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  1. MIIS Reorganization Next Steps Follow Up from the Retreats March 16, 2009

  2. Table of Contents • Achieving ‘One MIIS’ (Takeaways from the Retreats) • Desired Outcomes: Academic Year 2009-10 • Planning Process and Structure • Timeline and Milestones

  3. MIIS Reorganization: Looking Ahead • The retreats of last month began a process that will carry us through a successful reorganization, enabling MIIS to achieve its goals of excellence in learning, teaching and professional development • In seeking to create a whole that is truly greater than the sum of the parts, we must first strengthen the parts • The task forces and working groups described in the following pages are charged with: • Ensuring rigor, focus and relevance in our academic programs • Realizing the promise of Monterey Way 2.0 • Weaving a strong fabric of connections among programs, departments and schools • Achieving synergies and efficiencies that will enable all of us to work smarter • Being the solution

  4. Achieving ‘One MIIS’(Takeaways from the Retreats)

  5. Achieving ‘One MIIS’ GSIPM • Academic excellence permeates the entire value chain of MIIS, from selectivity in student admissions and faculty recruitment, to enhanced Monterey Way 2.0 teaching and learning, to adaptability of graduates to future job markets • Curriculum development must focus on relevance to global problems and solutions, practical perspectives, and marketable skills, rather than traditional teaching and classroom activities • Strong core program elements are to serve as the basis for cross-disciplinary learning and creative programming, and are conceived in such a way that we prevent the formation of new silos • Curriculum and program development require an organizational infrastructure (structure, process, and culture) that supports greater capacity for innovation and collaboration GSIPM and GSTILE must have a seamless relationship with Advising, Career & Student Services for MIIS to achieve success

  6. Achieving ‘One MIIS’ GSTILE • Members of the MIIS community want to learn more about one another • Faculty want to collaborate across our curricula on projects such as interdisciplinary courses; joint degrees/certificates in teaching T&I, and educational policy; Monterey Model courses; enhanced language offerings; and exploration of PhD possibilities • Faculty can share expertise across our curricula in improved language assessment practices, training of teachers, and enhanced non-degree program offerings • Our curricula must help students meet professional objectives that are market driven • MIIS students gain invaluable professional experience by interacting and working with the local community GSIPM and GSTILE must have a seamless relationship with Advising, Career & Student Services for MIIS to achieve success

  7. Achieving ‘One MIIS’ Advising, Career and Student Services • Advising, Career and Student Services (ACSS) must provide a seamless advising experience from prospective students to alumni with ‘high-touch’ communications • Students can access expanded job and career resources, including the experiences and networks of our MIIS alumni and the broader Middlebury network • Faculty advising and mentoring roles are enhanced while relationships among faculty, students, and professional advising staff are transparent and effective • Students can both feel support and exercise individual choice and responsibility • MIIS should maintain and build upon current community building efforts • Success also means embedding inter-disciplinary relationships in programs The schools must communicate and articulate effectively and consistently with ACSS

  8. Achieving ‘One MIIS’ Running ‘One MIIS’ • Well-designed infrastructure (human and technological) contributes to clear and efficient work processes • Efficient, transparent work processes and effective communication save time that can be devoted to strategic thinking and innovation • Elegant and consistent assessment methodologies inform data driven decision-making • A positive, appreciative community generates confidence and pride in MIIS and inspires people to want to give, and give back

  9. Desired Outcomes: Academic Year 2009-10

  10. Desired Outcomes: Academic Year 2009-10 GSIPM • Several curriculum and program innovations that demonstrate Monterey Way 2.0 learning and positive impact on student career development, student and faculty recruitment, and institutional advancement • A transparent and efficient decision system that is capable of allocating limited resources to the best ideas for course, curriculum and program changes • An organizational system in place that facilitates a cultural change from excellence in classroom teaching to excellence in student-centered learning • Smooth transition from the current structure to ensure promises made to students and alumni are delivered, particularly vis-à-vis ACSS

  11. Desired Outcomes: Academic Year 2009-10 GSTILE • Increased awareness of colleagues’ interests, enthusiasms, and areas of expertise • Several well-articulated proposals that link curricula across programs • Improved language assessment practices • Curriculum design that implements teacher training across programs • Formal assessment and optimization plans for all non-degree programs • Well-researched understanding of market forces that impact program planning and development for meaningful student experiences and employment • Collaborative interactions and information sharing with ACSS

  12. Desired Outcomes: Academic Year 2009-10 Advising, Career and Student Services • Implementation of Advising 2.0: advising blogs, podcasts, and e-file for each student • Advising syllabus with degree/track specific outcomes • Centralized career resources and data • Staff of cross-trained advising generalists and specialists • Ability for students to make online advising appointments • Peer to Peer Mentoring Program • Alumni Mentoring Program

  13. Desired Outcomes: Academic Year 2009-10 Running ‘One MIIS’ • Side-by-Side Analysis and Recommendations: current practices; required changes for Fall 2009; changes for June 2010; and allocation of roles and responsibilities

  14. Desired Outcomes: Academic Year 2009-10 Running ‘One MIIS’ (cont’d) • Side-by-Side Analysis and Recommendations: current practices; required changes for Fall 2009; changes for June 2010; and allocation of roles and responsibilities 14

  15. Planning Process and Structure

  16. Planning Process and Structure Four groups will be formed to guide the process Council of Program Chairs for GSIPM, chaired by Dean-designate Yuwei Shi; its work will involve broad consultation with all stakeholders in the curriculum development process Council of Program Chairs for GSTILE, chaired by Dean-designate Renee Jourdenais; Dean Jourdenais will issue a call for curricular ideas, and faculty and staff will be invited to volunteer for smaller ides-development sub-groups Task Force for Advising, Career and Student Services, appointed and chaired by Dean-designate Tate Miller, with representation from students, faculty and staff, and input sought from the entire community via a public wiki A Reorganization Working Group of volunteers, open to all areas of the community and chaired by Amy McGill, Executive Director for Planning and Special Projects, to analyze and make recommendations on organizational and infrastructural issues regarding the reorganization to two schools, and in the transition to full integration with Middlebury in 2010 Amy Sands, MIIS Provost, will have oversight responsibilities over reorganization activities

  17. Planning Process and Structure GSIPM • Form the Council of Program Chairs as the primary entity responsible for curriculum and program planning and change • Create liaisons with Advising (participating in the Advising Task Force) and Faculty Senate to collaborate on curriculum, program and organizational changes • Develop draft guidelines for innovative proposals for new courses, curricula and programs • Finalize the guidelines through discussions among all stakeholders within MIIS • Implement, review and modify the guidelines by end of Academic Year 2009-10

  18. Planning Process and Structure GSTILE • Initiate community building activities (ALL ideas welcome) • Program Chairs identify/seek one or two faculty/staff who would be interested in participating in each of the above-mentioned endeavors (themselves included) • Small teams explore possibilities, reporting back to colleagues and Program Chairs for feedback during monthly meetings • Program Chairs and Dean examine feasibility of endeavors • Implement ideas • Form new groups as new ideas are generated… repeat process 

  19. Planning Process and Structure Advising, Career and Student Services • Establish 8-12 person Task Force of faculty, students, and staff • Meet every two weeks to develop one year advising plan based upon retreat takeaways, desired outcomes and goals • Task Force will use advising planning wiki (already in place) for Institute-wide input and formally liaise with Program Chairs, Provost, Student Council and others • Task force hands off final approved plan for implementation • Dean of Advising, Career and Student Services posts monthly progress reports on advising blog, and reports to Task Force and Provost • Task Force monitors, evaluates and adjusts plan for one year

  20. Planning Process and Structure Running ‘One MIIS’ • Issue call for volunteers to establish working group for infrastructure issues: ideally includes representation from admissions, registrar’s office, business office, advancement, HR, IT, TLC, and innovations incubator, plus interested faculty and students • Assign appropriate functions to the working group to achieve side-by-side analysis and develop reorganization implementation plan (see next slide) • Develop focused sub-groups as appropriate • Assign appropriate functions to other MIIS groups: Faculty Senate and faculty committees; Advising Task Force; GSIPM and GSTILE Councils of Program Chairs (see next slide) • Conduct analysis in consultation with other groups, as required • Each group issues a report and recommendations to academic leadership by August 15, 2009

  21. Planning Process and Structure Running ‘One MIIS’ (cont’d)

  22. Timeline and Milestones

  23. Timeline and Milestones GSIPM • Establishment of the Council of Program Chairs (and liaisons) • Draft of guidelines for curricula change available for discussion • Finalization of the guidelines • Introduction of new course, curriculum or program • Review of new offerings and the guidelines Apr 2009 Jul 2009 Sep 2009 Oct 2009 Feb – May 2010

  24. Timeline and Milestones GSTILE • “Coffee with Colleagues”* • Shared meetings • Identification/self-selection of faculty and staff groups • Feasibility studies • Implementation Starting Now Starting Now Aug 2009 Fall 2009/Spring 2010 As ideas are ready Fall 2009/Spring 2010

  25. Timeline and Milestones Advising, Career and Student Services • Advising blog goes live • Grand Opening:Center for Advising & Career Services • One year plan completed • Individual advising E-file Advising syllabus for each degree Ten additional career advising podcasts • Non-credit five week career course for all new students + advising portal on new MIIS website • Peer to Peer Advising and Mentoring Program • Institute-wide career fair Apr 15, 2009 May 1, 2009 May 15, 2009 Aug 15, 2009 Sep 1, 2009 Feb 1, 2010 Mar 31, 2010

  26. Timeline and Milestones Running ‘One MIIS’ • Working group formed • Issues assigned to working group, Advising Task force, Faculty senate and committees, and Councils of program chairs for analysis and recommendations • Analysis and recommendations completed April 1, 2009 April 1, 2009 August 15, 2009