nitle shared academics - project david: collective vision and action for liberal arts colleges

Project DAVID: Collec0ve Vision and Ac0on for Liberal Arts Colleges

Ann Hill Duin

Professor, University of Minnesota NITLE Fellow

Ty Buckman Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, WiHenberg University

Autumm Caines Academic Technology Specialist,

Capital University

Elizabeth Brennan Associate Professor and Director of

Special EducaMon Programs, California Lutheran University

Wen-‐Li Feng Curriculum Technology Specialist,

Capital University

hHp://z.umn.edu/projectdavid Project DAVID eBook

Project DAVID: Collec0ve Vision and Ac0on for Liberal Arts Colleges Twi?er: #NITLE

Framing Ques0ons

•  How might colleges and universiMes use the themes of disMncMon, analyMcs, value, innovaMon, and digital opportuniMes (thus, DAVID) as a means to consider how they might reinvent themselves?

•  As they focus on aHending to the challenges and opportuniMes their insMtuMons face, what are they learning that informs how the sector might envision its future?


Poll Ques0on

•  Which theme most resonates with you? – DisMncMon – AnalyMcs – Value –  InnovaMon – Digital opportunity

Overview

•  CollecMve Vision –  DAVID themes

•  AcMon –  InnovaMon

•  Ty Buckman

–  ReinvenMon •  Elizabeth Brennan

–  Digital opportunity •  Autumm Caines & Wen-‐Li Feng

•  Envisioning the future


Project DAVID is about showcasing strategic reinvenMon underway across higher educaMon. We use a set of themes-‐-‐DisMncMon, AnalyMcs, Value, InnovaMon, Digital opportuniMes (thus, DAVID)-‐-‐and associated quesMons to idenMfy and share how insMtuMons are posiMoning themselves for future success. Key quesMons: •  How are colleges and universiMes reinvenMng

themselves? •  How do faith and learning components impact

reinvenMon? Intended outcomes include a common conversaMon among insMtuMons about the keys to their future success and the degree to which those keys are shared.

•  Augsburg College, Minneapolis, MN •  Bethany College, Lindsborg, KS •  Cal Lutheran University, Thousand Oaks, CA •  Capital University, Columbus, OH •  Concordia College, Moorhead, MN •  Concordia University, St. Paul, MN •  Ge?ysburg College, GeHysburg, PA •  Grand View University, Des Moines, IA •  Gustavus Adolphus, St. Peter, MN •  Lenoir-‐Rhyne University, Hickory, NC •  Macalester College, St. Paul, MN •  Muhlenberg College, Allentown, PA •  Newberry College, Newberry, SC •  Roanoke College, Salem, VA •  St. Olaf College, Northfield, MN •  Susquehanna University, Selinsgrove, PA •  Thiel College, Greenville, PA •  Wagner College, Staten Island, NY •  Wartburg College, Waverly, IA •  Wi?enberg University, Springfield, OH

http://popenici.com/2012/12/03/storm/ Selingo, J.J. (2013). College (Un)bound: The future of higher education and what it means for students. NY: Houghton Mifflin

Harcourt Publishing Company.

Norris, D., Brodnick, R., Lefrere, P., Gilmour, J., Bear, L., Duin, A.H., & Norris, S. (2013). Transforming in an age of disruptive change. Society for College and University Planning.


Amid the immense change underway in higher educa0on, how might my college or university reinvent itself for sustainability, for relevance, for survival?


Dis0nc0on

How is each insMtuMon making a compelling case as to why and how its programs are disMncMve?

For Lenoir-‐Rhyne University, disMncMon is … –  Liberal arts –  ReputaMon for personal aHenMon –  ConnecMon to the church –  ConnecMon to community

President Powell, Lenoir-‐Rhyne University

Analy0cs

How many, how often, where?

Where exactly is the problem?

What actions are needed?

Why is this happening?

What if these trends continue?

What will happen next?

What’s the best that can happen?

From Competing on Analytics, Thomas Davenport and Jeanne Harris

Analy0cs “All of our insMtuMons need a culture of measurement and accountability that enables us to demonstrate the value we create for individuals and for insMtuMons through the educaMon we offer. To meet all these needs and to aHain all these goals, we are called on to aHend to vocaMon in the liberal arts.” President Anderson, St. Olaf College


Affordability

“The disrupMon that’s needed is in the way we price, package, and finance the educaMon we provide, more so than in the delivery of educaMon. The real issue is cost …” President Henning, Grand View University


Value

Value = financial independence, professional accomplishment, and personal fulfillment

Value = quality + affordability Value = Outcomes x Experiences

Cost

Innova0on Student success focus Signature programs linked to community Consor0a New business models InnovaMon task forces Open source resources “ReinvenMon of a core business model cannot be aHempted in a serious way without challenging the very nature of our insMtuMonal missions.” Assoc. Provost Ty Buckman, WiHenberg University


Digital opportunity

“What worked: visits to other schools (e.g., Johns Hopkins); everyone on the commiHee enrolled in a MOOC; the leader of Penn State’s Global Campus visited Muhlenberg; visits with professionals who are taking online courses; visits with students who are taking online courses. They put aside $1M for implementaMon of recommendaMons for online courses. CollaboraMon of students, staff, trustees.” Muhlenberg College, Online Task Force


Collabora0on

“As an IT leader -‐ how do I transform how we deliver educaMon? I see DAVID as about learning what others are doing, trying opMons out, creaMng a larger feedback loop to share, experiment, and see what happens. We can’t survive without collaboraMng.” Mark Huber, Susquehanna University


Opportunity in Necessity: Dis0nc0veness, Innova0on, and the Historical Moment for Liberal Arts Ins0tu0ons

Ty Buckman, associate provost at WiHenberg University, will share about how their InnovaMon Task Force used the DAVID themes as a way to look at improvements to the university’s core enterprise of educaMng undergraduates, idenMfy more compelling ways of presenMng the DisMncMveness of that educaMon, and employ InnovaMon as a means of generaMng new revenue and expanding the university’s reach into new markets.


Incremental Change

•  Liberal arts colleges and incremental change: slow only seems slow when it is compared to fast. BeHer to compare slow to staMonary or glacial.

•  One species of incremental change: ‘dual purpose innovaMon’: providing a marginal benefit for tradiMonal students while using the same course or program to reach new students, in the same space or through a new medium or channel. Example of Business 290.


Ins0tu0onal Propriocep0on

•  The logic of plans and strategic iniMaMves is only apparent to campus stakeholders who have a basic understanding of where their insMtuMon is in Mme and space, in its historical moment. Without sufficient ‘insMtuMonal propriocepMon’ dispersed throughout a campus – through a strong sense of community and good communicaMon – leaders may find it difficult or impossible to build a consensus for change even when change is most needed.


Innova0on Task Force •  Incremental change and

insMtuMonal propriocepMon can be augmented by a collecMve approach to innovaMon and adaptaMon.

•  Innova0on Task Force Charge: The InnovaMon Task Force will idenMfy, explore, and help develop programs, iniMaMves, and campus improvements that are both consistent with WiHenberg University's mission and likely to provide enhanced revenue toward the fulfillment of that mission.


DAVID: Reinven0on of Lutheran Graduate Educa0on

Elizabeth Brennan, professor at California Lutheran University, will share about the importance of conMnuous reinvenMon and how the DAVID themes provided a framework for examining strategic planning and efforts toward sustainability within a graduate program that is embedded in a Lutheran university.


The DAVID themes provided a framework for meeMng challenges within our programs which are: – Regional (budding online presence) – Faith-‐based – Facing strong compeMMon locally and online –  Juggling huge external and internal demands

Context and Relevance


•  DisMncMon •  AnalyMcs •  Value •  InnovaMon •  Digital opportuniMes

DAVID as a guide for reinven0on

SoluMon: Understanding that our Lutheran-‐based understanding of "finding purpose” is parMcularly salient at the graduate level and may be key to our sustainability Moving forward: Revaluing this as our dis$nc$on.

Dis0nc0on: Between a rock and a hard place?

Challenge: ReacMng to external reporMng as a burden SoluMon: Viewing analyMcs as a framework for program improvement –  Increases faculty buy-‐in and parMcipaMon –  Actually informs our pracMce –  Aligns with new naMonal ‘conMnuous improvement’ mode

Moving forward: IncorporaMng analyMcs as a criMcal component of conMnuous improvement and not an ‘event’.

Analy0cs: He’s not heavy, he’s my brother!

Challenge: Conveying ‘value’ amidst ‘cheaper’ compeMMon SoluMon: Mentoring v Advising and the Professional Development School Model Moving forward: Focus on increasing the Mentor model and school partnerships

Value: A penny for your thoughts?

Challenge: Diminishing resources and increasing demands SoluMon: Using this challenge as a catalyst to INNOVATE and proacMvely merge programs under a state-‐of-‐the-‐art new co-‐teaching paradigm Moving forward: ConMnue to idenMfy ways to respond to research-‐based program delivery while marshaling resources

Innova0on: Leaving one to one’s own devices!

Challenge: Difference between School of Management and TUG online presence SoluMon: Rapidly increased focus on faculty training and social media presence through creaMon of a new posiMon Moving forward: Increasing our hybrid course offerings and online presence in keeping with GSOE faculty focus on quality

Digital opportuni0es: Pickle in the middle …


Engaging Digital Opportuni0es in the Midst of the Perfect Storm

Autumm Caines and Wen-‐Li Feng, instrucMonal technologists at Capital University, will share about how their campus has created open collaboraMve structures for conversaMons that encourage meaningful discussion of Digital OpportuniMes for growth and expansion.

Project DAVID: Collec0ve Vision and Ac0on for Liberal Arts Colleges Twi?er: #NITLE Autumm Caines and Wen-‐Li Feng


Center for Excellence in Learning and Teaching


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ADDIE: Analysis Design Development Implementa0on Evalua0on


Technology Use


Course Management Experience


Reflec0on


This course allows me to schedule my work to fit my busy schedule. There is a lot of freedom associated with this format because you can take your work with you anywhere which is great for busy individuals like me … I do not feel that this class is easier than taking it in a lecture format though. It sMll takes a lot of work and discipline to complete the assignments on Mme. My suggesMon to students who are taking this course in the future would be to make sure that they do not procrasMnate by making sure that they use their Mme and new found freedom wisely. You can do your work anywhere, take advantage of it! I feel that there is plenty of communicaMon and feedback where it is needed. The professor did a great job making this on-‐line course a more than acceptable replacement for the tradiMonal lecture course. It would be rewarding to many to have more courses set up like this one for other general educaMon requirements for the students that have the discipline and ability to succeed in this environment.


Poll Ques0on

•  How might you use the DAVID themes for collecMve vision and acMon? – For collecMve visioning locally – For work on inter-‐insMtuMonal partnerships – For inviMng contributors to share their story and work with my insMtuMon

– For arMculaMng ideas for me to share with my insMtuMon

– Other…


Sugges0on: World Café Exercise

•  What is our college or university called to be?

•  How can our liberal arts colleges reinvent themselves?

•  What role does collaboraMon play in our future?

Input from LECNA presidents Voca0on •  Our mission and vocaMon are rooted in the whole self for the sake of the world. •  We need stronger collecMve mission among insMtuMons to moMvate/drive shared acMon. •  We must reconnect with our tradiMon’s historic mission to serve all students. Reinven0on •  How do we best describe our value and idenMty to the public? •  We must develop pracMcal programs for meeMng the needs of students (redesign undergraduate

programs, develop programs for a diverse market, and ensure that our mission is applied to contemporary needs and issues).

•  We must embrace the centrality of student success (outcomes, graduaMon, employment). •  We must create a culture of innovaMon; innovaMon is an acMon word. Collabora0on •  Leaders must value collaboraMon for it to work. Academic and administraMve partnerships are key for

efficiency, diversity, stewardship, inclusion, and producMvity. If we collaborate regardless of theological •  differences, ethics and other differences, we can thrive. •  What might be rewards and incenMves for collaboraMon? How will we maintain idenMty when in

collaboraMon? •  What is the boldest expression of our collaboraMon? •  Together, how might we reform, innovate, arMculate, collaborate, and forMfy liberal arts educaMontwenty-‐

first century skills-‐-‐for a changing world? Lutheran Educational Conference of North America, annual meeting, 2014


Contact Us! Ann Hill Duin

[email protected]

Elizabeth Brennan [email protected]

Ty Buckman [email protected]

Autumm Caines [email protected]

Wen-‐Li Feng [email protected]

Our collecMve thanks to NITLE for the opportunity to do this webinar.

We look forward to collaboraMng with you!