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SCHREYER INSTITUTE FOR TEACHING EXCELLENCE
A Life in Educational Development: Meaningful, Purpose-driven, & Future-oriented
Angela R. Linse, Ph.D.Associate Dean & Executive Director President, POD Network (2019-2020)
Objectives
Participants will:
• Differentiate Vision from Mission
• Know the elements of a strategic plan
• Reconsider the utility of their center/program mission & vision
• Differentiate center goals from the outcomes of programs offered by the center
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We know about Vision and Mission statements because most organizations have strategic plans.
Strategic planning is “a deliberative, disciplined approach to producing
fundamental decisions and actions that shape and guide what an organization (or other entity) is, what it does, and why.”
Bryson, J. (2011) Strategic planning for public and nonprofit organizations, 4th ed. San Francisco, California: Jossey‐Bass.
Key elements of strategic plans include:
Rubin , Brent D. Excellence in Higher Education 2001‐2002, A Baldridge‐based guide to organizational assessment, planning and improvement.
Set short‐term/long‐term goals
Establish process (Who, What, How, When)
Define organizational Mission
Define organizational Vision
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We will work through the process in a slightly different order.
Rubin , Brent D. Excellence in Higher Education 2001‐2002, A Baldridge‐based guide to organizational assessment, planning and improvement.
Set short‐term/long‐term goals
Establish process (Who, What, How, When)
Define organizational Vision
Define organizational Mission
A Mission Statement captures the purpose of the organization.
It conveys why we exist, anchors us, and helps us make decisions about where to put our efforts and resources.
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Mission Statement 2004
Organizationally within Undergraduate Education, the Institute has University-wide responsibilities to promote and provide opportunities for the sharing of knowledge gained about the teaching and learning process; promote the combined uses of effective educational testing, learning assessment instruments, and teaching effectiveness feedback as important to the improvement of student learning; and promote sound teaching practices to enhance student learning.
Why differentiate processes?
Set short‐term/long‐term goals
Establish process (Who, What, How, When)
Define organizational Mission
Define organizational Vision
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Establish process (Who, What, How, When)
• Why was it created?
• Why does it exist?
• What work is it supposed to do
What is your CTL’s Mission?
Vision statements create an idealized future for the organization.
They reflect our core identity, assignmeaning to our work and
focus on our future.
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Developing a Vision Statement
• What would your institutionbe like if your unit were no longer needed?
• If your unit achieved its mission, how would you describe the state of teaching and learning in your institution?
• What would happening if you were 100% successful?
Strategic planning goals are different from learning goals
Goals are:
• at the end• specific• about the future• about what we will do
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Relevant
Timely
Achievable
Measurable
Specific
How effective is your center?What would you like to change?
S
M
A
R
T
Strategic Goals should be:
One way we increased visibility was to request to visit faculty meetings
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Activity: Developing Goals
• How will you know that you have achieved your mission?
• How will you know you are being effective or successful?
• What about your CTL’s work can be improved? By how much?
The Five Most Important Questions
1. What is your Mission?
2. Who are your Constituents?
3. What do they Value?
4. What are your Results?
5. What is your Plan?
Drucker, Peter, et al. (2008) The Five Most Important Questions You Will Ever Ask About Your Organization, 3rd ed. Jossey Bass.
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Constituents
2. Who are the your Constituents?
3. What do they Value?
Who consumes your assessment evidence?
Assessment info
Undergraduate Ed VP & Dean
Advisory Committee
Grad Students
Teaching Faculty
Tenure‐line Faculty
Teaching ClientsSchools & Colleges
Assoc. Deans
Department Chairs
Deans
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Your constituents’ values govern how you demonstrate achievement.
Deans value comparative data
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
% University Park Faculty
% Schreyer Interactions Faculty
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What would persuade administrators to encourage faculty to work with us?
1. Who we are
2. Roles we play
3. Guiding principles
4. What we do
5. Ways to interact with us
6. What we can do for administrators
7. University initiatives we work on
Next Steps
3 Things you learned
2 Ideas you plan to apply
1 Question you still have