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Archived Information Dissemination Strategies for a Hub and Spokes Model Mentoring Institution with Adaptors. Based on presentation notes by Laurie Schreiner, Eastern College at the annual FIPSE Project Directors’ Meeting, November 2000 lschrein@eastern.edu

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Archived InformationDissemination Strategiesfor a Hub and Spokes ModelMentoring Institution with Adaptors

Based on presentation notes

by Laurie Schreiner, Eastern College

at the annual FIPSE Project Directors’ Meeting, November 2000

lschrein@eastern.edu

Edited by Rosemary Wolfe, former FIPSE program officer

if you re thinking of disseminating your program
If you’re thinking of disseminating your program….
  • Do you have a documented measurable track record of success?
    • Strong evaluation data based on student learning and performance
    • Measures that are objective and go beyond self-reporting and participant attitudes
disseminating your program
Disseminating your program….
  • Do you have committed, active, and competent team leaders in your program?
    • Including all relevant levels of the campus community
      • Administrators, faculty, staff, students
disseminating your program1
Disseminating your program….
  • Do you have strong commitment from adaptors?
  • How will you sustain the program’s dissemination and scale-up to a national level?
select adapters carefully
Select Adapters Carefully
  • Communicate clear expectations to adapting institutions
    • Institutional buy-in is essential
  • Encourage recruitment of team members who
    • are capable of implementing the program, have credibility, and possess excellent interpersonal skills
  • Research the systems, infrastructure, and capability of the institution
    • not only to implement the program but also to continue to support it beyond the grant period
if you plan to adapt a proven model

If you plan to adapt a proven model….

consider these conditions for successful reform on your campus

four key conditions conducive to adapting a new model at your institution
Four Key Conditions Conducive to Adapting a New Model at Your Institution
  • Institutional Buy-In

2. Clear Implementation Goals

3. Capable Team Members

4. Sound Infrastructure

1 institutional buy in

Adapting a New Model

at Your Institution

1. Institutional Buy-In
  • secure commitment from the president and administrators in positions to “get things done”
  • include the VP and other key administrators on program planning teams
  • build on previous collaborations with the mentoring institution that form the basis for continuing relationships
2 clear implementation goals
2. Clear Implementation Goals
  • Detailed expectation of all partners
    • what are they supposed to do?
    • what is their commitment?
  • Outcomes clearly defined
    • what will success look like?
    • how will you measure success?
3 capable team members
3. Capable Team Members
  • The “doers” with good interpersonal skills
    • “people power” to help others understand the program and want to be part of it
  • Enthusiastic participants who believe in the program
    • NOT reluctant appointees
4 sound infrastructure
4. Sound Infrastructure
  • Available equipment?
  • Cost share for overhead contributed?
  • Support for continuing and institutionalizing the program after funding?
disseminating the program collaboration strategies that work
Disseminating the Program: Collaboration Strategies That Work
  • Build on previous research collaboration and needs assessment
  • Conduct workshops at mentoring institution
  • Establish contact procedures
  • Site visits to adapting institutions
collaboration strategies that work
Collaboration Strategies That Work
  • Establish partnerships
    • Individual work with each campus
    • Campuses working with each other
  • Replicate key program elements
  • Adapt to campus needs
collaboration strategies that work1
Collaboration Strategies That Work
  • Active and regular communication
  • Regular “face” meetings with community building activities
  • Flexible approach to unique approaches and systems on different campuses
obstacles to successful dissemination
Obstacles to Successful Dissemination
  • Team turnover
  • Team leader not empowered to act
  • Insufficient communication (on campus, as well as between adaptor and mentor)
  • Campus systems are too complex for change or are incompatible with grant goals
  • Campus politics
dealing with obstacles
Dealing with Obstacles
  • Team turnover
    • breadth of support is important: with many on campus informed and involved, someone can step in if a team member leaves
    • encourage teams to meet regularly
    • establish stable teams with a two to three year commitment to the project
dealing with obstacles1
Dealing with Obstacles
  • Team leader not empowered to act
    • determine if the problem is with leadership skills or with delegation of authority
    • consider adding a co-leader or substituting an alternate
    • talk with higher-level administration to empower or replace leader
dealing with obstacles2
Dealing with Obstacles
  • Insufficient communication
    • regular meetings scheduled in advance
    • communicate with teams rather than with individuals only
    • have team co-leaders at each site
dealing with obstacles3
Dealing with Obstacles
  • Campus systems are too complex or incompatible with program goals
    • have administrator on each team who can cut through the “red tape”
    • find out ahead of time about hardware/software systems available
    • identify campus system support offices and policies for grants, finance, publicity
dealing with obstacles4
Dealing with Obstacles
  • Campus politics
    • Team leader must be highly credible
    • Provide advance publicity of grant activities and purpose
    • Maintain full support of upper-level administration
    • Recruit energetic team members with broad-based campus support
    • Conduct site visits that include faculty workshops
    • Intentionally address issues of faculty territoriality and workload
dissemination beyond the adapters
Dissemination Beyond the Adapters
  • Communicate through print and web with
    • Newsletters, web sites, national conferences
    • Published compendium of best practices and sample syllabi
  • Establish a home-based resource for training and follow-up
    • Campus visits based on interest in the program
    • Market plan for independent sustainability
for more ideas
For more ideas…..
  • Check the abstracts on FIPSE dissemination projects
  • Read “Lessons Learned” for best practices

www.ed.gov/FIPSE