Beruflich Dokumente
Kultur Dokumente
Your Vision:
What does successful implementation
of your ideas look like?
2013
Jonathan Stolk
Mark Somerville
Robert Martello
Juliana Bernal-Ostos
What strategies can you use to address these needs? How can you get the
resources? How can you build capacity among your team? Who can help
you make progress toward cultural or policy changes?
Can you adapt your idea to reduce the costs? Are there creative ways to use
existing resources? Can you work around the current institutional policies or
engage different people? Can you leverage other courses or activities?
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
Overall Costs:
high
cost
high
cost
high
cost
low
cost
low
cost
low
cost
low
cost
Take-home insights:
High
COSTS
high
cost
Time
Money
Emotion
Political
Capital
Low
Short-term
TIME
Long-term
Mark Somerville
Jon Stolk
Juliana Bernal-Ostos
Rob Martello
Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Money
Emotion
Political Capital
(c)
2013
Mark
Somerville,
Jon
Stolk,
Juliana
Bernal-Ostos,
Rob
Martello
and
Jessica
Townsend
Cost
Progress of reform
(c)
2013
Mark
Somerville,
Jon
Stolk,
Juliana
Bernal-Ostos,
Rob
Martello
and
Jessica
Townsend
an example: !
IM Conversion at UIUC
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Geoffrey Herman
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
What strategies can you use to address these needs? How can you get the
resources? How can you build capacity among your team? Who can help
you make progress toward cultural or policy changes?
Can you adapt your idea to reduce the costs? Are there creative ways to use
existing resources? Can you work around the current institutional policies or
engage different people? Can you leverage other courses or activities?
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
Overall Costs:
high
cost
high
cost
high
cost
Take-home insights:
High
COSTS
Your Vision:
2013
Jonathan Stolk
Mark Somerville
Robert Martello
Juliana Bernal-Ostos
low
cost
Time
low
cost
Money
low
cost
Emotion
low
cost
Political
Capital
Low
Short-term
TIME
Long-term
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Your Vision:
What does successful implementation
of your ideas look like?
Convert our
traditional
electrical
engineering
course to one
that promotes
students'
intrinsic
motivation.
Costs breakdown:
Identify the type(s) of costs associated with
each need: time, money, emotional
investment, or political capital.
Shape the p
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Your Vision:
What does successful implementation
of your ideas look like?
Convert our
traditional
electrical
engineering
course to one
that promotes
intrinsic
motivation.
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
Costs breakdown:
Identify the type(s) of costs associated with
each need: time, money, emotional
investment, or political capital.
Shape the p
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Your Vision:
What does successful implementation
of your ideas look like?
Convert our
traditional
electrical
engineering
course to one
that promotes
intrinsic
motivation.
Costs breakdown:
Identify the type(s) of costs associated with
each need: time, money, emotional
investment, or political capital.
Shape the p
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
Similar to current
model: need about 15:1
student:coach ratio
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Your Vision:
What does successful implementation
of your ideas look like?
Convert our
traditional
electrical
engineering
course to one
that promotes
intrinsic
motivation.
Costs breakdown:
Identify the type(s) of costs associated with
each need: time, money, emotional
investment, or political capital.
Shape the p
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Your Vision:
What does successful implementation
of your ideas look like?
Convert our
traditional
electrical
engineering
course to one
that promotes
intrinsic
motivation.
Costs breakdown:
Identify the type(s) of costs associated with
each need: time, money, emotional
investment, or political capital.
Shape the p
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
-
-
-
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Your Vision:
What does successful implementation
of your ideas look like?
Convert our
traditional
electrical
engineering
course to one
that promotes
intrinsic
motivation.
Costs breakdown:
Identify the type(s) of costs associated with
each need: time, money, emotional
investment, or political capital.
Shape the p
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
Course catalog
change?
OTHER NEEDS?
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Time
Low
High
Money
Low
High
Emotion
Low
High
Political Capital
Low
High
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
COSTS
High
Low
Short-term
TIME
Long-term
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
YOUR TURN:"
analyze your project vision
IMPLEMENTATION: needs and costs analysis
Costs breakdown:
What strategies can you use to address these needs? How can you get the
resources? How can you build capacity among your team? Who can help
you make progress toward cultural or policy changes?
Can you adapt your idea to reduce the costs? Are there creative ways to use
existing resources? Can you work around the current institutional policies or
engage different people? Can you leverage other courses or activities?
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
Overall Costs:
high
cost
high
cost
high
cost
Take-home insights:
High
COSTS
Your Vision:
2013
Jonathan Stolk
Mark Somerville
Robert Martello
Juliana Bernal-Ostos
low
cost
Time
low
cost
Money
low
cost
Emotion
low
cost
Political
Capital
Low
Short-term
TIME
Long-term
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Geoffrey Herman
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
d?
Costs breakdown:
Identify the type(s) of costs associated with
each need: time, money, emotional
investment, or political capital.
What strategies can you use to address these needs? How can you get the
resources? How can you build capacity among your team? Who can help
you make progress toward cultural or policy changes?
Can you adapt your idea to reduce the costs? Are there creative ways to use
existing resources? Can you work around the current institutional policies or
engage different people? Can you leverage other courses or activities?
S)
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Expose current
reality
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Run a pilot
section
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
YOUR TURN:"
What strategies can you use to address these needs? How can you get the
resources? How can you build capacity among your team? Who can help
you make progress toward cultural or policy changes?
Can you adapt your idea to reduce the costs? Are there creative ways to use
existing resources? Can you work around the current institutional policies or
engage different people? Can you leverage other courses or activities?
PHYSICAL RESOURCES
Does your idea require access to new equipment,
software, or supplies? Do you need to modify
existing facilities, or create new classrooms or
labs? Will your idea require the development of
new course materials or assessment methods?
Do you need to collect research data from a
prototype or experimental course?
HUMAN RESOURCES
Do you have the necessary personnel to support your idea, e.g., instructors, teaching assistants, administrators, managers, technical staff?
Do you need to shift staff responsibilities? Hire
new faculty?
CULTURAL CHANGES
What mindsets, values, or behavioral patterns do
you need in place to support this idea? e.g.,
student openness to new ideas, increased faculty
collaboration, etc.
POLICY CHANGES
What changes in existing policies or procedures
are necessary for your idea to be successful?
What new rules might be helpful? e.g., faculty
evaluation process, course scheduling, interaction
with the registrar, credit allocations, etc.
OTHER NEEDS?
Overall Costs:
high
cost
high
cost
high
cost
Take-home insights:
High
COSTS
Your Vision:
2013
Jonathan Stolk
Mark Somerville
Robert Martello
Juliana Bernal-Ostos
low
cost
Time
low
cost
Money
low
cost
Emotion
low
cost
Political
Capital
Low
Short-term
TIME
Long-term
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend
Reflections?
(c) 2013 Mark Somerville, Jon Stolk, Juliana Bernal-Ostos, Rob Martello and Jessica Townsend