Systems Thinking – Addressing Access, Costs and Quality Collectively
Posted in 2021 Panel Session | Tagged Systems Thinking
Panels on the theme of Systems Thinking prompted participants to explore the questions (2.1) How can colleges leverage their institutional identity/mission to encourage the cultural shifts necessary to spread change? (2.2) How are – or are not – funding trends in philanthropy, public funding, tuition, or investments supporting systems-level efforts? and (2.3) What does it look like when effective institutional strategies address cost, access, and quality simultaneously? and examine how traditional siloing of responsibility for access, quality and costs pose significant barriers for transformative change. The three panels represent potential solutions to consider.
2.1 How can colleges leverage their institutional identity/mission to encourage the cultural shifts necessary to spread change?
It is widely known that COVID 19 has disrupted higher education’s traditional outreach and enrollment process. Evidence shows that this has most heavily impacted low-income and disadvantaged students; Courtney McAnuff (7:00) and Keyana Scales (12:50) discuss their efforts to fight this issue and elaborate on their experience working with the Rutgers Future Scholars program and Xavier’s C.A.R.E. program as possible models in this area.
Courtney McAnuff Introduction 1:32 | Keyana Scales Introduction 2:56 | Courtney McAnuff Forecasted Change in College-Age Population 7:00 | Keyana Scales, Contextualizing Forecasted Changes 12:50 | Courtney McAnuff Discussion on Institutional Pipelines 25:08 | Keyana Scales, Xavier C.A.R.E. program 35:33
2.2 How are – or are not – funding trends in philanthropy, public funding, tuition or investments supporting systems level efforts?
This panel digs deeper into the nuances of funding trends at colleges and universities. While there has been a noticeable decline in funding and enrollment due to the pandemic, this aggregate data masks some of the effects on individual institutions and departments. To give a better picture of how this plays out, Archie Cubarrubia and Harrison Keller look at several case studies.
- Post Secondary Value Commission (new window)
- The Gates’ Foundation’s The Frontier Set (new window)
- Thurston, T. N., Lundstrom, K., & González, C. (Eds.) (2021). Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction. (new window) Utah State University. https://doi.org/10.26079/a516-fb24
- Georgetown University’s Problem of World course (new window)
2.3 What does it look like when effective institutional strategies address cost, access, and quality simultaneously?
When designing for cost, access, and quality simultaneously, challenges emerge, requiring multiple changes in concert, as well as thinking differently about institutional “facts of life.” Becky Wai-Ling Packard, Kelly Slay, and Marco Molinaro look at different aspects of higher education, ranging from peer support, to norms in STEM education, to faculty approaches.
- Integrating inclusive peer support into undergraduate courses (Wai-Ling Packard)
- Slay presentation
- Molinaro presentation
- Ehrmann, S. C., & Kinzie, J. (2021). Pursuing quality, access, and affordability: A field guide to improving higher education (new window). Stylus Publishing, LLC.
- Posselt, J. R. (2020). Equity in science: Representation, culture, and the dynamics of change in graduate education (new window). Stanford University Press.
- Preszler, R. W. (2009). Replacing lecture with peer-led workshops improves student learning (new window).
- CBE—Life Sciences Education, 8(3), 182–192. https://doi.org/10.1187/cbe.09-01-0002