The Boyer 2030 Commission

As many are nearing the end of another academic term, I thought some might have time over the break to read reports on teaching and learning. So, this week I would like to share the recent (2022) Boyer 2030 Commission report. From the Executive Summary, the Commission poses this fundamental question,

"How can research universities embrace the equity/excellence imperative?

• Can we commit to equity as a necessary and defining precondition of excellence?

• Can we conceive, prioritize, and invest in equitable undergraduate achievement?

• Can we educate and support undergraduates for 21st-century world readiness?

Recognizing that diversity of mission, identity, organization, and culture is a long-standing strength of higher education, the Boyer 2030 Commission offers 11 provocations to catalyze the actions needed for a university to realize the equity/excellence imperative:

1. World Readiness

2. Freedom of Speech and Expression and Supportive Campus Cultures

3. Access to Excellence

4. Teaching

5. Advising

6. Faculty Rewards and Structure

7. Access and Affordability

8. Degree Pathways

9. Digital Technology

10. Nurturing Mental Health and Well-Being

11. Assessment and Accountability.”

Addressing the World Readiness item, the Worcester Polytechnic Institute shares that “it’s not just what students learn, but how they learn that proves invaluable for a lifetime—professionally and personally, is one of the values of the PBL program that has existed since 1970. The WPI Plan is a 7-week term for a PBL real-world experience with a unique grading system and focus on teamwork as part of the curriculum. The program’s structure allows students to focus on making an impact rather than on grades and course requirements.”

For item three Access to Excellence, the authors remind us of “high-impact practices” (HIPs)—hallmarks of transformative educational practices—that teach students the critical life and problem-solving skills they need to thrive outside the classroom. They include such experiences as first-year seminars, faculty-mentored research, study abroad, internships, and living-learning communities. HIPs require considerable time and effort from students, meaningful interactions between students and faculty, collaboration among individuals with diverse perspectives, consistent feedback and iteration, real-world application and practice, and opportunities for reflection.” Further they suggest making HIPs core, not “extra.” Embedding them in courses can help ensure that all students experience the benefits.

The authors share overarching ideas on item four, Teaching - all of which has been shared in this SoTL blog over the years. “Active learning strategies—including low-stakes or ungraded assignments enriched by instructor input, formative assessment, small group discussion and group problem-solving—are among the techniques that best engage students, expand learning, and address entrenched inequities in student success. Faculty members have used these for years, however these techniques are not yet a baseline standard. Faculty do not routinely review one another’s pedagogy, course design, and inclusive practices. Systemic adoption of such practices remains elusive, leaving unrealized their full benefits for equity and excellence. Develop holistic assessment, measurement and evaluation of teaching that includes multiple measures. Multimodal evaluations should include observations by clinically trained faculty peers or CTLs; documented PD in teaching; participation in curriculum revision, course redesign and SoTL.”

References

Dandaneau, S. et al. (2022). The Equity- Excellence Imperative: A 2030 Blueprint for Undergraduate Education in the U.S. Research Universities. The Boyer 2030 Commission. The Association for Undergraduate Education at Research Universities (UERU). ISBN 978-1-64215-150-3 (PDF). DOI 10.37514/CUS-B.2022.1503