Education. 74 Industry experts predict that these recommendations will create headaches for colleges, anticipating that students wanting credit for these courses will increase. 75 Additionally, universities’ differing learning models pose problems with offering credit for these courses. For instance, Peter Lang, provost at Duke University, told Inside Higher Ed that the school provides its students with “an entirely different kind of educational experience,” and involves “substantial interactions between students and the 71 Means, Barbara, Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla Jones. Evaluation of Evidence- Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Rep. Washington, D.C.: U.S. Department of Education, 2010. Evaluation of Evidence-Based Practices in Online Learning: A Meta- Analysis and Review of Online Learning Studies. U.S. Department of Education, Sept. 2010. Web. 20 Sept. 2013. <http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf>. 72 Neumann, Ph.D., Yoram. Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning. Rep. Significant Federation, July 2010. Web. 20 Sept. 2013. <http://significantfederation.com/eblast/2010.06.21/landing/>. 73 Jordan, Katy. "MOOC Completion Rates: The Data." MOOC Completion Rates. Katy Jordan, May 2013. Web. 02 Oct. 2013. <http://www.katyjordan.com/MOOCproject.html>. 74 "Coursera Blog." Coursera Blog. Coursera, 07 Feb. 2013. Web. 03 Oct. 2013. <http://blog.coursera.org/post/42486198362/five-courses-receive-college-credit-recommendations>. 75 Lederman, Doug. "ACE Deems 5 Massive Open Courses Worthy of Credit | Inside Higher Ed." ACE Deems 5 Massive Open Courses Worthy of Credit | Inside Higher Ed. Inside Higher Ed, 7 Feb. 2013. Web. 03 Oct. 2013. <http://www.insidehighered.com/news/2013/02/07/ace-deems-5-massive-open-courses-worthy-credit>. 20 faculty member” in the process. (Lederman, 2013) This delay in accreditation suggests that MOOCs may be unable to serve as a sustainable part of the solution to the higher education learning model. Now, higher education has been thrust into something of a gray area – on the one hand, attempting to evolve away from traditional learning models that do not necessarily address the current Millennial generation’s needs, wants and desires, yet failing to demonstrate measureable success in new initiatives like MOOCs. The challenge, therefore, remains: colleges and universities must adopt learning models that will effectively address the learning preferences of today’s generation of students, while appropriately incorporating new technological advances occurring in the 21 st century. 21 Chapter Two: The Evolution of Experiential Learning Overview of Experiential Learning “For the things we have to learn before we can do them, we learn by doing them.” – Aristotle, The Nicomachean Ethics 76 Professor Arthur Chickering (1976) stated that experiential learning “occurs when changes in judgments, feelings, knowledge or skills result for a particular person from living through an event or events.” 77 This type of learning focuses on the individual’s learning needs and objectives. Knowledge is gained through observations and interactions in situations and experiences related to the subject matter, as opposed to reading a text, receiving lecture, and/or being tested. 78 According to Hopkins & Putnam (1993), experiential learning has been considered a valuable form of knowledge creation as early as the 4 th century B.C., with Plato and Aristotle being among its earliest advocates. 79 Experiential education, which is related to experiential learning but not necessarily synonymous to it, also has a long history, as Adkins and Simmons note that it was the first embraced by educators learning and teaching in the outdoors. 80 According to Hammerman et al. (2001) it was not until the early 1970s that experiential education itself became a recognized form of education. 81 76 Aristotle, 384-322 B. C. The Nicomachean Ethics. London: Heinemann, 1962. Print. 77 Chickering, A. (1976). Developmental change as a major outcome. In M. Keeton, (Ed.), Experiential learning (pp. 62-107). San Francisco, CA: Jossey Bass. 78 Itin, C.M. "Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century." Journal of Experiential Education (1999): 91-98. Print. 79 Hopkins, David, and Roger Putnam. Personal Growth through Adventure. London: D. Fulton, 1993. Print. 80 Adkins, C. & Simmons, B. “Outdoor, Experiential and Environmental Education: Converging or Diverging Approaches?” ERIC Digest (http://www.ericdigests.org/2003-2/outdoor.html) 81 Hammerman, D. R., Hammerman, W. M., & Hammerman, E. L. (2001). Teaching in the outdoors (5th ed.). Danville, IL: Interstate Publishers. 22 After a group of educators assembled in Boone, North Carolina to determine ways in which students would find relevance in education, the Association for Experiential Education was formed. The stated vision of the Association for Experiential Education as noted on its website is to “contribute to making a more just and compassionate world by transforming education. 82 ” The organization’s mission is to “develop and promote experiential education…committed to supporting professional development, theoretical advancement and the evaluation of experiential education worldwide.” 83 According to Itin (1999), the philosophy of experiential education, derived from these early contributions, impacts the effectiveness of today’s individual teaching strategies. Kolb’s Experiential Learning Model In the 1970s, American educational theorist David Kolb developed the Experiential Learning Model. According to Sternberg and Zhang (2000), Kolb’s Theory of Experiential Learning provides a holistic model of the learning process and emphasizes the central role that experience plays in the learning process. 84 Kolb asserts that his theory is grounded in the earlier works of psychologists Kurt Lewin, John Dewey and Jean Piaget. Building off of Lewin’s research on group dynamics, action research and learning, Dewey’s educational theories, and Piaget’s Model of Learning and Cognitive Development, Kolb was able to identify the characteristics of a process he called experiential learning. (Kolb, 1984) 82 "Association for Experiential Education: A Community of Progressive Educators and Practitioners - History of AEE." Association for Experiential Education. Association for Experiential Education, Web. 20 Sept. 2013. <http://www.aee.org/about/historyOfAEE>. 83 "Association for Experiential Education: Mission - Mission and Ends." Association for Experiential Education. Association for Experiential Education, Web. 20 Sept. 2013. <http://www.aee.org/about/visionMissionEnds>. 84 Sternberg, Robert J., and Li-fang Zhang. Perspectives on Thinking, Learning, and Cognitive Styles. Mahwah: L. Erlbaum Associates, 2000. Print. 23 In Kolb’s published book, “Experiential Learning: Experience as the Source of Learning and Development,” he proposes six main characteristics of experiential learning. He says learning:  is best conceived as a process, not in terms of outcomes;  is a continuous process grounded in experience;  requires the resolution of conflicts between dialectically opposed models of adaptation to the world;  is a holistic process of adaptation to the world;  involves transactions between the person and the environment; and  is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge. 85 According to Kolb & Fry, experiential learning theory suggests learning is a fluid, ongoing process that continues over time. It also asserts that when outcomes are defined, such as when a student receives a certain grade on an exam, they can actually result in the act of non- learning taking place. 86 Kolb’s theory also views learning as the major process of human adaption to the social and physical environment. As Boyatzis, Mainemelis, and Kolb (1999) note, this holistic view on learning differs from the concept of learning embraced by the school classroom. On pages 36-37 of his book, Kolb describes how experiential learning takes into account all types of settings in a person’s life – from school to the workplace to personal relationships. These other “real-world” settings often can be ignored in traditional classroom models, potentially limiting how much a learner interacts with his or her environment. The theory proposes that a learner’s environmental transactions play a crucial role in the learning 85 Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, 1984. Print. 86 Kolb. D. A. & Fry, R. Toward an applied theory of experiential learning. In C. Cooper (Ed.) Theories of Group Process, London: John Wiley. 1975. 24 process and without it, experience may be limited. These transactions ultimately equip learners with the ability to engage in modes of active experimentation and reflective observation, essentially a creation of their own knowledge, which may enhance the learning process altogether. As depicted by Clark, 2000, Kolb’s experiential learning model is based on two continua: “Processing, which ranges from “Doing” to “Watching,” and “Perception,” encompassing a range from “Thinking” to “Feeling” form a quadrant, seen in the figure below. 87 Figure 2: Basis of Kolb’s Experiential Learning Model The “Processing” continuum is defined by Kolb as a learner’s approach to a task and her/his processing and perception of information. The “Perception” continuum is defined as a learner’s emotional response. These responses are the product of whatever influenced the learner during the learning process. 87 "Kolb's Learning Styles and Experiential Learning Model." Kolb's Learning Styles and Experiential Learning Model. Web. 20 Sept. 2013. <http://www.nwlink.com/~donclark/hrd/styles/kolb.html>. 25 From the earlier models developed by Lewin, Dewey and Piaget, Kolb ascertained that learning could be viewed as a conflict-filled process. For a learner’s learning experience to be optimized and to effectively take in new information, four different kinds of abilities were needed: concrete experience abilities (CE), reflective observation abilities (RO), abstract conceptualization abilities (AC), and active experimentation (AE) abilities. (p. 30) Kolb suggested these four abilities could decrease tension in the learning process, ultimately limiting conflict. Kolb’s Learning Cycle involves these four processes that he suggests must be present for learning to occur, as depicted in the figure below. 88 Figure 3: Kolb’s Learning Cycle Kolb describes Concrete Experience as being based upon a learner’s feeling, allowing them to learn from specific experiences and relating to people with whom they interact in their 88 "Kolb's Learning Styles and Experiential Learning Model." Kolb's Learning Styles and Experiential Learning Model. Web. 20 Sept. 2013. <http://www.nwlink.com/~donclark/hrd/styles/kolb.html>. 26 life. The Reflective Observation phase is based upon a learner’s role when watching and observing the environment from different perspectives before making a single judgment. The Abstract Conceptualization phase is invoked during a learner’s logical analysis of ideas and decision to act upon their intellectual understanding of a specific situation. Finally, the Active Experimentation phase encompasses the learner’s act of doing and their ability to complete tasks through action. (Kolb, 1984) In a 2000 article, Kolb wrote that he believed that a person’s learning style was impacted by several variables, but that personal preferences played a large role. This assumption, supported by research he disclosed in this article, indicated a slight correlation between the types of majors chosen by students and their learning styles. Kolb notes that people who are considered “watchers” prefer reflective observation, while those who are “doers” are more likely to engage in active experimentation. Personality type, educational specialization, career choice, current job role, and adaptive competencies are key factors identified by Kolb that influence preferred learning styles. (Miettinen, 2000) More Experiential Learning Theories Defined Kolb credited development of his Experiential Learning Model in part on prior theories developed by Kurt Lewin, John Dewey and Jean Piaget. According to the American Psychological Association, Lewin is considered one of the modern pioneers of social, organizational and applied psychology, and his work is widely credited in contributing to contemporary understanding of groups, experiential learning and action research. 89 Among his work “Field Theory in Social Science,” Lewin developed field 89 "Eminent Psychologists of the 20th Century." Review of General Psychology. 7th ed. Vol. 33., 2002. 29. Print. 27 theory, in which he defined a ‘field’ as “the totality of coexisting facts which are conceived of as mutually interdependent.” (Lewin, 1951, p. 250) He theorized that individuals behaved differently according to tensions between self-perception and environmental-perception. Lewin also considered a person’s underlying forces, or needs, suggesting that the power of those needs also determined a person’s behavior. 90 Johnson & Johnson (1995) note that Lewin’s conducted group dynamic research also helped him understand how and why certain groups behaved a certain way. Through his observations of several groups, Lewin argued that people might come to a group with different dispositions, but if they shared a common ground, they were more likely to work together to achieve it. 91 Lewin also is credited with coining the term ‘action research.’ In Lewin’s own paper on group dynamics, “Resolving Social Conflicts,” he states: “The research needed for social practice can best be characterized as research for social management or social engineering. It is a type of action-research, a comparative research on the conditions and effects of various forms of social action, and research leading to social action. Research that produces nothing but books will not suffice” (1946, reproduced in Lewin 1948: 202-3). 92 His approach for action research involves seven steps that comprise a basic cycle, as depicted in source and represented in the figure below. 93 90 Lewin, Kurt. Field Theory in Social Science. New York: Harper, 1951. Print. 91 Johnson, David W., and Roger T. Johnson. Positive Interdependence: Key to Effective Cooperation in Hertz- Lazarovits, Raḥel, and Norman Miller. (eds.) Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning. Cambridge: Cambridge UP, 1995. 92 Lewin, Kurt. Resolving Social Conflicts: Selected Papers on Group Dynamics. Gertrude W. Lewin (ed.). New York: Harper, 1948. Print. 93 "Kurt Lewin: Groups, Experiential Learning and Action Research." Infed.org. YMCA George Williams College. Web. 21 Sept. 2013. <http://infed.org/mobi/kurt-lewin-groups-experiential-learning-and-action-research/>. 28 Figure 4: Lewin’s Action Research Cycle As Lewin’s work notes, each step in the cycle requires planning, action, and fact-finding about the action’s result. (ibid: 205) Lewin’s action research model serves as one approach to understanding how problem-solving in social and organizational settings take place. According to Hansen and Howell (1995), Kolb concluded from Lewin’s action research and theories that learning took place in a four-stage cycle, as depicted in source and shown in Figure 5 below. 94 This four-stage process includes observation and reflections, the formation of abstract concepts and generalizations, testing implications of concepts in new situations, and finally, concrete experience. The continuous learning process is driven by feedback, with immediate personal experience serving as the focal point for learning, as well as providing a concrete reference point. The cycle is ongoing, only furthering knowledge after each time concrete experience is achieved. Kolb applied this to his theory to further define that learning is 94 Hansen, Ronald E., and Dr. Robert T. Howell (ed.). "Five Principles for Guiding Curriculum Development Practice: The Case of Technological Teacher Education." Journal of Industrial Teacher Education 32.2 (1995). Print. 29 the process of created knowledge. The cycle of observation, generalization, testing, and then concrete experience supports Kolb’s idea that learning relies on human knowledge, gained through subjective life experiences. (Kolb, 1984) Figure 5: Lewinian Model of Learning According to Miettinen (2000), John Dewey’s Model of Learning is similar to the Lewinian Model, in that it focuses on the importance of reflection, or feedback, in the learning process. 95 In his published work “My Pedagogic Creed,” Dewey suggested that education was not only a place for knowledge to be gained, but also served as a place for students to learn how to live, based on learned skills. These learned skills should not be pre-determined and set and should change from person to person based on their potential and ability to use those acquired skills for the greater good. In his work, Dewey notes that “to prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities.” (Dewey, 1897, p.77) 96 95 Miettinen, Riejo. The concept of experiential learning and John Dewey’s theory of reflective thought and action, International Journal of Lifelong Education. 2000. 96 Dewey, John. My Pedagogic Creed. 1897. Print. 30 In the learning model he featured in his autobiographical book, Dewey illustrated his proposed ideal educational structure as a balance between delivering knowledge while also taking into account the interests and experiences of the student. 97 In his model, shown in the figure below, the learning process begins with an impulse, carrying the student to further ideas and then igniting more impulses that keep moving the process forward. Dewey felt that the teacher should play a particular role in this process to keep driving learning forward. This role consisted of the teacher partnering with students, guiding them to discover meaning within the delivered content, rather than passively taking it in. (Dewey, 1897.) Figure 6: Dewey’s Model of Experiential Learning According to Boyatzis, Kolb & Mainemelis (2000), Kolb applied Dewey’s Model of Experiential Learning to his theory to explain the central role that experience plays in the learning process. Kolb believed that a student must have four kinds of abilities for learning to take place, including observation and experience. Similar to how Dewey depicted it in his theory, 97 "Experiential Learning Models." Facilitating Reflection. Wordpress. Web. 21 Sept. 2013. <http://reflectionforstudentaffairs.wordpress.com/models/experiential-learning-models/>. 31 in Kolb’s model, a learner’s impulse of experience moves her/his ideas forward and carries the entire learning process forward. 98 In his book, Kolb also reports finding applicability for his experiential learning model from Piaget’s Model of Learning and Cognitive Development, which theorizes that the dimensions of experience and concept, reflection and action form the basic continua for the development of adult thought. (Kolb, 1984) Piaget developed a four-stage model of how a child’s mind processed new information, and asserted that all children progressed through these four stages in the same order in their adolescence. Piaget’s four stages were the Sensory-Motor Stage, the Preoperational or Presentational Stage, the Stage of Concrete Operations, and the Stage of Formal Operations. McLeod (2013) notes that the term ‘schema,’ coined by Piaget, was used to describe the process a child takes to interpret information. Piaget determined these stages by observing how children interpret information. Piaget viewed the learning process as a process depicted by the stages of Adaptation, Accommodation, and Equilibration. 99 Additionally, Kolb reports having applied Piaget’s model to develop the continua in his Experiential Learning Model, and that the stages in Piaget’s model helped explain how a learner’s emotions, feelings and environment could impact the learning process. (Kolb, 1984) The experiential learning theories of Kolb, Lewin, Dewey and Piaget served as a contemporary influence guiding the progression of education and laying the groundwork for new learning approaches that might continue evolving over time, including their applicability in higher education settings. 98 Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential Learning Theory: Previous Research and New Directions. In Perspectives on cognitive, learning, and thinking styles. Sternberg & Zhang (Eds.). NJ: Lawrence Erlbaum. 99 McLeod, Saul. "Jean Piaget." Cognitive Theory - Simply Psychology. Simply Psychology, 2009. Web. 22 Sept. 2013. <http://www.simplypsychology.org/piaget.html>. 32 Experiential Learning in Higher Education Experiential learning has been applied to higher education in several ways, the earliest being the application of field-based learning, dating back to the 1930s. In disciplines such as Ecology, Environmental Science, and Biology, field-based learning is the practice of students going outside and making observations from different objects and structures. 100 Lewis and Williams (1994) describe another form of field-based learning through internships and practicum assignments, which are most often pursued by students studying such fields as Medicine, Education, and Psychology. 101 In recent years, internships have become a popular form of acquired experience in many disciplines and industries including public relations, graphic design, business, and medicine. Colleges and universities in the U.S. have made the pursuit of internships an option for many students by offering course credit in return for completed work in approved settings that applies to the student’s respective discipline. According to Dobbs, California State University San Bernardino and Texas A&M University are just two universities that advocate for internships for today’s college students. 102 Cooperative Education may be considered another variation of experiential learning. This approach, founded in 1906, involves the combination of classroom studies and work experience, and provides an opportunity for academic credit to be earned through structured job experience. Today, cooperative education is structured into two models: one is designed for students to complete equal amounts of time in traditional classroom coursework and paid employment; the 100 "Field-based Learning." Bringing Research on Learning to the Geosciences. Web. 22 Sept. 2013. <http://serc.carleton.edu/research_on_learning/synthesis/field.html>. 101 Lewis, Linda H., and Williams, Carol J. "Experiential Learning: Past and Present." New Directions for Adult and Continuing Education 1994.62 (1994): 5-16. Print. 102 Dobbs, Kevin. "Good Jobs For College Grads? Better Have Internships." Editorial. Investor's Business Daily. Investor's Business Daily, Inc., 30 Aug. 2013. Web. 14 Oct. 2013. <http://news.investors.com/business/083013- 669502-how-to-get-good-paying-job-after-college-by-interning.htm>. 33 second is designed for a student’s day to be split between school and work. 103 Cooperative Education is based on the philosophy that knowledge is best acquired through active engagement, similar to Kolb’s coined term “active learning.” (Furco, 1996) The National Commission for Cooperative Education (NCCE) and the World Association for Cooperative Education (WACE) are two of the major organizations that work with different college and business leaders all over the world to facilitate work-based learning programs. 104 Classroom-based experiential learning is another applied experiential learning method. To actively engage students during the learning process, hands-on activities such as role playing, case studies, team projects and simulations in lesson plans are implemented by teachers. This idea of “active learning” is one of Professor Chickering and sociologist Zelda Gamson’s seven “principles of good practice” for excellence in undergraduate education. 105 In their published article from 1987, they state, “students do not learn much just by sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.” This idea of classroom-based experiential learning is presented as a way to rid the learning process of any passive teaching techniques and help make what a student learns a part of them. While there are several examples of applied experiential learning methods, Abdul-Alim notes that leaders in higher education are advocating for administration to place a greater emphasis on experiential learning philosophies and its teaching models and curricula. 106 103 Grubb, W. Norton., and Curry, Jennifer. Villeneuve. Co-operative Education in Cincinnati Implications for School-to-work Programs in the U.S. Berkeley, CA: National Center for Research in Vocational Education, Graduate School of Education, University of California at Berkeley, 1995. Print. 104 "Related Organizations." Cooperative Education and Internship Association. CEIA, Inc. Web. 22 Sept. 2013. <http://www.ceiainc.org/sub.asp?PageID=44>. 105 Chickering, Arthur W., and Gamson, Zelda F. Seven Principles for Good Practice in Undergraduate Education. Racine, WI: Johnson Foundation, 1987. Print. 106 Abdul-Alim, Jamaal. "Higher Education Leaders Say Experiential Learning Key to Student Success." Diverse Issues in Higher Education. Cox, Matthews, and Associates, Inc., 08 Mar. 2011. Web. 22 Sept. 2013. <http://diverseeducation.com/article/14865/>. 34 In today’s changing landscape, proponents for more progressive higher education are voicing a desire for flexibility and innovation in the classroom. In addition to the public recommendations from the leaders in higher education referenced by Abdul-Alim, other efforts have been made to achieve this. For example, some educators have started centralizing models around digital technology, incorporating the use of computers, tablet-based learning and the Internet into lesson plans. Professors from some universities have taught online courses through the Massive Open Online Course providers, with the U.S. Department of Education reporting that in 2013, 48 states and the District of Columbia supported online learning opportunities. 107 The use of digital technology has arguably modernized the learning process, but has not proved to be the ultimate solution. This suggests that higher education must continue to explore alternative methods to revolutionize learning for Millennials. 107 United States. Department of Education. Use of Technology in Teaching and Learning. ED.gov. Web. 15 Oct. 2013. <http://www.ed.gov/oii-news/use-technology-teaching-and-learning>. 35 Chapter Three: Who are Millennials and What Do They Want? “Kids these days. Just look at them. They've got those headphones in their ears and a gadget in every hand. They speak in tongues and text in code. They wear flip-flops everywhere. Does anyone really understand them?” – Eric Hoover, Chronicle of Higher Education 108 Hoover’s statement is one of many opinionated and borderline insulting statements made by researchers, journalists, experts and thought leaders to describe today’s youngest generation. Love them or hate them, understanding this generation has become a top priority for industries like marketing, advertising, politics, and education, which have started to realize their future is in these young hands. Working Definition of ‘Millennial’ Today’s youngest generation, noted earlier as the “Millennial” generation, or ‘Millennials,’ make up the largest population cohort the United States has seen to date. In April 2013, Barron’s reported that the Millennial generation currently stands at a total of 86 million, seven percent larger than the Baby Boomer generation. 109 Millennials are found to be a more diverse group than previous generations, with a 2010 study from the Pew Research Center reporting that about six-in-10, or 61 percent, are non-Hispanic whites, much less than that of Baby Boomers (73%). The Millennial population is comprised of 39 percent racial and ethnic minorities, including 19 percent Hispanics, 13 percent African Americans, four percent Asian- Americans, and two percent listed as ‘other’ (Pew Research Center, 2010). The exact years of birth that define this generation have been a subject of debate, with Millennials variously 108 Hoover, Eric. "Students." The Chronicle of Higher Education. The Chronicle of Higher Education, 11 Oct. 2009. Web. 22 Sept. 2013. <http://chronicle.com/article/The-Millennial-Muddle-How/48772/>. 109 Doherty, Jacqueline. "On the Rise." Barron's. Dow Jones & Company Inc., 29 Apr. 2013. Web. 22 Sept. 2013. <http://online.barrons.com/article/SB50001424052748703889404578440972842742076.html>. 36 classified as people born between 1982 and 2004 (Hoover, 2009), 1979 and 1994 (Sweeney, 2006), any time after 1980 (Pew Research Center, 2010), 1980 and 1999 (U.S. Chamber of Commerce, 2012), and so on. Generational researchers Neil Howe and William Strauss were among the first to characterize this demographic in their book, Generations: The History of America’s Future, 1584 to 2069, in 1992. Denny (2004) notes that it was in this book that Millennials were described even before the previous generation - Generation X - was even named. 110 Howe and Strauss (2000) define Millennials as hard working, very community-focused, and having a positive civic spirit. The Pew Research Center describes Millennials as “confident, self-expressive, liberal, upbeat and open to change.” (Pew Research, 2010) The U.S. Chamber of Commerce defines the typical Millennial, which they also call ‘Generation Y,’ as “the connected, diverse collaborator, shaped by 9/11, texting, and the recession.” (U.S. Chamber of Commerce, 2012) Alternatively, Millennials have been cast in more negative lights, and described as narcissistic, lazy, and delusional. In TIME Magazine’s May 2013 print cover story, “The Me Me Me Generation,” reporter Joel Stein cites research from The National Institutes of Health (NIH) to account for his claim of their narcissism. The NIH study found that for people in their 20s, Narcissistic Personality Disorder was nearly three times as high as for the Baby Boomer generation (then 65 or older). Stein also included results from the 2012 Clark University Poll of Emerging Adults, which found that more people ages 18 to 29 lived with their parents than with a spouse. 111 Another report from the nonprofit Families and Work Institute showed that in 1992, 110 Denny, Judy (compiled). "Overview - Millennials Rising The Next Great Generation." Federal Consulting Group. Federal Consulting Group, Oct. 2004. Web. 22 Sept. 2013. <http://www.fcg.gov/documents/Millennials_Rising_bkreview.pdf>. 111 Stein, Joel. "The Me Me Me Generation." TIME. 20 May 2013. Web. 22 Sept. 2013. Print. 37 80 percent of men and 72 percent of women under age 29 wanted to one day have a job with greater responsibility; in 2008, only 68 percent of men and 65 percent of women under age 29 wanted a job with more responsibility. 112 Walter Hamilton described Millennials as bad workers and cited a study by research firm Millennial Branding and American Express, in which 47 percent of the bosses surveyed said Millennials had a poor work ethic, 46 percent said Millennials were easily distracted and 51 percent said they had unrealistic compensation expectations. 113 These opposing opinions, definitions and statistics seem to counteract every positive prediction, assumption and belief that has been made about Millennials, putting generational researchers back at the beginning of their attempt to define this group of individuals. It is possible that there may be two very different working definitions because of the large age range that defines the Millennial generation. Based on the various date ranges that researchers have used to define when Millennials were born, a Millennial could be as young as nine years old and as old as 34 in the year 2013. Additionally, the Millennial generation has not hit its stopping point, allowing all observations over the years to be collected to reach one final definition. Because of the sliding scale of their year of birth, the Millennial generation will continue to be defined for years to come. 112 Galinsky, Ellen, Kerstin Aumann, and James T. Bond. TIMES ARE CHANGING | Gender and Generation at Work and at Home. Families and Work Institute and IBM Corporation, 2011. Print. 113 Hamilton, Walter. "Employers Have Negative View of Gen Y Workers, Study Finds." Los Angeles Times. Los Angeles Times, 03 Sept. 2013. Web. 22 Sept. 2013. <http://www.latimes.com/business/money/la-fi-mo-employers- negative-gen-y-millennials-20130903,0,2770688.story>. 38 Millennials: How They Think, Feel and Behave According to the Pew Research Center, the Millennial generation grew up in the Digital Age and from that, has been deemed “history’s first ‘always connected’ generation” (2010). In a 2010 study from Forrester Research, Millennials led the adoption curve of online or mobile behavior, but Millennials “don’t remember life without a mobile phone or a time when texting or email wasn’t available.” Additionally, Millennials lead the mobile front, with 85 percent reportedly sending and receiving text messages; whereas 68 percent of Generation X did the same. 114 These digital influences have shaped Millennials to be natural multi-taskers, with some studies even suggesting that this generation is rewiring the human brain with extensive multitasking training. (U.S. Chamber of Commerce, 2012) This “always on” mentality may be best exemplified by Millennials’ use of social media, with 75 percent of Millennials saying “yes” to having a profile on a social networking site. (Pew Research Center, 2010) While some experts might assume that Millennials are using social networking sites merely to engage in mindless chatter, Edelman, the world’s largest independent public relations firm, suggests this generation is actually holding productive dialogues with a number of organizations and with each other (2010). In the firm’s global benchmark study in year 2010, at least eight in 10 Millennials reported having taken some kind of action on behalf of a brand they trusted on social media. 115 Millennials have also utilized social networking sites to display their civic and political engagement. U.S. President Barack Obama tapped into social media strategies to gain Millennial 114 Anderson, Jacqueline, Reineke Reitsma, Erica Sorensen, and Michael Munsell. "The State Of Consumers And Technology: Benchmark 2010." Forrester. Forrester Research, Inc., 21 Sept. 2010. Web. 08 Oct. 2013. <http://www.forrester.com/The State Of Consumers And Technology Benchmark 2010 US/fulltext/-/E- RES57526?objectid=RES57526>. 115 "New Study Shows That for Millennials, Taking Action on Behalf of Brands Is a Core Value."Edelman. Edelman, 14 Oct. 2010. Web. 22 Sept. 2013. <http://www.edelman.com/news/new-study-shows-that-for- millennials-taking-action-on-behalf-of-brands-is-a-core-value/>. 39 voters’ support, which was considered one key to his 2008 victory. According to Young Democrats of America, 50 percent of eligible young voters cast a vote in the 2012 election, accounting for 23 million votes. 116 The Pew Research Center notes that this generation is far more liberal than other generations, being almost twice as likely to identify as liberal than those aged 65 and above. (2010) Millennials love to communicate. Growing up with instant messaging systems, text messaging and cell phones, Millennials have come to expect communication mobility, to always be in constant contact with whomever they choose. In addition to being able to communicate whenever and wherever they want, Millennials crave flexibility and convenience in other aspects of their life. They prize freedom with the products and services they use, allowing them to change their needs and interests at any time. (Sweeney, 2006) Millennials have had a major impact on educational practices and, according to a 2010 study from the Pew Research Center, are on track to be the most education generation in America. The study reported that in 2011, 54 percent of Millennials have had some college education, as opposed to only 36 percent of those ages 50-64. (Pew Research Center, 2010) Moreover, their expert multi-tasking skills have primed Millennials to favor a “learning by doing” approach, as opposed to listening to traditional classroom lectures. Millennials thrive on interactivity and active learning, showing a preference to directly understand what works and what does not, first hand. 117 116 "Youth Voting Stats « YDA – Young Democrats of America." Young Democrats of America. Young Democrats of America. Web. 22 Sept. 2013. <http://www.yda.org/resources/youth-vote-statistics/>. 117 Oblinger, Diana. "Boomers, Gen Xers, and Millennials: Understanding the New Students."EDUCAUSE REVIEW 38.4 (2003). Web. 22 Sept. 2013. 40 Millennials’ Impact on the Future The considerable size of the Millennial generation suggests that its impact on various industries will be more significant, and that as a well-educated and digitally engaged group of people, their views and decisions are likely to significantly shape American culture for years to come. According to Partner and Managing Director of the Boston Consulting Group (BCG) Christine Barton, Millennials defined as ages 18 to 34 accounted for 21 percent of the national consumer spending power in the U.S. in 2013, representing $1.3 trillion annually. (Barron’s, 2013) BCG predicts that the Millennial generation will likely play a significant part in the anticipated improvement of the economy, and the impact of this group’s spending habits will continue to grow. Yet, despite their considerable spending habits, Millennials are also saving and investing money earlier than Baby Boomers. According to Bank of America’s Spring 2013 Merrill Edge Report, on average, Millennials aged 18-34 reported having started saving for retirement at the age of 22 as opposed to Baby Boomers, whose average starting age for saving for retirement was age 35. Millennials also are increasingly becoming a focus for marketers and advertisers. Marketers are realizing that Millennials’ media habits are very different from Baby Boomers’ and they need to alter their marketing strategies. 118 According to Loechner (2013), marketers are moving away from using standard demographic models and using psychographic segmentation to more effectively target and connect with this younger group. Psychographics help shed light on Millennials’ attitudes, values and lifestyles, so as to better understand where their interests lie 118 Fuller, Bonnie. "Misreading Millennials' Media Behavior." Advertising Age. Crain Communications, 13 May 2013. Web. 22 Sept. 2013. <http://adage.com/article/guest-columnists/marketers-losing-money-misreading- millennials/241407/>. 41 in regards to brand preference and engagement methods. 119 Beyond discovering where and how Millennials are spending their time, psychographic segmentation gives marketers insight into the types of content Millennials are more likely to consume, as well as produce. Millennials’ attitudes about key social issues also will likely impact and shape American culture. According to a 2011 survey issued by the Public Religion Research Institute, six in 10 Millennials reported believing abortion should be available in all cases, and 68 percent believed abortion should be available in their own community. 120 According to the 2013 Pew Research Religion & Public Life Project, 74 percent of Millennials supported the concept of same-sex marriage. 121 In 2010, the Pew Research Center reported that half of Millennials currently enrolled in high school, college or graduate schools wanted to go on to earn a graduate or professional school degree. (Pew Research Center, 2010) With their high educational aspirations, Millennials have already impacted the education industry, as administrators of various institutions explore new ways to incorporate digital technology into learning and education models. Technology such as Massive Open Online Courses, mobile and tablet-based learning have disrupted the education space. The increasing number of Millennial students and this group’s unique learning preferences are likely impacting educational institutions, resulting in updates to learning models to stay responsive to marketplace demand. (U.S. Chamber of Commerce, 2012) These significant 119 Loechner, Jack. "Millennials Forge The Future (Depending on Life Stage)." MediaPost. MediaPost Communications, 01 July 2013. Web. 22 Sept. 2013. <http://www.mediapost.com/publications/article/203609/millennials-forge-the-future-depending-on-life-st.html>. 120 "Survey | Committed to Availability, Conflicted about Morality: What the Millennial Generation Tells Us about the Future of the Abortion Debate and the Culture Wars." Public Religion Research Institute. Public Religion Research Institute, 06 June 2011. Web. 22 Sept. 2013. <http://publicreligion.org/research/2011/06/committed-to- availability-conflicted-about-morality-what-the-millennial-generation-tells-us-about-the-future-of-the-abortion- debate-and-the-culture-wars/>. 121 "Changing Attitudes on Gay Marriage." Pew Research Religion & Public Life Project. Pew Research Center, June 2013. Web. 22 Sept. 2013. <http://features.pewforum.org/same-sex-marriage-attitudes/slide2.php>. 42 enrollment, and intent to enroll, figures suggest that changes to the educational and learning model will continue to take place. 43 Chapter Four: Millennials’ Attitude toward Higher Education Several studies point toward the assumption that Millennials have a very positive attitude about higher education. Millennials have high educational aspirations, and the majority express intentions to pursue at least a bachelor’s degree, if not higher. According to the Pew Research Center (2010), the Millennial generation is on track to be the “most educated generation in America” to date. Prior research has helped define Millennials’ learning styles and preferences, as well as to predict the number of people pursuing a degree in higher education over the next decade. However, it appears that little research has been conducted to establish a clear definition of Millennials’ actual attitudes toward higher education. Millennials’ Changing Relationship with Higher Education Millennials are no stranger to the term “quid pro quo.” According to Founding Director of the Office of Teaching Effectiveness and Innovation at Clemson University Linda B. Nilson, Millennial students view higher education as a high-priced commodity that they or their parents are purchasing. 122 This suggests that once Millennials gain acceptance into a university, there is a sense of entitlement regarding what this generation is “owed” in exchange for attending class and paying tuition. According to the U.S. Chamber of Commerce (2012), Millennials view higher education as a necessary and expensive consumer good, and in return they expect professors to be completely accessible. This suggests that higher education institutions should explore learning models that address this attitude and behavior. The Millennials Survey, a 26-item quantitative survey developed and administered online specifically for this thesis in 2013, focused on the subject of higher education and its perceived 122 Nilson, Linda B. Teaching at Its Best: A Research-Based Resource for College Instructors. 3rd ed. San Francisco: Jossey-Bass, 2010. 72-73. Print. 44 value by Millennials. There were 202 respondents, who indicated they had been born sometime between the years 1980-2000. Of these, 89 percent indicated they had either already attended college or were currently attending college. Among the 11 percent not currently in school, more than half expressed an intention to pursue some form of higher education within a timeframe ranging from the next six months to the next few years. (Appendix B) When asked about the value of learned skills in college, 82 percent of survey respondents who either attended, or were currently enrolled in college, expected specific learned skills, listed in Figure 7 below, to be useful for their career. Additionally, 77 percent of respondents thought a college degree would be valuable in the next 10 years. This sense of worth and perception of value may be possible indicators explaining why U.S. college enrollment rates are increasing each year, as well as why a considerable number of Millennials not currently enrolled in college have plans to attend in the near future. According to the U.S. Department of Education’s 2011 Digest of Education Statistics, the percentage of 18- to 24-year-olds enrolled in college rose from 35 percent in 2000 to 41 percent in 2010. Figure 7: List of Learned Skills, measured on importance level by Millennial survey respondents 45 The topic of Millennials’ student loan debt has been covered extensively by various consumer media over the last few years. According to Reuters, 34 percent of Millennials said they had student loans of $30,000 or less, while 17 percent reported owing anywhere from $30,000 to $50,000. 123 The specter of student loan debt, however, may not be deterring Millennials from pursuing college or even recent graduates from earning an advanced degree. In the same article, Reuters reported that “42 percent of recent graduates expect(ed) they will need an advanced degree to further their career and almost a quarter are already planning to take graduate courses.” (Reuters, 2013) This premise was supported even more strongly in the Millennial survey developed for this thesis, which found that 71 percent of respondents agreed with the premise that a college degree was worth the money, and 78 percent agreed with the statement that they would take out loans to pursue a college degree if they did not have the financial means to do so. (Appendix B) In terms of the perceived employment value of higher education, 37 percent of Millennials surveyed agreed with the statement that “one must possess a college degree to engage in a successful professional career.” More than half of the respondents also indicated agreement with the statement that after earning a college degree, a job applicant was qualified to gain entry-level employment. These last two findings suggest that Millennials may have assigned a level of content value to a college degree. However, even though survey results indicated that Millennial respondents viewed college degrees as a necessary requirement to secure employment, results also suggested that this generation did not view a degree as the only requirement. Fifty four percent of survey respondents viewed practical experience as being “more valuable” than a college degree, and 45 percent of respondents not currently enrolled in or 123 Reaney, Patricia. "Recent U.S. College Graduates Disillusioned, Underemployed: Poll."Reuters. Thomson Reuters, 30 Apr. 2013. Web. 23 Sept. 2013. <http://www.reuters.com/article/2013/04/30/us-usa-graduates-jobs- idUSBRE93T0WB20130430>. 46 planning on attending college reported they would rather spend their time gaining practical, on- the-job experience than spending four or more years in school. (Appendix B) These results suggest that while Millennials may consider a college degree a high priority, it appears that this generation has also placed some added value on practical experience gained elsewhere. Experience is What They Truly Value Many Millennials entered the workforce at the start of the Great Recession in 2008, where those who had just been hired for their first professional jobs quickly found themselves unemployed. Full-time employment dropped significantly during this time, with the national unemployment reaching its highest rate at 10 percent during October 2009. 124 As a result, many Millennials were forced to cut corners, move back in with their parents and pursue alternative routes, such as taking out loans to attend graduate school. (Pew Research Center, 2010) Research conducted on the U.S. employment rates from 2008-2013 indicates how difficult it has been to get back on track following the Great Recession. The U.S. Bureau of Labor Statistics reported the U.S. unemployment rate to be 7.2 percent as of September 2013; this number was down 0.6 percent from its reported rate last year in September 2012 and the lowest level the country had seen since November 2008. However, the U.S. Bureau of Labor Statistics’ September 2013 job report also listed the number of unemployed persons at that time as 11.3 million. In an attempt to find a solution to the issue of unemployment, many Millennials heavily invested in higher education, with the Federal Reserve Bank of New York reporting outstanding student loan balances of about $870 billion, as of March 2012. This steep investment 124 "Databases, Tables & Calculators by Subject." Bureau of Labor Statistics Data. U.S. Bureau of Labor Statistics. Web. 26 Sept. 2013. <http://data.bls.gov/timeseries/LNS14000000>. 47 may be one indicator that Millennials are on track to become the highest-educated generation in American history to date. Regardless of the importance and money that Millennials spend on a college degree, research indicates this generation also values acquiring hands-on experience in professional settings. In a 2013 study from Millennial Branding and Internships.com, 52% of the 1,345 U.S. college students asked about their views on the future of education said that more access to internships would help better prepare them for the working world. 125 Additionally, among the small group of respondents who expressed no plans to attend college from the author’s Millennial Survey (less than one percent of the 207-person sample), nearly half of these individuals (45 percent) indicated the reason they were not pursuing college was because they preferred “spend(ing) their time gaining practical, on-the-job experience, rather than spending four or more years of time and money in school.” About one-third of respondents from that same group considered themselves to be “an educated person,” regardless of degree attainment. (Appendix B) These findings indicate that Millennials aren’t likely to move in large numbers away from education any time soon, but it does suggest they have a strong desire for acquiring practical as well as academic experience. A 2013 report issued by Price Waterhouse and Coopers (PwC) advised creating opportunities to let Millennials learn: “Millennials want to experience as much training as possible… (and to) build and measure the effectiveness of mentoring programmes [sic] alongside other learning and education.” 126 One might even argue the reason 125 Schawbel, Dan. "Millennial Branding and Internships.com Release Study on The Future of Education." The Future of Education Study. Millennial Branding, 11 June 2013. Web. 23 Sept. 2013. <http://millennialbranding.com/2013/06/the-future-of-education/>. 126 "How to Manage the Millennials." Price Waterhouse and Coopers. Pwc.com. Web. 23 Sept. 2013. <http://www.pwc.com/gx/en/managing-tomorrows-people/future-of-work/managing-millennials.jhtml>. 48 behind Millennials’ strong foothold in higher education would be the expectation it would help take them where they really want to be – engaging in some sort of practical experience. Universities Have Significant Room for Improvement The increasing tuition costs, under-and unemployment rates, and student loan default rates affecting Millennials have caught the attention of education administrators. According to Staley and Trinkle (2011), the landscape of higher education is changing rapidly and disruptively, largely in response to Millennial students. Staley and Trinkle note changes in higher education that are already taking place include the rise of the elective system, which they predict will overthrow the general education curriculum; the wide range of college selections the Millennial students now have; and the development of new metrics and forms of proof to add value to college degrees. 127 Use of digital and mobile technology also has been increasingly incorporated into the classroom, so as to better respond to Millennial students’ preferences. In an online survey conducted by the College Board, the National Writing Project and the Pew Research Center’s Internet & American Life Project in 2012, educators viewed the Internet as having had a major impact on educational resources, and mobile use in the classroom had increased. Additionally, several schools reported having embraced the use of digital technology, by offering formal training or programs celebrating the use of digital tools. Surprisingly, “digital native” Millennial learners may actually prefer a traditional classroom model. In reporting results from a survey by Millennial Branding and Internships.com, Schwabel (2013) reported that almost 53 percent of students polled agreed that “online colleges 127 Staley, David J., and Dennis A. Trinkle. "The Changing Landscape of Higher Education." Editorial. Educause Jan.-Feb. 2011: 16-33. Print. 49 are a reputable form of education,” but only 43 percent thought an online classroom could match or surpass the quality of a traditional one. Of polled students, 78 percent still considered it easier to learn in traditional classrooms than through online classes and tutorials. (Schawbel, 2013) The previously mentioned attempts to offer updated teaching methods seem to be on the right track, but educators may still not be getting closer to giving Millennials what they want. In the Millennial Survey conducted for this thesis, 39 percent of respondents did not support the statement, “colleges do an excellent job of providing students with the necessary skills to obtain employment after graduation,” and 27 percent did not agree that “colleges’ current teaching methods (are) doing a good job at preparing students for a successful career.” These findings suggest that universities may be seen as lacking an offered skill set in its learning model that Millennials consider crucial for job-seekers. (Appendix B) This insight about Millennials’ attitude toward higher education and their expressed desire to acquire practical experience may bring industry leaders closer to determining the driving factor behind Millennials’ motivations for becoming educated. More appropriate and effective changes to engage with the Millennial generation in the educational setting can still be made, bringing higher education one step closer to an updated learning model. 50 Chapter Five: Case Studies of Experiential Learning in Higher Education On the Hunt for an Experiential Edge Experiential learning has started to draw more attention from institutions of higher learning, although it may vary in curriculum, extent, course work and outside opportunities, such as internships and field research projects. Today, it appears that universities are identifying the role that experiential learning can play in the Millennial generation’s learning process. Alternatively, some universities have already built experiential learning components into their programs, suggesting that some experiential learning methods may be considered to have some degree of effectiveness in helping universities diversify its offerings for students. Three leading private universities in Southern California that equip their students with the necessary skills to secure employment post-graduation, and that have pioneered experiential learning programs, provide illustrative examples. How each university has integrated and implemented its experiential learning approach differs, although the intended goals remain similar. These examples may provide important insights for other institutions seeking to identify what makes an experiential learning program truly successful, and what methods might be applied, as well. Chapman University’s Office of Undergraduate Research Program Background Chapman University, located in the city of Orange, is one of California’s oldest private universities. The university was founded in 1861 as Hesperian College by members of the Christian Church, but changed its name to Chapman College in 1934 after Charles Clarke Chapman, the Valencia orange magnate. Today, the university offers 45 majors for 51 undergraduates and 60 areas of study, as well as 28 graduate programs. 128 The university’s mission statement, “To provide personalized education of distinction that leads to inquiring, ethical and productive lives as global citizens,” has served as the foundation for the school’s program curricula over the past 153 years. Chapman’s Experiential Learning Offerings In 2007, Chapman University began offering experiential forms of education for its undergraduate students. These include different experiential learning initiatives so as to equip students with knowledge to be applied in real-world settings. Through these initiatives, students are to explore professional areas and earn credits toward graduation. Chapman University advocates the different experiential learning offerings to its students. On the Chapman University experiential learning website it states, “At Chapman, we encourage you to enhance your learning by making experiential forms of education part of your academic program.” 129 Chapman’s experiential learning initiatives are offered to students in four different options: student-faculty research and faculty-mentored research; domestic and international internships; study abroad and travel courses; and individualized experiential learning projects. Through Chapman’s student-faculty research project option, students can work with faculty in natural and social science labs to develop their own project in their major. Research opportunities vary by month and semester, depending on the faculty’s research needs. Professors from each of the University’s seven colleges offer students with the opportunity to carry out a 128 "Chapman Facts & History." Chapman University. Chapman University. Web. 25 Sept. 2013. <http://www.chapman.edu/discover/facts-history/index.aspx>. 129 "Experiential Learning at Chapman." Experiential Learning. Chapman University, Web. 26 Sept. 2013. <http://www.chapman.edu/academics/learning-at-chapman/experiential-learning/index.aspx>. 52 research-based project, with specific details varying from program to program. Each project requires a baseline level of experience in that particular discipline. 130 Internship opportunities are completed through Panther Connect, Chapman’s online job and internship portal, which connects students to employers. The school offers free registration to students and to alumni for one year following their graduation. According to its website, Panther Connect is part of the NACElink Career Services Management system, a software program designed to streamline processes in career offices. 131 Chapman’s Center of Global Education oversees the university’s Semester or Year Abroad programs. The Study Abroad Program falls under three categories, which include: Program Providers, Direct Enroll, and Exchanges. These programs are designed to offer students the opportunity to travel, live and take classes in the country of their choice. Another abroad program is the university’s overseas program, Semester at Sea. The program, originally called World Campus Afloat during its first sail in 1965, has helped Chapman fulfill its commitment to shaping students to become well-rounded thought leaders. (Chapman Facts & History) Students also can propose their own Individualized Experiential Learning Projects (IELP) to further their education and gain hands-on practical experience at Chapman. Projects can earn elective credit or credit in the major or minor in which they are enrolled. Credit earned is based on the amount of hours a student puts into the project. 132 Chapman also issues a Learning Outcomes Assessment to undergraduate students who engage in the experiential learning educational offerings. Learning outcomes are assessed and used to represent the culminating 130 "Current Research Opportunities." Current Research Projects. Chapman University. Web. 26 Sept. 2013. <http://www.chapman.edu/academics/learning-at-chapman/experiential-learning/current-projects.aspx>. 131 "Welcome to Chapman's Panther Connect!" Panther Connect. Chapman University. Web. 26 Sept. 2013. <http://www.chapman.edu/students/services/career-development/resources-and-networking/panther-connect.aspx>. 132 "Individualized Experiential Learning Project (IELP)." Individualized Experiential Learning Project (IELP). Chapman University. Web. 26 Sept. 2013. <http://www.chapman.edu/academics/learning-at-chapman/experiential- learning/individualized-learning.aspx>. 53 knowledge, behaviors, skills or abilities that students get from this chosen enhanced educational experience. 133 Experiential learning initiatives also are offered in Chapman’s Dodge College of Film and Media Arts. The program is described as “one of the premier film schools in the country” and offers students with a wide selection of undergraduate and graduate degrees. 134 In 2013, The Hollywood Reporter, a publication for entertainment industry executives, ranked Dodge College seventh on its “Top 25 Film Schools” list. 135 A partnership with Ngee Ann Polytechnic in Singapore enables Chapman’s Dodge College of Film and Media Arts to offer students a two-year degree program in creative producing. Participating Singaporean students can travel to the U.S. and American students can travel to Singapore to expand their education on the art of producing international cinema productions. 136 Dodge College’s Leo Freedman Foundation First Cut Screenings event promotes the top films from the previous year’s students. The top five student films are screened at a Directors Guild of America event that takes place twice a year, once in the spring in New York City and in the fall in Los Angeles. (Chapman Dodge College) 133 "Learning Outcomes Assessment." Learning Outcomes Assessment. Chapman University. Web. 26 Sept. 2013. <http://www.chapman.edu/academics/learning-at-chapman/assessment/index.aspx>. 134 "Welcome to Dodge College." Dodge College of Film and Media Arts. Chapman University. Web. 29 Oct. 2013. <http://www.chapman.edu/dodge/index.aspx>. 135 Appelo, Tim. "The Hollywood Reporter Unveils the Top 25 Film Schools of 2013." The Hollywood Reporter. Prometheus Global Media, 31 July 2013. Web. 29 Oct. 2013. <http://www.hollywoodreporter.com/news/best-film- schools-hollywood-reporter-595712?page=2>. 136 "Overseas Opportunities - Chapman Singapore." Chapman Singapore. Chapman University. Web. 29 Oct. 2013. <http://chapmansingapore.sg/exchange/>. 54 Impact on Students and Education Jeanne Gunner, Chapman’s Vice Chancellor of the Office of Undergraduate Education, has overseen the department that offers these experiential learning initiatives for more than 10 years. According to Gunner, Chapman University decided to begin offering experiential learning forms of education in 2007 to broaden its opportunities for the school and its students. (Appendix D) When asked in an email questionnaire if the goals and objectives of Chapman’s experiential learning initiatives changed each year, Gunner indicated they did not, and that modifications were made only after further review and assessment by the university. (Appendix D) A subjective, in-depth review of the entirety of Chapman’s experiential learning initiatives leads the author to conclude that Millennial students seem well-served, as they have opportunities to experience and embrace new cultures; gain work experience while attending school if they choose; and participate in research opportunities with academic professionals. It appears that these forms of education have proved successful for Chapman University and they have determined that thus far, no updates have been needed. . Chapman University’s experiential learning initiatives appear to be well executed and comprehensive in its offerings for Millennial students. In the Millennial Survey, one respondent offered this open-ended feedback when comparing his college experience at Cal Poly San Luis Obispo to his sister’s experience at Chapman: “Not reflective of Cal Poly San Luis Obispo (SLO) as a whole, as I understand other majors are far better prepared for professional life upon graduation. Personally, I don’t feel like I learned any practical knowledge in the Communication Studies program at SLO. It doesn’t help that you can’t switch once you’re in, either. I understand after the fact why people go to private schools – far more opportunities for 55 internships/learning outside of the classroom. For example, my sister went to Chapman for Film Studies/Communication and had a vastly different experience than mine.” (Appendix B) Despite the apparent comprehensiveness of Chapman’s experiential learning offerings, an assessment of alumni employment statistics indicates that these forms of education may not yet be reaching full potential. For example, Chapman began offering experiential learning opportunities just one year before the Great Recession of 2008, which caused many Millennials to struggle to find employment. When asked, “Have you seen any increase in secured job employment from your university’s graduates since experiential learning was offered?” Chapman’s Gunner indicated the university had seen “neither more, nor less (employment)” for its students. University of Southern California’s Annenberg X Background The University of Southern California (USC) is a private institution, originally conceived in 1871 by Judge Robert Maclay Widney and other Los Angeles citizens. The university opened its doors to 53 students and 10 teachers in 1880; today, the school has more than 33,000 students and nearly 3,200 full-time faculty members. 137 In the 2012-13 academic school year USC had enrolled 18,000 undergraduates and 22,000 graduate and professional students. 138 The school’s stated central mission is “the development of human beings and society as a whole through the cultivation and enrichment of the human mind and spirit.” 139 137 "University of Southern California." History. University of Southern California, Web. 28 Sept. 2013. <http://about.usc.edu/history/>. 138 "University of Southern California." Facts and Figures. University of Southern California, Web. 28 Sept. 2013. <http://about.usc.edu/facts/>. 139 Board of Trustees. "The Role and Mission of The University of Southern California." University of Southern California, Feb. 1993. Web. 28 Sept. 2013. 56 At USC, 56.8 percent of its classes are fewer than 20 students per class; the most popular undergraduate majors at USC include Communication and Journalism, according to U.S. News & World Report’s 2014 ranking. 140 Both majors are offered by the Annenberg School for Communication and Journalism, which was founded in 1971. However, both Communication and Journalism existed before that as separate schools. The Annenberg School has more than 100 full-time faculty members, 133 adjunct professors, and 2,470 undergraduate and graduate students. Bachelor’s and master’s degrees are available in Communication, Journalism and Public Relations; a doctorate degree is available in Communication. 141 A review of the Annenberg School’s website indicates it offers students dozens of research and public interest projects and programs, including the January 2013 launch of the Annenberg Innovation Lab. USC Annenberg Dean Ernest J. Wilson, III, Ph.D. explained in an interview with Marc Glaser that the idea behind the Annenberg Innovation Lab was built “on the idea that we innovate or die or become irrelevant, in the same way that the L.A. Times or broadcast media or AOL has to innovate,” and that with the help of Dr. Irving Wladawsky- Berger, former Vice President Technology and Strategy for IBM Server Group, the Lab was created. 142 The Innovation Lab’s team focuses on areas of media technology research and practice, depicted on its website 143 as: 140 "University of Southern California." US News & World Report. US News & World Report, Web. 28 Sept. 2013. <http://colleges.usnews.rankingsandreviews.com/best-colleges/university-of-southern-california-1328>. 141 "About Us." USC Annenberg. University of Southern California, Web. 28 Sept. 2013. <http://annenberg.usc.edu/AboutUs.aspx>. 142 Glaser, Marc. "USC Annenberg Pushes Innovation Lab, Experimental School, 1+ Year Master’s." Media Shift. Public Broadcasting Service (PBS), 18 Jan. 2013. Web. 28 Sept. 2013. <http://www.pbs.org/mediashift/2013/01/usc-annenberg-pushes-innovation-lab-experimental-school-1-year- masters018/>. 143 "About." USC Annenberg Innovation Lab. University of Southern California, Web. 28 Sept. 2013. <http://www.annenberglab.com/about>. 57 Figure 8: USC’s Annenberg Innovation Lab Areas of Research and Practice In the interview, Dean Wilson explained the lack of partnerships with the communities of practice in the school. Wilson spent 10 months meeting with the CEOs and COOs of companies in the media, communications and entertainment spaces, inquiring what these people looked for in new hires. Upon discovering these desired characteristics, skills and qualities, Wilson returned to the School and assessed the degree to which these were being taught to students. In addition to the Innovation Lab, USC decided in 2012 to launch an experimental school called “Annenberg X.” (Glaser, 2013) Experiential Learning Offerings In a draft of the Annenberg X overview, the program is described as “an innovative new model for university-level learning that will provide Communication and Journalism students 58 with cutting-edge, personally meaningful content that also prepares them for the real world challenges of the 21 st century.” The program’s draft mission is to “create a revolutionary approach to learning that honors passion and relevance to students’ lives as foundational elements of learning.” 144 The design calls for Annenberg X “learning experiments” to be offered in a variety of lengths, including weekend series, multi-day and multi-week sessions. The program is intended to incorporate learning experiences that involve a variety of cutting-edge technology platforms and be taught outside of traditional classroom settings. As described by the program’s Director, Jonathan Aronson, Ph.D., Professor of Communication at the Annenberg School for Communication & Journalism and Professor of International Relations, in an administered email questionnaire about the program (Appendix D): “Annenberg X is in the start-up phase. Our goal is to offer classes that are 0-1-2 units that are taught by a variety of faculty and practitioners in new ways, new places, with new tools, and in new formats that do not resemble regular classes. We will offer classes for undergraduates in two tracks. One track is skills-based and is part of the Provost's effort to prepare students for careers in the real world. The other track is an attempt to offer "Wow" classes that provide collaborative experiences to create innovative solutions.” The new Annenberg X program has a proposed curricular structure, comprised of classes that offer students experimental learning experiences in an attempt to promote interdisciplinary collaboration and prepare students for the “real world challenges of the 21 st century.” (Annenberg X program overview draft, 2013) Longer-term plans call for the possible creation of an Annenberg X certificate, in which students would complete a designated number of “learning experience” units and create an 144 Annenberg School of Communication. Annenberg X. 2013. Program overview draft. USC Annenberg School of Communication, Los Angeles. 59 Annenberg X Learning Portfolio, offering proof that the intended subject matter was learned and program goals were met. Proposed (Wow!) learning experiences mentioned by Aronson are intended to “expose students to new ways of thinking, cooperating, and partaking in the world.” These learning experiences also may serve as an incentive to students, especially if the innovative solutions Annenberg is referring to are tangible examples of work that can be included in portfolios for students to show future employers. To further clarify these experimental learning experiences, Dean Wilson stated in the PBS interview with Glaser “When I say experimental, I mean experimental in terms of content, in terms of where the students will take their classes – they’ll be taking classes at Silicon Beach, South Central L.A., and the L.A. Times. It’s experimental in the sense of not being lopped into semester-long three- or four-credit courses. What I want are one-credit, two-credit courses.” (Glaser, 2013) Impact on Students and Education Annenberg X launched officially in Fall 2013. It appears that when the Annenberg X program is made fully available, students will have the opportunity to present evidence that they have been exposed to real-life experiences in the form of hands-on technology applications, fieldwork, and research projects, in addition to the course material learned. Students will gain admittance into the program after applying and undergoing interviews by professors. Since the Annenberg X program is still in the start-up phase as of this writing, it is difficult to determine whether or not the program is successful. When asked, “What role do you think experiential learning plays in a college graduate’s journey to secure job employment?” 60 Aronson stated, “We hope it will be significant. Otherwise, we are wasting our time.” Aronson’s response suggests that the program will measure its success around USC Annenberg graduates’ ability to secure employment. According to Dean Wilson’s 2013 Board of Councilors presentation, 98 percent of Annenberg bachelor’s graduates and 95 percent of master’s graduates were employed within 12 months following their graduation, at such companies as Google, Deloitte, Edelman, Yahoo! and NBC Universal, among others. The proposed Annenberg X program intends to offer a variety of components that theorists have considered necessary for the experiential learning process, such as field-based learning, as well as technological applications that have a significant impact on today’s society. The program’s courses may be offered for credit, which provides an additional incentive for students to engage in the learning process. This could increase the chances that a student will retain the intended subject matter, rather than passively attending the course and not achieving the desired outcome. Additionally, some of the courses may be presented in a progression with predefined prerequisites, indicating students may be able to track their progress within the overall Annenberg X process. Annenberg X is branded by the Annenberg School of Communication and Journalism and course matter appears to be focused on digital technology, media, communications and entertainment. This may deter other USC students who have no intention of pursuing a degree offered by Annenberg from enrolling in the program. Alternatively, if Annenberg X is successful, other departments at USC may want to consider offering a similar experiential learning program tailored specifically to their offered degrees. The proposed curriculum, course content, outcomes, and overall structure is arguably innovative, creative, and far from the traditional classroom model, which is what Millennial 61 students are expecting in an update to higher education. As it stands, the Annenberg X program appears to take place in a traditional university setting and, while courses are administered in untraditional locations and timeframes, are primarily taught face-to-face by professors. This approach increases the chances that the program will be well-received and could ease concerns from educators, students, parents and administrative leaders on whether students are being held accountable and grades are being earned ; these are some of the issues people had with MOOCs when determining whether those online courses should be made available for credit. The student employment statistics from Annenberg’s Class of 2012 Placement Report are another implication that the new program must consider. It was found that, of the 60 percent who responded to the report’s survey, 98 percent of bachelor’s graduates and 95 percent of master’s graduates were employed 12 months after graduation. 145 These high, impressive numbers might make potential program candidates, educators and donors question the need for this type of initiative. Alternatively, it could also be argued that executing programs such as Annenberg X is a driving factor behind the school’s success. Depending on the success of Annenberg X, USC as a university may wish to look into creating and offering similar programs in every one of its Schools. This could help to provide all students with the necessary “real world” skills that are expected from the employers in their respective disciplines. Additionally, USC Annenberg should look into ways of requiring every enrolled student in, as well as students from other Schools, to enroll in one (or more) of these courses during their time at the university. Students would still have the option to enroll in and complete the entire certificate program, but enforcing a requirement would increase the amount of students receiving access to experiential learning, further establishing USC as an institution 145 "Careers After Graduation." USC Annenberg. University of Southern California, 2013. Web. 17 Dec. 2013. <http://annenberg.usc.edu/CurrentStudents/Careers/CareersAfterGraduation.aspx> 62 dedicated to bridging the gap between higher education and employers’ expectations of recent graduates. Pepperdine University’s Communication Division Background Pepperdine University was founded in 1937 by George Pepperdine, a devout Christian. The school opened its doors as George Pepperdine College on September 21, 1937, and was rebranded as Pepperdine University in 1971. 146 Today, the University enrolls approximately 7,700 students at its main campus located in Malibu, Los Angeles, as well as at its four graduate campuses in Southern California, permanent program facilities in Washington, D.C., and at its international campuses in Germany, England, Switzerland, Argentina, and China. The University offers five colleges and schools, which include: Seaver College, the University’s residential college of Letters, Arts, and Sciences, the School of Law; the Graduate School of Education and Psychology; the Graziadio School of Business and Management; and the School of Public Policy. 147 The University reported an enrollment of 3,289 undergraduate students in the 2012-13 academic school year, according to its brochure on the school website. 148 The University has a 90.8 percent average freshman retention rate, which serves as one of its indicators of students’ overall satisfaction. (U.S. News & World Report) Approximately 68.4 percent of Pepperdine’s 146 "Pepperdine University." History. Pepperdine University, Web. 29 Sept. 2013. <http://www.pepperdine.edu/about/pepperdine/history/>. 147 "Pepperdine University." Pepperdine at a Glance. Pepperdine University, Web. 29 Sept. 2013. <http://www.pepperdine.edu/about/pepperdine/>. 148 Pepperdine University. Facts Brochure 2012-2013. Malibu: Pepperdine University, 2012-2013. Print. 63 offered classes have fewer than 20 students. The most popular majors, in descending order, are Business, Communication, Social Sciences, Multi/Interdisciplinary Studies and Psychology. 149 Pepperdine is committed to helping students achieve the highest standards of academic excellence and Christian values. Pepperdine’s Vision Statement states, “Pepperdine University will be a preeminent, global, Christian university, known for the integration of faith and learning, whose graduates lead purposeful lives as servant-minded leaders throughout the world.” 150 According to its website, Pepperdine University’s Center for Teaching and Learning Excellence has been working to advance its mission to help further the culture of evidence-based teaching for the entire University, including for the Graziadio School. The latter’s mission states: “Advancing innovation in business education that is relational, experiential, applied and learner focused (REAL).” The Center works to achieve this mission by collecting and analyzing data to further define the school’s list of Program Learning Outcomes, providing faculty training, and providing research opportunities in education. 151 Experiential learning also has become a new focus of Pepperdine’s Communication Division located within the Seaver College of Letters, Arts, and Sciences. According to its website, the school now provides students with opportunities to practice learned course material, defining these opportunities as: “…co-curricular programs by a new name – experiential learning – because you learn as you experience how it’s done in the “real world.” It’s experience that not 149 "Pepperdine University." US News & World Report. U.S. News & World Report LP, Web. 29 Sept. 2013. <http://colleges.usnews.rankingsandreviews.com/best-colleges/pepperdine-university-1264>. 150 "Pepperdine University." Mission Statement, Vision Statement and Affirmation Statement. Pepperdine University, Web. 29 Sept. 2013. <http://www.pepperdine.edu/about/mission-vision/>. 151 "Center for Teaching and Learning Excellence Mission." Pepperdine University Graziadio School of Business and Management. Pepperdine University, Web. 29 Sept. 2013. <bschool.pepperdine.edu/ctle/mission/>. 64 only looks great on a resume, but puts you ahead of other students when competing for similar jobs.” 152 Experiential Learning Offerings Students majoring in Communication at Pepperdine are able to choose among four sequences: Interpersonal Communication; Intercultural Communication; Organizational Communication, and Rhetoric and Leadership. Undergraduates in Seaver College also may focus on such disciplines as Advertising, Film Studies, Integrated Marketing, Journalism, and Public Relations. The Communication division houses the University’s Center for Entertainment, Media and Culture (the EMC), designed to further creativity and social entrepreneurship in Pepperdine students, alums and friends. According to the university’s website, the EMC exists “to prepare students for today’s media marketplace through networking opportunities, professional seminars, internships and content creation, as well as available guest speaker opportunities from thought leaders in the entertainment industry.” 153 The EMC incorporates digital and technological resources to enhance innovation. The programs are available through Pepperdine’s iTunesU, where students can gain access to recorded class sessions and conversations with industry executives about careers in entertainment. Internships appear to be a major focus of the Communication division’s experiential learning initiative. The program’s director, Debbie Wideroe, has overseen the program for more than 10 years. In an email to the author, she described the program’s experiential learning 152 "Communication Division Experiential Learning." Pepperdine University Seaver College. Pepperdine University, Web. 29 Sept. 2013. <http://bschool.pepperdine.edu/ctle/mission/>. 153 "Center for Entertainment, Media and Culture." Pepperdine University. Pepperdine University, Web. 29 Sept. 2013. <http://www.pepperdine.edu/entertainment-media-culture/>. 65 initiatives offered by Pepperdine as “internships, specialized internship classes, and service learning opportunities.” (Appendix D) According to Wideroe, the program’s goals and objectives do not change each year, with the exception of new opportunities with individuals from organizations or places of employment outside of Pepperdine. Ongoing trends are assessed by the university and incorporated into the program as necessary. Students are provided with a one-unit requirement internship, as described by Wideroe, but she indicates that most of Pepperdine’s undergraduate students complete two internships. Study abroad internships are also made available in the Communication division. The EMC also offers internships, providing access to experience in media markets in various cities, states, and countries. When asked to define the role experiential learning plays in a college graduate’s journey to secure job employment, Wideroe stated, “It is a key role and studies show that having an internship can help define a career path and makes a student more marketable. Latest studies show that they not only get offered a job, but receive a significantly higher starting salary. We (Pepperdine) have one of the highest averages for turning an internship into a job.” (Appendix D) Impact on Students and Education The internship program appears to be the biggest focus of the university’s Communication division and its experiential learning offerings. Pepperdine states that “over 250 students serve as interns for leading media companies each year. More than 75 percent of our students are offered jobs by their internships, a phenomenal placement rate. A wave of quality students has paved the way for the next generation of Pepperdine student interns.” (Pepperdine.edu, the EMC) 66 After further review of Pepperdine’s employment statistics, the only programs that made that information available were the School of Law and the Graziadio School of Business and Management. The university’s 2012 MBA Employment Statistics, published on its website, reported that 69 percent of graduates were seeking full-time professional employment, with 15 percent not seeking employment and another 15 percent listed as unknown. A reported 71 percent of students had received their first job offer within three months of graduation, with 55 percent listing a school-facilitated activity as the primary source of the job offer. 154 The Class of 2012 Employment Statistics Report from the School of Law’s Career Development Office reported that 83 percent of graduates were employed within nine months after graduation. The terms of employment included various full-time and part-time opportunities. The amount of graduates listed as unemployed with a deferred start date was reported at 1.4 percent, with another 1.4 percent of unemployed graduates reported as not currently seeking opportunities, and 10.8 percent of unemployed graduates who were actively seeking opportunities at the time of publication. 155 While internships appear to play a major role in a student’s development of practical skills and on-the-job training, a subjective assessment suggests that several other experiences appear to be missing from Pepperdine University’s experiential learning program in the Communication division. The EMC, for example, offers students access to digital technology, but publicly available sources lacked any clear information indicating how these were integrated into course content and learning objectives. The EMC was featured as a site for students to 154 "2012 MBA Employment Statistics." Pepperdine University Graziadio School of Business and Management. Pepperdine University, Web. 29 Sept. 2013. <http://bschool.pepperdine.edu/programs/full-time-mba/statistics/>. 155 "Class of 2012 Employment Statistics Report." School of Law’s Career Development Office. Pepperdine University, Web. 29 Sept. 2013. <http://law.pepperdine.edu/careers/current-students/employment-stats-2012.htm>. 67 network, listen to guest speakers and pursue internships, but it did not indicate its use for anything beyond that. Alternatively, Accenture’s 2013 College Graduate Employment Survey found that among 2011-1212 Pepperdine undergraduates, 72 percent had internships while they were in school, but only 42 percent reported that those internships had led to jobs. (Accenture, 2013) Pepperdine’s reported employment statistics from its Schools of Law and Business were fairly strong, indicating that the university had positive relationships with various companies in Los Angeles and surrounding areas. In the Gallup blog, Executive Director of Gallup Education Brandon Busteed suggests that a solution to employment problems can be discovered through partnerships between higher education and employers; Busteed offered “ramping up internships of all kinds” as an example. 156 Wideroe’s emailed comment about internships being a key role in a student’s success may indicate that Pepperdine faculty members potentially consider internships a viable solution as well. (Appendix D) From the author’s assessment, Pepperdine’s overall Communication division’s programs do not appear to highlight a clear variety of experiential learning offerings. Course material and degree structure descriptions found on the university’s website did not highlight any initiatives where experiential learning was conducted by a professor to the students. This suggests that beyond offered internships, the courses tend to follow the traditional classroom model. 156 Busteed, Brandon. "Higher Education and Employers: Thrive Together or Perish Apart." Web blog post. The Gallup Blog. Gallup, Inc., 02 May 2013. Web. 10 Oct. 2013. <http://thegallupblog.gallup.com/2013/05/higher- education-and-employers-thrive.html>. 68 Chapter Six: The Future of Experiential Learning in Higher Education Institutions of higher learning are continuing to look for ways to better prepare students, especially Millennials. On top of education, Millennials have a strong desire for experiencing and acquiring knowledge in different ways than earlier generations. Together, these factors indicate a bright future for the use of experiential learning techniques in higher education. In the U.S., advancements and refinements were made by the nation’s Founding Fathers to ensure higher education would enhance and educate people, ultimately resulting in a positive impact on society. In the 21 st century, higher education again needs to be updated and refreshed. The role of experiential learning in higher education is already beginning through the addition, integration, and inclusion of experimental learning initiatives into existing curricula. USC’s new experimental learning program, Annenberg X, is a grand gesture, and something other universities might begin emulating. It may be that the bolder moves universities see other institutions make in response to the demands of their Millennial learners, the quicker they will seek to update their own models. However, the traditional classroom model will not be forgotten; it simply will be blended into experiential learning, such as the programs at Chapman University, where the traditional model continues playing the dominant role. In later years, more programs offering “outside-the- box” models for students may be expected. Besides the impact that Millennials have on higher education, two other factors will likely affect and accelerate the integration of experiential learning; in turn, both of these have significantly impacted the Millennial generation. The role of technology and the changing economy and global job market have already impacted higher education, and will continue to do so in the future. 69 Impact of Technology The rise of technology sparked an interest to revolutionize almost every industry in society. Cell phones and text messaging made communication faster and easier; laptops streamlined computing and made efficiency a way of everyday life; and the Internet has multiplied visual and audio consumption. With technology virtually completely integrated into everyday life, it’s no surprise that society is eager to apply it to enhance the traditional education model and create more effective learning systems. The rise of Massive Open Online Courses (MOOCs) encouraged the expectation that online learning would foster a new and innovative learning model for Millennials and future generations. Unfortunately, it has not panned out that way, and thus far, shows no indication of having that level of impact. The focus of technology’s role in education should not be in the form of building entirely new classrooms, into which students and educators are uprooted and subsequently housed; it should instead provide the tools and resources that naturally further a new learning model. One example of this approach could be with the use of the augmented reality tech product, Google Glass. In 2013, the East Tennessee State University College of Medicine posted about its students using the glasses to not only simulate practicing surgeries, but to experience what a surgery looks like from the patient’s perspective. As a result, not only are surgical techniques learned and mastered, but professionalism and empathy become additional learned skills. 157 157 "ETSU Professor Uses Scarce, High-tech Tool in Medical Education." East Tennessee State University. East Tennessee State University, 10 July 2013. Web. 27 Sept. 2013. <http://www.etsu.edu/news/2013/07_July/ChloeGlass.aspx>. 70 Undoubtedly, technology will continue to drive higher education in a new direction. Its most important role may be to enhance and promote the fundamentals of experiential learning in higher educational institutions, rather than catalyze attempts to create an entirely new model of learning. Impact of the Job Market and Economy Regardless of signs of recovery with the U.S. economy from the 2008 Great Recession, many Millennials are still having a difficult time finding jobs. The Gallup Organization reported that 43.6 percent of Americans ages 18 to 29 had full-time jobs in June 2013, which was lower than the reported 47 percent of Millennials who were considered fully employed in 2012. 158 Millennials’ pursuit of earning a higher education has given them the reputation of becoming the most highly educated generation to date. These earned degrees not only further Millennials’ education but also increase their chances of joining the reported 43.6 percent of Americans who had full-time jobs as of late 2013. In 2010, the Georgetown University Center on Education and the Workforce predicted that by 2018, 22 million new workers with college degrees would be needed to fill jobs. 159 Alternatively, a study released in January 2013 by the Center for College Affordability and Productivity reported that 37 percent of employed graduates perceived that they did not need to attend college at all to successfully perform their current jobs. 160 158 "In U.S., Fewer Young Adults Holding Full-Time Jobs in 2013." Gallup Economy. Gallup, Inc., 26 July 2013. Web. 26 Sept. 2013. <http://www.gallup.com/poll/163727/fewer-young-adults-holding-full-time-jobs-2013.aspx>. 159 Carnevale, Anthony P., Nicole Smith, and Jeff Strohl. HELP WANTED: PROJECTIONS OF JOBS AND EDUCATION REQUIREMENTS THROUGH 2018. Rep. Washington, D.C.: Georgetown University, 2010. Print. 160 Veddar, Richard, Christopher Denhart, and Jonathan Robe. Why Are Recent College Graduates Underemployed? Rep. Alexandria: Center for College Affordability and Productivity, 2013. Print. 71 While this may lead one to inferences that Millennials will eventually stop pursuing higher education, it is quite the opposite. Regardless of how applicable the learned skills in a bachelor’s program actually may be, the numbers show it remains a requirement. In 2012, the National Center for Education Statistics reported that 1.8 million bachelor’s degrees were expected to be awarded by colleges and universities during the 2013-14 school year, as well as an additional 778,000 master’s degrees and 177,000 doctorate degrees. 161 Millennials are beginning to pursue graduate and doctoral programs in an attempt to provide them with a competitive edge in today’s job market and set themselves even further ahead of other candidates. In the same study by the Center for College Affordability and Productivity, the authors comment on the current increase in bachelor’s degrees stating, “The signaling value of a bachelor’s degree declines as a larger proportion of the population achieves it.” (Veddar, et.al, p. 8) They then predicted that more job seekers would pursue graduate degrees so as to demonstrate an outstanding competence and improve their chances of securing employment. Today’s U.S. job market will continue to impact higher education; some could even argue that the level of value students give a college degree is based, to a certain degree, on what the job market also finds valuable. The level of recognition employers give toward prospective employees’ earned degrees significantly impacts higher educational institutions. Employers find value in job candidates having a four-year college degree, but when it comes to making the final hiring decision, the degree is not the only thing that matters. In a 2012 survey of employers conducted by The Chronicle of Higher Education and American Public Media’s Marketplace program, half of all respondents said they had trouble finding recent graduates qualified to fill 161 National Center for Education Statistics. Alexandria: Institute of Education Sciences, 2012. Print. Back to School Statistics. 72 positions at their organization or company, citing candidates’ lack of workplace proficiencies and being unprepared as primary reasons. 162 Companies have started acting on this problem, by working with universities to create a solution. In 2008, for example, the Boeing Company began ranking colleges based on the performance of employed recent graduates at the company, and then shared the results with those institutions. 163 In an interview published in the Chronicle of Higher Education, Richard D. Stephens, senior vice president for human resources and management at Boeing, said “Some took the findings seriously, even working with Boeing to refine their curricula, while others dismissed them. Colleges’ responses have affected where Boeing focuses its internship programs and hiring.” In 2012, Wells Fargo’s Los Angeles Education and Nonprofit Banking Group announced its partnership with the University of La Verne’s College of Business & Public Management’s Experiential Learning Program, which was intended to provide a “line of credit” grant for a winning student team’s business plan. The opportunity from Wells Fargo enabled a group of eight students to prepare a business model for their company, LV Tech Designs, in the first year of the partnership, and in 2013 for the company Reverie Outfitters. 164 Through this research and these examples, it seems apparent that the job market, Millennials and higher education each significantly impact one another, and vice versa. Considering the job market’s ability to provide the means to survive, it could be assumed that the 162 The Role of Higher Education in Career Development: Employer Perceptions. Rep. The Chronicle of Higher Education, Dec. 2012. Web. 27 Sept. 2013. <http://chronicle.com/items/biz/pdf/Employers%20Survey.pdf>. 163 Fischer, Karin. "Special Reports." The Chronicle of Higher Education. The Chronicle of Higher Education, 4 Mar. 2013. Web. 27 Sept. 2013. <http://chronicle.com/article/The-Employment-Mismatch/137625/>. 164 Wells Fargo. Los Angeles Education and Nonprofit Banking Group. Wells Fargo Grants Line of Credit to Experiential Learning Program at The University of La Verne College of Business & Public Management. Business Wire. Business Wire, 02 July 2013. Web. 26 Sept. 2013. <http://www.businesswire.com/news/home/20130702006128/en/Wells-Fargo-Grants-Line-Credit-Experiential- Learning>. 73 job market holds significantly more impact. As exemplified by the experiential learning partnerships described here, higher educational institutions can find opportunities to provide students with the necessary experience and practical knowledge to help them secure employment. Growth Potential Based on the overview of higher education and the Millennial generation, there is considerable opportunity for experiential learning to become more fully integrated into current educational models. The history of education has shown that education is an important function of society that continues to evolve over time. This “Millennial impact” is what provides the opportunity for experiential learning to become integrated into curricula immediately. The increasing impact that Millennials will have on higher education is what will increase experiential learning’s growth potential. In turn, universities’ willingness to transform higher education and incorporate experiential learning practices can help elevate the Millennial generation’s role in the economy and society as a whole. 74 Chapter Seven: Recommendations Considerations for Success Through the research conducted for this thesis, it has become more evident that experiential learning may be a valuable teaching method that could have a positive impact on higher education and Millennial students. However, specific considerations must be made for this approach to be successful on a sustained basis. 1. Understand the audience. Psychographics have helped brand marketers better understand Millennial consumers and deliver content they are more likely to consume and enjoy. Millennials’ distinctive activity, interest and opinions (AIOs) discovered by marketers could be put to use by higher educational institutions to better understand what their student population wants out of their college experience, especially in regard to experiential learning. (Senise, 2007) This would help universities create a more targeted curriculum, using experiential learning to amend potentially problematic areas, rather than existing as an entirely new model to which students must adjust. 2. Treat technology as a supplement, not a foundation. Technology is making rapid change possible in higher education, and should be incorporated into future curricula not only because of its role in the workplace, but also because it can enhance classroom- and skills-based learning. However, as was seen with MOOCs, when technology becomes the entire basis or foundation for a new learning model, it appears to become a short-term fix, rather than a long-term solution. Online learning has not yet proven its worth over the longer term, and may not be an ideal basis for an 75 experiential learning program in a university, as it does not replace nor necessarily help facilitate the customary interaction and engagement seen in conventional classroom settings. 3. Focus less on tests and more on test-based learning. Understandably, it’s not feasible to remove examinations altogether from university programs, as they serve a valid function in almost every degree program and have significantly contributed to the reform and accreditation of higher educational institutions. However, it is worth considering new forms of evaluation in experiential learning programs. Test-based learning is a pedagogical approach to evaluate learned information through the asking of questions. Loosely based on Socratic Teaching, questions are designed for an incorrect response to continue driving the learning process forward. This method could be evaluated and assessed by educators, and considered as a contributor to the overall grading schema of an experiential learning program. 4. Work with employers. Companies tend to value employees with higher levels of education, and higher education exists largely to help students move toward securing employment. The two disciplines already work together, but this relationship needs to be strengthened to increase Millennial students’ chance of success upon graduation. Many colleges offer courses that allow students to receive credit for securing and holding internships simultaneous to their enrollment. Wells Fargo and Boeing are just two examples of companies that were shown to be willing to work with universities to help enhance students’ practical knowledge. When university administrators are considering experiential learning programs, they should consider and appropriately leverage companies’ interest and use that as a means for students to gain experience. 76 For example, universities could feature curricula for experiential learning programs designed to specifically address employers’ and hiring managers’ needs in regards to organization, proper work communication, and other workplace competencies. 5. Be Active So Students Aren’t Passive. To effectively communicate with the growing base of today’s Millennial students, the higher education system should consider moving into a new direction where students aren’t just passively listening and absorbing content in traditional lecture settings. With innovative methods like experiential learning, students are no longer passive subjects in the classroom, but instead, become active participants and contributors to the learning process. The assessment of Millennials’ attitude and feelings toward higher education helped to understand what they expect to gain from attending a university. The secondary research conducted for this thesis identified some key behavioral characteristics of this generation, as well as their appreciation for engagement. This suggests that experiential learning programs may successfully resonate with Millennial students and lead to longer-lasting improvements in the higher educational system. Potential Implications Today’s Millennial learners are demanding a change to higher education, and research suggests that experiential learning may be among the best approaches to achieve success. Experiential learning addresses the Millennial generation’s interest in engagement in the learning process; provides an educational setting that delivers content to students in ways that are most receptive so as to discourage passive learning; and offers a learning environment where college students will have an opportunity to be introduced to important work competencies, improving 77 their chances for a full-time jobs following graduation. Making a significant change to higher education teaching approaches could affect a large population of people across the United States, so it is important to consider some of the more potentially significant implications. With the introduction of any new significant change, such as an addition or amendment to a program involving a large entity like a university, transparency with stakeholders is especially important. If an experiential learning program is implemented in a university and the decision is not appropriately communicated, there could be negative responses due to lack of awareness and understanding. This potential backlash could pose problems for a successful and speedy implementation, or even cause the university to suspend the program altogether. In addition to communicating plans about the change to stakeholders, details about the rationale and expected benefits also should be shared. While many people may favor the idea of amending the traditional classroom model, something as radical as MOOCs were seen by some as an unrealistic alternative to conventional higher education practices. Research from companies like Millennial Branding and Internships.com indicated that people still feel comfortable with the traditional learning model, with 78 percent of polled students still considering it easier to learn in traditional classrooms than through online classes. (Schwabel, 2013) Therefore, implementing an extremely radical type of experiential learning program might be perceived as veering in a completely different direction. Furthermore, negative perceptions that educators and students had about MOOCs, such as its low 6.8 percent completion rate and lack of transferable course credit, could be directed toward any experiential learning program that strays too far from the traditional classroom. Another caution must be taken with regard to accountability. As of 2013, no MOOCs had earned accreditation from U.S. governing educational bodies because little to no evidence was 78 provided for the work and time students had invested. Universities won’t have to worry about similar problems of physical accountability with experiential learning, because lessons would still be delivered in classrooms, in person. However, the question of whether students were actively engaged in these experiences or simply physically present and passively witnessing content being shared is identical to the issue raised in MOOCs and in the traditional classroom model. This can be best addressed by making appropriate learning outcomes and evaluation rubrics a key component of the implemented program. 79 Chapter Eight: Conclusion Although the Millennial generation is still in the active part of its lifecycle, it is already possible to monitor and study their behavior, attitudes, opinions, and lifestyles, so as to better understand their expectations and the potential impact they will have on society. In particular, Millennials are expected to have a significant impact on higher education. The quantitative findings from the 207 Millennial respondents surveyed for this thesis indicated that some perceive there is still something they’re not receiving from universities today. Considering the significant impact this generation is anticipated to have as consumers, it would seem appropriate for higher education to begin addressing this group’s needs, especially since their numbers are continuing to increase at a rapid rate. Some universities, including the three profiled within this work, are clearly making changes to their programs and attempting to integrate more technology-based and experimental learning methods to appeal to young “digital natives.” Some colleges also are embracing online and distance-based learning, presumably to give Millennials the chance to experience freedom they value. As discovered in this work, the experience of MOOCs was a small flame quickly extinguished, not showing any signs of earning accreditation to evolve into the “next generation” college it had been intended to become. Additionally, research has indicated that Millennials don’t necessarily mind the traditional classroom model, and even find it easier to learn in this setting, as opposed to virtual setting like online-based classrooms. The experiential learning programs that universities like Chapman, USC and Pepperdine have incorporated into their curricula are a positive step in the direction suggested by the research, and may provide one possible solution. Mandating internship programs, practical work 80 experience, and “outside-the-box” learning opportunities that Millennials might find more engaging are additional measures that also should be considered as possible solutions. 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The Chronicle of Higher Education, 27 Feb. 2011. Web. 20 Sept. 2013. <http://chronicle.com/article/Actually-Going-to-Class-How/126519/>. "Youth Voting Stats « YDA – Young Democrats of America." Young Democrats of America. Young Democrats of America. Web. 22 Sept. 2013. <http://www.yda.org/resources/youth-vote-statistics/>. 97 Appendices Appendix A: Millennial Survey Questions 1. Were you born between the year 1980 and 2000? a. Yes b. No (Any respondents that mark “No” after question 1 will be taken to a thank you page and the survey will end.) 2. What is your age? a. 13-17 years old b. 18-22 years old c. 23-26 years old d. 27-33 years old 3. What is your gender? a. Male b. Female 4. Have you attended or are you currently enrolled in college? a. Yes b. No If Yes from Question 5 (Have you attended or are you currently enrolled in college?): 6a. What college did/do you attend? a. USC b. UCLA c. SDSU d. UCSD e. Trade/vocational school, please specify: f. Other, please specify: 7a. When is/was your graduation? a. 2013-2016 b. 2009-2012 c. 2005-2008 d. 2001-2004 e. 2000 or earlier 98 f. N/A 8a. What is/was your degree concentration? a. Communication/Advertising/Journalism b. Business Management/Marketing c. Finance/Accounting d. Nursing/Pre-Med e. Biology/Chemistry/Physics f. Political Science/History/Criminal Justice/Pre-Law g. Undecided/Undeclared h. Other 9a. Please indicate the type of degree you have earned/are in the process of earning. a. Associate degree b. Bachelor’s degree c. Master’s degree d. Doctorate degree e. Trade/Vocational license f. Other 10a. Please choose from the following options to describe some of the most important and critical skills you have learned in your major-concentration or upper division courses. (Check all that apply) a. Critical thinking b. Effective and strategic writing c. Necessary equations and methods (for finance/accounting, physics, chemistry, etc.) d. Necessary techniques e. Applied and trusted theories f. Memorization and clear understanding of important key words, phrases and ideas g. Other, please specify: 11a. Do you consider these learned skills useful in your professional career? a. Yes b. No 12a. Were these learned skills useful immediately (within 1 year) after graduation? a. Yes b. No, please specify when they became useful: 99 **RESPONDENT IS DIRECTED TO QUESTION 14** If No from Question 4 (Have you attended or are you currently enrolled in college?): 6b. Do you plan on attending college? a. Yes b. No If Yes from Question 6b (Do you plan on attending college?): 7b. When do you plan on attending college? a. Within the next six months b. Within the next 1-2 years c. In the next three years or more 8b. What concentration/degree do you plan on pursuing? a. Communication/Advertising/Journalism b. Business Management/Marketing c. Finance/Accounting d. Nursing/Pre-Med e. Biology/Chemistry/Physics f. Political Science/History/Criminal Justice/Pre-Law g. Undecided/Undeclared h. Other 9b. Please indicate the type of degree you are planning to pursue. a. Associate degree b. Bachelor’s degree c. Master’s degree d. Doctorate degree e. Trade/Vocational license f. Other 10b. Please choose from the following options to describe why you plan on attending college. (Check all that apply) a. Without a college degree, I would not be able to pursue my intended career path. b. My parents expect me to go to college and earn a degree. c. Without a college degree, I do not consider myself educated d. Without a college degree, society does not consider me educated. 100 e. I believe there are a vast number of skills that I still need to learn that I would not learn anywhere else but in college. f. College will help me mature and grow as a person, both professionally and personally. g. I do not know why I plan on attending college. h. If other, please specify: 11b. Please choose from the following options to describe what skills you hope to gain from college. (Check all that apply) a. Critical thinking b. Effective and strategic writing c. Necessary equations and methods (in the case of finance/accounting, physics, chemistry, etc.) d. Necessary techniques e. Applied and trusted theories to be using in the workplace f. Memorization and clear understanding of important key words, phrases and ideas g. Other, please specify: 12b. In what way(s) do you expect these learned skills to be found useful in your professional career? (Check all that apply) a. These learned skills will help me secure employment within the year after I graduate. b. These learned skills will help me succeed at my job in the workplace. c. Without these learned skills from college, I would not be able to secure employment. d. Without these learned skills from college, I would not be qualified to perform my job responsibilities correctly. e. The learned skills from my degree will make me a more qualified applicant than others who do not possess these skills. f. Other, please specify: 13b. How soon do you expect these learned skills to be useful in your professional career? a. Within 1 year after graduation b. Within three years after graduation c. Five years or more **RESPONDENT IS NOW DIRECTED TO QUESTION 14** If No from Question 6b (Do you plan on attending college?): 101 6c. Please choose from the following options to describe why you are not planning on attending college. (Check all that apply) a. I am able to pursue my intended career path regardless of whether I have a college degree. b. A college degree is too expensive; it is not worth the money and time that it requires. c. I consider myself an educated person regardless of whether I have a college degree. d. I believe the vast amount of skills that I need to learn can be learned in other places besides college. e. I do not have the financial means to attend college. f. I would rather spend my time gaining practical, on-the-job experience than spending four or more years in school. g. If other, please specify: **RESPONDENT IS NOW DIRECTED TO QUESTION 14** Please refer to the following scale to answer the next set of questions: 1 – Strongly Disagree 2 – Disagree 3 – Neutral 4 – Agree 5 – Strongly Agree 14. I think that a college degree is worth the money. 15. If I did not have the financial means to pursue a college degree, I would take out loans to do so. 16. One must possess a college degree to have a successful professional career. 17. A job applicant with a college degree will secure employment quicker than an applicant who does not. 18. I think that a college degree will be valuable in the next 10 years. 19. In one’s professional career, practical experience is more valuable than a college degree. 20. A job applicant with practical experience and no college degree will be offered a job over an applicant with a college degree and zero practical experience. 102 21. Colleges do an excellent job of providing students with the necessary skills to obtain employment after graduation. 22. The value of practical experience is equivalent to the value of a college degree in one’s professional career. 23. Upon earning a college degree, a job applicant is considered qualified to gain entry-level employment. 24. College graduates leave universities with experience in their major or concentration, as well as with a degree. 25. Colleges’ current teaching methods do a good job at preparing students for a successful career. 26. In the space provided, please feel free to share any other comments you have regarding college education. -End of Survey- ### 103 Appendix B: Millennial Target Audience Key Findings Participant Breakdown  222 respondents  209 respondents born between 1980 and 2000  Two respondents aged 13-17 years old  14 respondents aged 18-22 years old  112 respondents aged 23-26 years old  81 respondents aged 27-33 years old  62 males; 145 females  207 respondents accounted for in final results NOTE: The intent of this survey was to study the attitudes of Millennials born between 1980 and 2000 about higher education, learning methods and the value of experience. Respondents who did not meet the age requirement were directed to the end of the survey and did not provide any further information. Two of the respondents who did meet the age qualifier did not proceed with the rest of the survey after the third question. To offer the highest level of accuracy, only respondents who met the age requirements and answered every survey question were taken into account and included in the final results. 104 Education Levels and Background  185 respondents either attended or were currently enrolled in college; 22 respondents were not currently enrolled in college  Of the 185 respondents either currently enrolled or attended college, 31 respondents attend(ed) University of Southern California; eight respondents attend(ed) UCLA; one participant attend(ed) UCSD; one participant attend(ed) Chapman University; three respondents attend(ed) Pepperdine University; 55 respondents attend(ed) SDSU; six respondents attend(ed) a vocational/trade school; 80 respondents attend(ed) a school not listed in the available choices  Thirty percent of respondents had an expected graduation date of 2013-2016; 41% of respondents graduated in 2009-2012; 23% respondents graduated in 2005-2008; and five percent of respondents graduated in 2001-2004. None of the respondents graduated in 2000 or earlier. Sixty-two respondents had already acquired, or were pursuing, a degree in Communication/Advertising/Journalism; 22 respondents in Business Management/Marketing; four respondents in Finance/Accounting; five respondents in Nursing/Pre-Med; seven respondents in Biology/Chemistry/Physics; eight respondents in Political Science/History/Criminal Justice/Pre-Law; six respondents have not selected a degree concentration; and 71 respondents had already acquired or were pursuing a degree in a concentration that was not listed in the available choices  Ten respondents were either in the process or earning, or had earned, an associate’s degree; 118 respondents a bachelor’s degree; 44 respondents a master’s degree; four respondents a doctorate degree; four respondents a trade/vocational license; and five respondents selected “other” Ranking of Valuable Skills Survey respondents who either attended or were currently enrolled in college were asked to indicate what skills learned in college they considered to be important. Respondents chose from the following list of learned skills and ranked as such:  Critical Thinking ranked the highest at 77%, or 142 responses  Effective and Strategic Writing ranked second among the list at 61%, or 114 responses  Memorization and Clear Understanding of Important Key Words, Phrases, and Ideas was selected by 85 respondents, or 46%  Necessary Techniques was selected by 82 respondents, yielding a 44% response rate  Applicable and Trusted Theories ranked at 37%, with 69 responses  Necessary Equations and Methods (in specific disciplines such as finance/accounting, physics, chemistry, etc.) was selected by 41 respondents, yielding a 22% response rate  Other, which included Multi-tasking and Real-world Application of Topics, was selected by three respondents, or a 2% response rate 105 Almost all surveyed respondents, 92%, who had attended or were currently enrolled in college viewed the listed learned skills as useful in their current, or intended, professional career, with only eight percent, or 14 respondents, not considering these as useful. Additionally, the majority (160 respondents) from this same group reported that these learned skills were useful in their career within one year after graduation, or expected these skills to be useful within one year after graduation. Nineteen respondents indicated that they did not find, or expected, these learned skills to be useful in their professional career. The qualitative reasons given by these 18 respondents included: “They are good foundation skills, but not direct job-related skills.” “I’m not in that field.” “I am not in a career that my major focused on.” “I went into a different field where nothing applied.” “I didn’t find my career until a few years after graduation.” “The skills I learned at FIDM were applied into real life methods. I used the skills I was learning in my retail management job at the time, and these will continue to help me in creating a business.” “Under employment.” “My job has nothing to do with my degree.” “Computer science curriculum had little to do with my professional career in Information Technology.” Eighty-two percent of the survey respondents who either attended or were currently enrolled in college expected these learned skills to be useful in their career within one year after graduation. 106 Only 16 percent expected these skills to be useful within three years after graduation and two percent expected these skills to be useful five years or more after graduation. Sixty four percent of surveyed respondents who were not currently in school but had plans to enroll indicated that “applied and trusted theories to be used in the workplace” was a skill they hoped to gain from college. “Necessary techniques” was selected six times, a 55 percent response rate; “critical thinking” was selected five times, a 45 percent response rate; “effective and strategic writing” was selected four times, a 36 percent response rate; “memorization and clear understanding of important key words, phrases and ideas” was selected three times, a 27 percent response rate; and “necessary equations and methods (in the case of finance/accounting, physics, chemistry, etc.)” was selected by one participant, a nine percent response rate. None of the respondents selected ‘other.’ Eighty-three percent of survey respondents who indicated either attended, or were currently enrolled in college expected these learned skills to be useful because they would help them succeed at their current or potential job in the workplace. Sixty one percent expected these skills to be useful because the learned skills from their degree would make them a more qualified applicant than others who did not possess these skills. Forty six percent indicated they thought these learned skills would help secure employment within one year after graduation. Thirty seven percent indicated they would not be qualified to perform job responsibilities correctly without these learned skills, and 19 percent felt they would not be able to secure employment without them. Four respondents included additional reasons as to why they considered these learned skills to be useful. The qualitative comments from these four respondents were: “These learned skills have made me more prepared to do the tasks or new tasks at my job.” “The learned skills helped me to continue my education and succeed in a J.D. program.” “These skills allow me to excel at my job and carry out responsibilities more effectively.” “The learned skills make me a specialist within my field.” 107 Future Plans to Pursue Higher Education Among the entire population of 207 respondents, 22 reported they were not currently enrolled in college, 11 planned on attending college and 11 did not. Of the 11 respondents planning on attending college, four planned on attending within the next six months, five respondents within the next 1-2 years, and two within the next 3 years or more. No respondents reported they were planning on pursuing an associate’s degree, nor a trade/vocational license. Six respondents were pursuing a bachelor’s degree, three were pursuing a master’s degree, and one was pursuing a doctorate degree. Another participant specified ‘credentials’ as their pursued degree choice. Two respondents planned on pursuing a degree in Communication/Advertising/Journalism; three respondents in Nursing/Pre-Med; one participant in Political Science/History/Criminal Justice/Pre-Law; three respondents were undecided/undeclared; two respondents indicated ‘other,’ specifying Music Education and Education as degree choices. No respondents indicated Business Management/Marketing, Finance/Accounting, or Biology/Chemistry/Physics as selected degrees. When these 11 were asked to indicate reasons explaining why they were planning on attending college, the response “Without a college degree, I would not be able to pursue my intended career path” ranked the highest and chosen by 45 percent of this group. The reason “Without a college degree, society does not consider me educated” ranked the second highest, yielding three selections, or a 27 percent response rate. “My parents expect me to go to college and earn a degree” yielded two selections, an 18 percent response rate. The remaining reasons in the instrument: “Without a college degree, I do not consider myself educated,” “I believe there are a vast number of skills that I still need to learn that I would not learn anywhere else but in college,” “College will help me mature and grow as a person, both professionally and personally,” and “I do not know why I plan on attending college” were each selected by one participant, yielding a nine percent response rate. None of the 11 respondents selected “other.” Opposition to Higher Education Of the 11 respondents not planning on attending college, 73 percent (eight respondents) indicated that they are able to pursue their intended career path regardless of obtaining a college degree. Forty-five percent (five responses) reported they would rather spend their time gaining practical, on-the-job experience, than spending four or more years in school. Thirty six percent (four respondents) indicated they considered themselves “an educated person regardless of a college degree.” Twenty seven percent (three respondents) reported their belief that the vast amount of skills needed to be learned could be learned in other places besides college. Eighteen percent (two respondents) chose the response that a college degree was too expensive and not worth the money and time that it required. Thirty six percent (four respondents) listed ‘other.’ Opinions of Monetary Value  Among survey respondents, 71 percent either ‘strongly agreed’ or ‘agreed’ that a college degree was worth the money. Fourteen percent either ‘strongly disagree’ or ‘disagree’ that a college degree is worth the money. Fifteen percent neither agree nor disagree. 108  Seventy nine percent either ‘strongly agreed’ or ‘agreed’ that they would take out loans to pursue a college degree if they did not have the financial means to do so. Eight percent either ‘strongly disagreed’ or ‘disagreed’ that they would take out loans for college. Thirteen percent neither agreed, nor disagreed. Opinions Regarding Employment Value  Thirty seven percent ‘strongly agreed’ or ‘agreed’ with the statement “one must possess a college degree to engage in a successful professional career.” Almost the exact same amount, 36 percent, either ‘strongly disagreed’ or ‘disagreed’ with the statement, and the remaining 25 percent neither agreed, nor disagreed.  Seventy six percent of the respondents ‘strongly agreed’ or ‘agreed’ with the statement “a job applicant with a college degree will secure employment quicker than an applicant without; 10 percent ‘strongly disagreed’ or ‘disagreed’ with the statement, and 14 percent indicated neither agreement nor disagreement.  77 percent of the respondents indicated that they ‘strongly agreed’ or ‘agreed’ with the statement, “a college degree will be valuable in the next 10 years,” while six percent either ‘strongly disagreed’ or ‘disagreed,’ and 18 percent indicated they neither agreed nor disagreed with the statement. 109 Practical Experience vs. College Degree  Fifty four percent of all surveyed respondents either ‘agreed’ or ‘strongly agreed’ with the statement “In one’s professional career, practical experience is more valuable than a college degree.” Only eight percent ‘strongly disagreed’ or ‘disagreed’ with this statement, and 39% was neither in agreement, nor disagreement.  Thirty seven percent of all surveyed respondents either ‘strongly agreed’ or ‘agreed’ with the statement “The value of practical experience is equivalent to the value of a college degree in one’s professional career.” Twenty nine percent either ‘strongly disagreed’ or ‘agreed’ that the value of practical experience is equivalent to the value of a college degree and 34 percent of the respondents indicated they neither agreed nor disagreed with the statement.  Forty two percent of all surveyed respondents either ‘strongly agreed’ or ‘agreed’ that college graduates leave universities with experience in their major, as well as with a degree. Thirty seven respondents neither agreed nor disagreed, and 27 percent either ‘strongly disagreed’ or ‘disagreed.’  Forty three percent of all surveyed respondents neither agreed, nor disagreed with the statement “A job applicant with practical experience and no college degree will be offered a job over an applicant with a college degree and zero practical experience. “Thirty three percent either ‘strongly disagreed’ or ‘disagreed’ with the statement, and 25 percent either ‘strongly agreed’ or ‘agreed.’  Sixty seven percent of all surveyed respondents either ‘strongly agreed’ or ‘agreed’ that upon earning a college degree, a job applicant is qualified to gain entry-level employment. Eighteen percent ‘strongly disagreed’ or ‘disagreed’ with this statement, and 31% neither ‘agreed,’ nor ‘disagreed.’ University Performance  Thirty eight percent of respondents either ‘strongly disagreed’ or ‘disagreed’ that colleges do an excellent job of providing students with the necessary skills to obtain employment after graduation. Thirty six percent neither agreed nor disagreed, and 25 percent either ‘strongly agreed’ or ‘agreed’ with this statement.  Thirty seven percent of respondents neither agreed nor disagreed with the statement “Colleges’ current teaching methods are doing a good job at preparing students for a successful career.” Thirty four percent of respondents either ‘strongly agreed’ or ‘agreed’ and 28 percent disagreed either ‘strongly disagreed’ or ‘agreed.’ 110 41 respondents shared comments and thoughts about college education. “Schools and degrees are not created equal. The higher education sector is a dynamic and stratified one, providing unequal preparation for the workforce. The nature of the type of higher education a student can receive is contingent upon financial resources, advising, K-12 academic preparation, and a whole host of other factors. To make a definitive statement about the success a college education can provide, one must consider extensive data on the various types of programs available to students (2- or 4-year, for-profit, private, public, etc.).” “For undergraduate education, there are a few times when I think the costs are outweighing the benefits.” “I would take loans out not, but not nearly the amount of loans I did take out to get my degree.” “I feel it's all relative based on your major and courses.” “I would never hire someone to do a professional job who didn’t at least have a bachelor’s, regardless of experience.” “Totally subjective questions. Every individual has a different path. Every university offers a different experience, which varies from student to student, major to major, curriculum to curriculum.” “It will be rewarding, but take time.” “No college can prepare you fully to work in your field. You have to experience how a business runs. Yeah you're smart and you know how to draw or cut people open or teach kids but in the end it's all about profit. College doesn't prepare you for that fight.” “Not reflective of Cal Poly San Luis Obispo (SLO) as a whole, as I understand other majors are far better prepared for professional life upon graduation. Personally, I don’t feel like I learned any practical knowledge in the Communication Studies program at SLO. It doesn’t help that you can’t switch once you’re in, either. I understand after the fact why people go to private schools – 111 far more opportunities for internships/learning outside of the classroom. For example, my sister went to Chapman for Film Studies/Communication and had a vastly different experience than mine.” “I feel college is a great foundation to make a professional successful in their career path, but I don't feel like after I graduated I was ready for the workforce. I think the education aspect is a big deal, but practical experience, internships and learning opportunities actually in the field will really mold you into the successful professional you want to be and/or achieve.” “I don’t think college is for everyone, although, most feel pressured to attend these days. There are those that would benefit and be much happier learning a skill and not being bogged down by debt.” “I feel like I have not been picked for a job because I do not have experience. But if I had experience I wouldn't have a college degree at age 23 so I think the system is messed up. I think colleges do as much as they can to prepare students for a career and teach fundamentals and good work ethic, but it is ultimately up to the employer to train their new employee. What a college degree says is "I am trainable." When job postings post "4 years of experience required" for an entry level position, it can be discouraging that I've spent the last 4 years working hard to further my education, but all they really want is someone that has been in the field.” “I feel that employers look for your education level first on a resume before, and experience you have in any particular field. Once that is established, then your skills are taken into consideration. Education is important, especially for our future. I just don’t think real world experience, no matter how big or small, should be discredited.” “College prepares you for certain aspects of a career but not for the practical aspects, the real-life parts of the job. Colleges should consider classes that focus solely on specific job roles.” “College teaches us how to interact with each other. If you’re not going to school for something specific where school is necessary (doctor, etc.), then you can learn almost anything from on-the- job training.” “A college degree combined with experience is the key; students must seek out professional experience through jobs or internships to add value to what they learn in the classroom.” “I believe the skills you learn in college differ depending on which college you attended. Some schools focus more on practical application, while others do not. Also, depending on your major/concentration, some will receive more practical/hands-on experience in the field than others.” “I feel this survey was not well geared for engineering graduates.” “College teaches you how to learn. Most of the things that are taught are not helpful, especially the broad courses. Being done with college for five years now, I learned more in the workplace than I did at school.” 112 “Completely; my degree in History turned me into an excellent writer. Although I work in sales, I use my writing skills on a daily basis.” “College degrees don’t always mandate that students gain practical experience, therefore, a large part of professional development and qualification is left up to the student, while a degree simply provides the education and resources to gain that practical experience. I believe that every student should know how to start and operate a business, even if they don’t necessarily want to become entrepreneurs.” “I think our system could do a much better job at making internships mandatory AND have resources available after you graduate to gain employment. I went to the UCLA career center after I graduated and they basically said all their resources were for current students.” “If you are interested in a specialized field (i.e. medicine, engineering, etc.), the college degree is a must; however, in my experience, not as valued in a less specialized field.” “I went to a liberal arts college, where I received less tangible professional training and more an immersion in critical and creative thinking that serves me extremely well in my profession. I believe what my degree shows first and foremost is that I'm trained to think. Everything else can be learned.” “Lots of grey area due to who is hiring or interviewing. Also hard to have an opinion on the effectiveness of college if I have never been.” “As far as bachelor’s degrees go, colleges need to prepare students more for practical experience in their field, or for continuing education, if that is typical for the major. A bachelor's degree nowadays is more of a starting block that people need to have, but really only lies the foundation for continuing skill acquisition or more school. It is essential to compete in the professional world, but doesn't hold the same weight as it used to.” “I didn’t go to a traditional college, so my experience is very different than someone who did. I don’t know what a typical university would prepare someone for.” “To gain experience in a field, one must pursue that on their own and it is not required of college. Some key skills to gain employment are not considered in the courses I was required to take.” “These questions are a bit too generic – really it’s a case-by-case basis about the job.” “I think that college is a necessary tool for further employment opportunities, but does not always get the job faster. More and more people want experience, in addition to college degrees.” “A college education is important for many careers, but not all. Additionally, and increasingly, a college degree may not be enough to secure the career of choice – post-graduate studies or related work-experience is becoming more common requirements.” 113 “I firmly believe that experience desirable field and an education in that field go hand in hand and that one can't be substituted for another.” “Networking, social interactions, and alumni networks are more important in securing employment than what the actual education is. Because so much is crammed into four years, most (80%) is forgotten due to limited opportunities to recall the information to increase the possibility of long-term memory storage. One can retain the same amount of information by going down to the public library.” “My husband has zero college experience; however, he received on the job training and became an engineer. He is talented and skilled at his job. He applied for a job and just because he didn't have a college degree he was offered an entry level position. In my opinion, it's ludicrous! He has years of experience, but most employers want to hire college graduates over someone with years of experience. Your thesis really interests me!” “Education is crucial and I do feel that the type of higher institution attended has a lot to do with the quality of education and everyday skills learned. I also feel that student involvement in higher education plays a critical role on students’ educational careers.” “A lot of the questions were very black and white, whereas finding a job upon graduating lies in this grey area. After graduating, I found that I was over-qualified for a lot of entry-level positions. I became discouraged and almost had to go back into retail. It's sad to say, but finding a job today really depends on who you know, rather than what experience and/or degree you possess.” “Most employers require it to get your foot in the door; however, depending on your major, if it was a very broad major it is most likely useless versus actual experience.” “Professors need more resources/money to adequately do their job.” “College education is important for planning your future, as well as making you feel ready for the job ahead.” “In most of the categories where I selected ‘Neither Agree nor Disagree’ I think it depends on the career and at what stage in the career. Where a person with a college degree might have the same opportunity as someone with experience for an entry level position I think eventually the person with the degree will have more opportunities to progress since they will then have a degree and experience. Also, I think that college is worth the money depending on the college. A state school versus a private school makes a huge difference in whether I think it's worth the money.” “I think the way the student uses the resources provided in college is as important in their success as attending the classes themselves. Extra credit, internships, clubs, etc. are as helpful in securing employment and developing real life experiences as homework and tests. The tests give you the base knowledge, but the experience shows you how to use it.” 114 Appendix C: Academia Interview Questions 1. Please provide your title. a. Director b. Associate Director c. Dean d. Vice Dean e. Other, please specify: 2. Please provide the name of your organization. 3. Please provide the name of the program/department you lead. 4. Please indicate how many years you have overseen this program. a. Less than one year b. 1-3 years c. 4-6 years d. 7-10 years e. More than 10 years 5. In a few short sentences, please describe any experiential learning initiatives offered by your organization that are associated with your program. 6. How long has your organization’s experiential learning program been in effect? 7. Do your experiential learning program’s goals and objectives change each year? a. Yes b. No 8. If your program changes annually, please select from the options below to best describe how this is done. a. Online learning courses b. Tablet-based learning c. Fieldtrips or class outings to organizations or places of employment that directly apply to the class’s subject matter d. Mentorship opportunities with individuals from organizations or places of employment outside of our university e. Other, please specify: f. N/A 115 9. If your program does not change, please select from the options below to best describe why. a. Our program does not have the necessary resources to make annual changes. b. Our program tries to remain consistent for a period of time so we can better measure the success from students engaging in the program. c. Our program has a designated amount of time that we choose to make updates. d. Please indicate what that set time amount is: e. Our program assesses ongoing trends and makes updates whenever we feel it is warranted. f. Other, please specify: 10. Why did your university choose to offer experiential learning opportunities within your program? 11. Have you seen any increase in secured job employment from your university’s graduates since the experiential learning program was implemented? a. Significantly more b. More c. Neither more, nor less d. Fewer e. Significantly fewer f. Too soon to tell 12. What role do you think experiential learning plays in a college graduate’s journey to secure job employment? 13. Please explain why or why not you think graduates without experiential learning opportunities are disadvantaged in the job market in any way? 14. Please explain why or why not you think that it is difficult for current students and recent graduates to gain practical experience outside of the academic setting? 15. Do you think universities risk obsolescence if experiential learning is not incorporated into their learning models? a. Yes b. No 16. Are you familiar with the term ‘Millennial’ as it relates to students? a. Yes b. No 116 17. From the following options, please check the sentences that best describe your thoughts and opinions of ‘Millennials.’ a. Millennials are also known as Generation Y b. People slightly over the age of 30 are considered Millennials c. Today’s teenagers (ages 13-18) are considered Millennials d. Millennials are a selfish, know-it-all generation e. Technology has played a major influence on the Millennial generation f. Millennials are an important generation of individuals and our society must understand how to give them what they want g. Millennials are lazy and expect to have everything handed to them h. There are a great number of Millennial entrepreneurs i. Millennials value a college degree j. Millennials will continue to value college degrees k. I do not have an opinion on Millennials l. Other, please specify: 18. How good of a job do you feel universities are doing in meeting the needs of Millennial students? a. Excellent b. Good c. Satisfactory d. Poor e. Fails to meet Millennial students’ needs f. Other, please specify: 19. Please feel free to provide any additional thoughts you have on the role experiential learning plays in the professional success of current and future generations of students. -END OF SURVEY- 117 Appendix D: Academia Interview Key Findings Experiential Learning Program Department Interview: Jeanne Gunner, Vice Chancellor Jeanne Gunner is the Vice Chancellor of the Office of Undergraduate Education and professor at Chapman University. Gunner works with University-wide academic programs and initiatives, including General Education, Freshman Foundations (FFC), the University Honors Program, Academic Advising, Undergraduate Research, Academic Technology, and the Tutoring, Learning and Testing Center. Gunner completed her Ph.D. in Comparative Literature at Rutgers University and has been a faculty member at UCLA and Santa Clara University. At Chapman she teaches FFC and writing classes. Questionnaire and answers: 1. Please provide your title. a. Director b. Associate Director c. Dean d. Vice Dean e. Other, please specify: Vice Chancellor 2. Please provide the name of your organization. Chapman University 3. Please provide the name of the program/department you lead. Office of Undergraduate Education [this is my department; it consists of Honors, GE, Undergraduate Research, Academic Technology, Advising, Tutoring Center) 4. Please indicate how many years you have overseen this program. a. Less than one year b. 1-3 years c. 4-6 years d. 7-10 years e. More than 10 years 5. In a few short sentences, please describe any experiential learning initiatives offered by your organization that are associated with your program. Office of Undergraduate Research; Individualized Experiential Learning Project (IELP); portions of GE 118 6. How long has your organization’s experiential learning program been in effect? 2007 7. Do your experiential learning program’s goals and objectives change each year? a. Yes b. No c. N/A 8. If your program changes annually, please select from the options below to best describe how this is done. a. Online learning courses b. Tablet-based learning c. Fieldtrips or class outings to organizations or places of employment that directly apply to the class’s subject matter d. Mentorship opportunities with individuals from organizations or places of employment outside of our university e. Other, please specify: Changes as needed after review. f. N/A 9. If your program does not change, please select from the options below to best describe why. a. Our program does not have the necessary resources to make annual changes. b. Our program tries to remain consistent for a period of time so we can better measure the success from students engaging in the program. c. Our program has a designated amount of time that we choose to make updates. d. Please indicate what that set time amount is: e. Our program assesses ongoing trends and makes updates whenever we feel it is warranted. f. Other, please specify: 10. Why did your university choose to offer experiential learning opportunities within your program? Expand learning opportunities. 11. Have you seen any increase in secured job employment from your university’s graduates since the experiential learning program was implemented? a. Significantly more b. More c. Neither more, nor less 119 d. Fewer e. Significantly fewer f. Too soon to tell 12. What role do you think experiential learning plays in a college graduate’s journey to secure job employment? Have not tried to assess this. 13. Please explain why or why not you think graduates without experiential learning opportunities are disadvantaged in the job market in any way? Not a value we study and consider experiential learning academic rather than vocational. 14. Please explain why or why not you think that it is difficult for current students and recent graduates to gain practical experience outside of the academic setting? Not a value I'd frame in this way. [Do not have sufficient time to get into what is a major educational philosophical issue here related to the opposition set up between "practical" and "academic"] 15. Do you think universities risk obsolescence if experiential learning is not incorporated into their learning models? a. Yes b. No 16. Are you familiar with the term ‘Millennial’ as it relates to students? a. Yes b. No 17. From the following options, please check the sentences that best describe your thoughts and opinions of ‘Millennials.’ a. Millennials are also known as Generation Y b. People slightly over the age of 30 are considered Millennials c. Today’s teenagers (ages 13-18) are considered Millennials d. Millennials are a selfish, know-it-all generation e. Technology has played a major influence on the Millennial generation f. Millennials are an important generation of individuals and our society must understand how to give them what they want g. Millennials are lazy and expect to have everything handed to them h. There are a great number of Millennial entrepreneurs 120 i. Millennials value a college degree j. Millennials will continue to value college degrees k. I do not have an opinion on Millennials l. Other, please specify: 18. How good of a job do you feel universities are doing in meeting the needs of the current generation of students? a. Excellent b. Good c. Satisfactory d. Poor e. Fails to meet the current generation of students’ needs f. Other, please specify: 19. Please feel free to provide any additional thoughts you have on the role experiential learning plays in the professional success of current and future generations of students. Sorry--I don't have further time. 121 Experiential Learning Program Department Interview: Jonathan Aronson, Professor Jonathan Aronson is Professor of Communication at the Annenberg School for Communication & Journalism at the University of Southern California as well as Professor of International Relations at USC. Professor Aronson is serving as the program director for USC’s new experiential learning program Annenberg X. Aronson graduated from Harvard University and received his Ph.D. from Stanford University. He was awarded an honorary doctorate from Saint Petersburg State University. Questionnaire and answers: 1. Please provide your title. a. Director b. Associate Director c. Dean d. Vice Dean e. Other, please specify: Professor 2. Please provide the name of your organization. Annenberg School for Communication and Journalism and Professor of International Relations, USC 3. Please provide the name of the program/department you lead. Annenberg X 4. Please indicate how many years you have overseen this program. a. Less than one year b. 1-3 years c. 4-6 years d. 7-10 years e. More than 10 years 5. In a few short sentences, please describe any experiential learning initiatives offered by your organization that are associated with your program. Annenberg X is in the start-up phase. Our goal is to offer classes that are 0-1-2 units that are taught by a variety of faculty and practitioners in new ways, new places, with new tools, and in new formats that do not resemble regular classes. We will offer classes for undergraduates in two tracks. One track is skills based and is part of the Provost's effort to prepare students for careers in the real world. The other track is an attempt to offer "Wow" classes that provide collaborative experiences to create innovative solutions. 122 6. How long has your organization’s experiential learning program been in effect? Start-up 7. Do your experiential learning program’s goals and objectives change each year? a. Yes b. No c. N/A 8. If your program changes annually, please select from the options below to best describe how this is done. a. Online learning courses b. Tablet-based learning c. Fieldtrips or class outings to organizations or places of employment that directly apply to the class’s subject matter d. Mentorship opportunities with individuals from organizations or places of employment outside of our university e. Other, please specify: Changes as needed after review. f. N/A 9. If your program does not change, please select from the options below to best describe why. a. Our program does not have the necessary resources to make annual changes. b. Our program tries to remain consistent for a period of time so we can better measure the success from students engaging in the program. c. Our program has a designated amount of time that we choose to make updates. d. Please indicate what that set time amount is: e. Our program assesses ongoing trends and makes updates whenever we feel it is warranted. f. Other, please specify: g. N/A 10. Why did your university choose to offer experiential learning opportunities within your program? Choice made at the School level in collaboration with an initiative by the Provost. . 11. Have you seen any increase in secured job employment from your university’s graduates since the experiential learning program was implemented? a. Significantly more b. More 123 c. Neither more, nor less d. Fewer e. Significantly fewer f. Too soon to tell 12. What role do you think experiential learning plays in a college graduate’s journey to secure job employment? We hope it will be significant. Otherwise, we are wasting our time. 13. Please explain why or why not you think graduates without experiential learning opportunities are disadvantaged in the job market in any way? Problem solving in teams seems to work. The ability to express yourself clearly and confidently is important. 14. Please explain why or why not you think that it is difficult for current students and recent graduates to gain practical experience outside of the academic setting? Practical experience should be available in a variety of places inside and outside academia. 15. Do you think universities risk obsolescence if experiential learning is not incorporated into their learning models? Universities are changing, but it is technology more than experiential learning that seems to be the driver. 16. Are you familiar with the term ‘Millennial’ as it relates to students? a. Yes b. No 17. From the following options, please check the sentences that best describe your thoughts and opinions of ‘Millennials.’ a. Millennials are also known as Generation Y b. People slightly over the age of 30 are considered Millennials c. Today’s teenagers (ages 13-18) are considered Millennials d. Millennials are a selfish, know-it-all generation e. Technology has played a major influence on the Millennial generation f. Millennials are an important generation of individuals and our society must understand how to give them what they want g. Millennials are lazy and expect to have everything handed to them h. There are a great number of Millennial entrepreneurs 124 i. Millennials value a college degree j. Millennials will continue to value college degrees k. I do not have an opinion on Millennials l. Other, please specify: Most Millennials do value a college degree; whether Millennials will continue to value degrees is TBD 18. How good of a job do you feel universities are doing in meeting the needs of the current generation of students? a. Excellent b. Good c. Satisfactory d. Poor e. Fails to meet the current generation of students’ needs f. Other, please specify: Some are served well; others are not. 19. Please feel free to provide any additional thoughts you have on the role experiential learning plays in the professional success of current and future generations of students. They are trying. Some things will work; others not so much. 125 Experiential Learning Program Department Interview: Debbie Wideroe Debbie Wideroe is the Visiting Professor of Communication at Pepperdine University as well as Director of the Communication Division’s Internship Program and Coordinator of the Communication Division’s Randall Internship Program at Pepperdine University. Wideroe is also the president of The Wideroe Group, a firm providing marketing solutions within the entertainment industry. Wideroe graduated from California State University Northridge and received her Ed.M. from Harvard University. She is affiliated with a number of organizations and has received several awards in the areas of education, marketing, and advertising. Most recently, she was the 2012 recipient of the Charles H. Sandage Excellence in Teaching Award. Questionnaire and answers: 1. Please provide your title. a. Director b. Associate Director c. Dean d. Vice Dean e. Other, please specify: Visiting Professor, Director of Communication Division Internship Program 2. Please provide the name of your organization. Pepperdine University 3. Please provide the name of the program/department you lead. Communication 4. Please indicate how many years you have overseen this program. a. Less than one year b. 1-3 years c. 4-6 years d. 7-10 years e. More than 10 years 5. In a few short sentences, please describe any experiential learning initiatives offered by your organization that are associated with your program. We offer internships, specialized internship classes, HI academic internship program, and service learning opportunities. 6. How long has your organization’s experiential learning program been in effect? 126 I believe for 20 years. I run the only required internship program. 7. Do your experiential learning program’s goals and objectives change each year? a. Yes b. No c. N/A 8. If your program changes annually, please select from the options below to best describe how this is done. a. Online learning courses b. Tablet-based learning c. Fieldtrips or class outings to organizations or places of employment that directly apply to the class’s subject matter d. Mentorship opportunities with individuals from organizations or places of employment outside of our university e. Other, please specify: Changes as needed after review. f. N/A 9. If your program does not change, please select from the options below to best describe why. a. Our program does not have the necessary resources to make annual changes. b. Our program tries to remain consistent for a period of time so we can better measure the success from students engaging in the program. c. Our program has a designated amount of time that we choose to make updates. d. Please indicate what that set time amount is: e. Our program assesses ongoing trends and makes updates whenever we feel it is warranted. f. Other, please specify: g. N/A 10. Why did your university choose to offer experiential learning opportunities within your program? We have a one-unit requirement. Most of our students do two internships. We also offer internships abroad. 11. Have you seen any increase in secured job employment from your university’s graduates since the experiential learning program was implemented? a. Significantly more b. More 127 c. Neither more, nor less d. Fewer e. Significantly fewer f. Too soon to tell 12. What role do you think experiential learning plays in a college graduate’s journey to secure job employment? It’s a key role and studies show that having an internship can help define a career path and makes a student more marketable. Latest studies show that they not only get offered a job, but receive a significantly higher starting salary. We have one of the highest averages for turning an internship into a job. 13. Please explain why or why not you think graduates without experiential learning opportunities are disadvantaged in the job market in any way? Obvious reasons. 14. Please explain why or why not you think that it is difficult for current students and recent graduates to gain practical experience outside of the academic setting? As a former executive who also got her start through an internship, they are vital to both the organization and student experience. 15. Do you think universities risk obsolescence if experiential learning is not incorporated into their learning models? Not if students value internships and are proactive. 16. Are you familiar with the term ‘Millennial’ as it relates to students? a. Yes b. No 17. From the following options, please check the sentences that best describe your thoughts and opinions of ‘Millennials.’ a. Millennials are also known as Generation Y b. People slightly over the age of 30 are considered Millennials c. Today’s teenagers (ages 13-18) are considered Millennials d. Millennials are a selfish, know-it-all generation e. Technology has played a major influence on the Millennial generation f. Millennials are an important generation of individuals and our society must understand how to give them what they want g. Millennials are lazy and expect to have everything handed to them 128 h. There are a great number of Millennial entrepreneurs i. Millennials value a college degree j. Millennials will continue to value college degrees k. I do not have an opinion on Millennials l. Other, please specify: Companies are seeking ways to deal more effectively with this generation and have been making changes (i.e. flexibility in the workplace and sabbaticals). I work with companies, re: understanding Millennials.  18. How good of a job do you feel universities are doing in meeting the needs of the current generation of students? a. Excellent b. Good c. Satisfactory d. Poor e. Fails to meet the current generation of students’ needs f. Other, please specify: I feel we do a very good job of “meeting the needs” of this generation, although many do believe they are a coddled bunch with helicopter parents.  19. Please feel free to provide any additional thoughts you have on the role experiential learning plays in the professional success of current and future generations of students. Millennials are tech savvy and need engagement and challenge.

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Creator Carroll, Victoria (author)

Core Title The changing landscape of higher education: experiential learning in public relations for the millennial generation

School Annenberg School for Communication

Degree Master of Arts

Degree Program Strategic Public Relations

Publication Date 02/18/2014

Defense Date 02/10/2014

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag David Kolb,Education,experience,experiential learning,generation Y,Higher education,Kolb,Learning,Millennials,OAI-PMH Harvest,Public Relations

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Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Floto, Jennifer D. (committee chair), Castaneda, Laura (committee member), Jackson, Laura Min (committee member)

Creator Email tory_carroll@yahoo.com,torycarroll14@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-361712

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