Being Architects andLeaders for

Institutional and

Community Change

Building a national learning

community

A Theory of Change

Goal

Levels of Change

Key Recommendations (A Crucible Moment p.31)1. Foster civic ethos across all parts of the campus and educational culture.2. Make civic literacy a core expectation for all students.3. Practice civic inquiry across all fields of study.4. Advance civic action through transformative partnerships, at home and abroad.

To increase the community and civic health (well-being) of American communities and our nation (and world) by

increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being.

3

Strategy

Three-Year Cohort Based Model to:1. Develop Staff2. Build National Learning Community3. Use Data and Measure Impact4. Scale the HICEPs5. Catalyze Campus Change6. Support Community Change

4

Levels of Change

Goal

To increase the community and civic health (well-being) of American communities and our nation (and world) by

increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being.

Strategy

Tactics1.Build & support Transformation Teams2.Deploy the NASCE on all campuses3.Facilitate strategic planning gatherings4.Create a series of meetings,

gatherings, and projects that move the work forward on an annual basis.

5.Support work of Transformation Teams through calls, visits, resource generation, and accountability checkins.

5

Levels of Change

Goal

To increase the community and civic health (well-being) of American communities and our nation (and world) by

increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being.

To increase the community and civic health (well-being) of American communities and our nation (and world) by

increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being.

1. NASCE & survey administration on your campus.2. Strategic Planning sessions on your campus.3. Inventory, Team Organization, Presidential

Buy-in by your campus.4. Spring Planning Retreat in Princeton.5. Follow-up post-retreat planning on your

campus.6. Summer Leadership Institute Faculty Track at

Carson-Newman.7. Summer High Impact Institute in June at Siena.8. Fall Director’s Meeting in November at Kanuga.9. President/Provost/Dean retreats TBD.10.Planning Retreat 2.0 in Spring 2013 (today)

6

Levels of Change

Events

Goal

Strategy

Tactics

Toolkit for Change

Challenge and Change

Six core challenges that “lie at the core of the innovative disruption facing higher education” including:

• University Model

• Structural Model

• Funding Model

• Cost Model

• Business Model

• Success Model” (Mehaffy, 2012, p. 26)

• an outmoded university model drew on an 11th-century calendar and operates on a 19th-century calendar with its emphasis on passive delivery of content and 15-week semesters.

• declining (direct) federal and state support, which in FY 2012 experienced the largest decrease in 50 years.

• Costs are rising. From 1988 to 2008 when the consumer price index increased 75 percent, tuition for public 4-year institutions rose 325 percent.

• Privatization—especially the perception that institutions “operate like a business” is increasing.

Challenge and Change

Seven key areas of ‘rapid change’ including:

• new players (Lumina, Gates, philanthopy)

• college models (for-profit, free)

• course models (blended, online, flipped, MOOCs)

• data and learning analytics (can inform learning)

• new cost structures (shared courses, open source)

• new ways of measuring success (impact)

• threats to the credential (Degree Qualification Profile)

Challenge and Change

Full Participation

• This paper grew out of a realization by each of the authors (and the organizations they represent) that the long-term success of diversity, public engagement, and student success initiatives requires that these efforts become more fully integrated and that their larger institutional settings undergo transformation.

Full Participation

Campus must do the following, understanding the links of civic and diversity:

• Increasing student access and success, particularly for underrepresented, first-generation, and low-income students;

• Diversifying higher education faculties, often with separate projects for hiring, retention, and climate;

• Promoting community, civic, or public engagement for students; and,

• Increasing support for faculty’s public or engaged scholarship.

Wingspread Conference participants on civic engagementin higher education:

• While the movement has created some change, it has also plateaued and requires a more comprehensive effort to ensure lasting commitment and institutional capacity.

• “Calling the question” of whether engagement will be viewed as a core value of the university of the 21st century – as centrally important to the civic mission of higher education and to generating and transmitting new knowledge

• The concern is that “engagement has not become the defining characteristic of higher education's mission nor has it been embraced across disciplines, departments and institutions.”

• “Few institutions have made the significant, sustainable, structural reforms that will result in an academic culture that values community engagement as a core function of the institution.”

Democratic Community Engagement

Democratic Community Engagement

This process is also about acknowledging how change happens in communities and the power dynamics between institutions and organizations.

• Institutional leaders frequently express the intent of including everyday resident leaders in their designs...Citizens may be sought for their “input” into these straetgic planning efforts, and later they are enlisted to endorse the plan, but they seldom have real authority in deciding what the plan will be. ~ Byron White.

Community Change

• To community partners and most people in the every day work world the notion of tenure is a privileged, exclusive entitlement and guarantee of a job. To community partners who may be farmers or construction workers who have jobs dependent on weather and changing economic conditions, or others who have no assurance that they will have their job from day to day, it seems preposterous. At first, in most community- university partnerships, the community partners do not care at all about promotion and tenure, let alone the processes and procedures involved in accomplishing these advancements. However, as the relationships grow in trust and possibility, the community partner comes to care that they can count on their faculty partner continuing to have a place, and hopefully a place of influence, within the institution. ~ Elmer Freeman, Susan Gust, and Deborah Aloshen

Community Change

Community Change

Perspectives...

Jame JohnsonCo-Leader of the Allegheny Team

Envision...

What will this really look like when you come in

June?

Integrated

Developmental

Pervasive

Deep

Take two...

Think again about what this means.