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College of Design Operations Redesign

College of Design Operations Redesign. August 13, 2013. The case for Operations redesign. Meet growing and changing needs of faculty and staff Accommodate new programs and initiatives Accommodate ebbs and flows of enrollment and support needs

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College of Design Operations Redesign

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  1. College of Design Operations Redesign August 13, 2013

  2. The case for Operations redesign • Meet growing and changing needs of faculty and staff • Accommodate new programs and initiatives • Accommodate ebbs and flows of enrollment and support needs • Respond to Eric Kaler’s call for operational excellence • Control our own destiny

  3. This is how we are structured….

  4. But this is how we work……

  5. Our approach The “yet to be written” manual *collective plan *no predetermined outcome *messy, but flexible The “how to” manual *predetermined plan *predetermined outcome *clear, but rigid

  6. Goal of CDES Ops Redesign is to… • By October 1, CDES Operations will have defined our new organizational structure, culture and work processes that enable CDES to meet its vision of an integrated, flexible and student centered College. • Based on an Appreciative foundation, we will apply Design Thinking to the work that we do and how we do it.

  7. Discovery of what works well Implementation of the proposed design around what works Envisioning what would work well in the future Plan & prioritize processes that would work well

  8. Design Thinking mindsets • Embracing diversity in all forms • Radical collaboration • Making things visible • Working with empathy for the user • Having creative confidence • Having a bias for action • Being open to failing forward • Committing to iterative action

  9. Key milestone dates • Discovery April/May • Determine the best of “what is” • Culture, outcomes and workflows • Dream June/July • Determine what “could be” • Culture, outcomes and workflows • Design August/September • Plan and prioritize what will work well • Destiny October • Prepare to “Go Live”

  10. Workflow process teams • Hiring and assigning graduate students • Faculty support • Curriculum management • Supporting and promoting research and outreach • Student communication • Supporting and integrating new interdisciplinary initiatives

  11. From the perspective of… Students Faculty Staff Alumni

  12. Teams in action

  13. Teams in action

  14. Teams in action

  15. Hiring and Assigning Graduate Students Team Leaders: Martha McDonell and Carrie Vigen Team Members: Melodie Bard, Nancy Galas, Katie Leonard, and TishaVanHaaften

  16. What We Did… • Discovery Phase • Department Hiring Authority Survey • Current CDes Graduate Student TA/RA Survey • Process Mapping

  17. What We Did… • Dream Phase • Asked departments for more information about current application/hiring processes/templates • Brainstormed/Big Picture Metaphor: “Open Picnic Grounds” • ALL CDes graduate students have access to information/hiring processes for ALL CDes graduate TA/RA positions, including development of Interdisciplinary TA/RA opportunities

  18. What We Did… • Dream Phase (continued) • Modified current process map to suggest three new paths/options (see website): • 1.) Small: Each department communicates their TA/RA openings to all their students (more transparency) • 2.) Creative: In addition to above, add college-wide Interdisciplinary TA/RA opportunities (open to all CDes students) • 3.) Overhaul: Complete merger/centralization of process to a college-wide assignment/hiring process with a hiring committee, includes communication of all positions and addition of Interdisciplinary opportunities

  19. Design Challenge • 1.) Increased transparency/ communication/access regarding available CDes graduate TA/RA positions (within the departments and/or college-wide) • 2.) Addition of Interdisciplinary TA/RA opportunities, open to all CDes graduate students

  20. Design Prototype Photo • “Central Broadcast Tower”

  21. What we learned & what surprised us • Based on survey results, our current processes are working well, from the prospective of both current graduate student TA/RA and the department hiring authorities • Suggestions by Interdisciplinary Process Team could naturally lead to Interdisciplinary TA/RA opportunities (college-wide intro drawing course)

  22. Challenges and Concerns • Do departments want/are they willing to allow as much transparency as the students want? • What/where/how is the best way to introduce an Interdisciplinary TA/RA opportunity? • How would Interdisciplinary TA/RA positions be funded (to allow for cross department cost-sharing; college fund)?

  23. Questions?

  24. Faculty Support Team Leaders: Warren Bruland & Constance Severson Team Members: Michelle Belmont, CorrieBozung, Ebony Chunn, Sara Grothe, Kathy Guiney, Clay Kimber, Ella Stallings, Julieann Swanson, Tim Walters

  25. What we did… Discovery • We found that “Faculty Support” is very broad and hard to define. • We re-named the group “Faculty Teaching Support.” • Improving Communication is key. • Faculty Surveys were conducted.

  26. Dream Improve communication by reducing hierarchy between employment groups

  27. Design Phase • Informational meeting for all staff and faculty at the beginning of the school year to promote best practices. • New employee orientation at the College/Department level. • Move everyone to Universal use of google calendar

  28. Design Phase • Information Meeting at the beginning of the school year for all staff and faculty to promote best practices throughout the college. CDes Presenters: IT, Finance, HR, ER Academic Resources • Dept. Breakout Sessions • Arch/LA/DHA • Specific Issues If necessary

  29. Design Phase Information Meeting • University • CDes (all employees meet together) • IT • Finance • Academic resources, etc. • Departments (breakout sessions) • Teaching Specific • Moodle • Classroom/resource scheduling • Grades • Website, etc. • Programs (if necessary)

  30. Design Phase New Employee Orientation • Broader Issues related to University Employment. • One-time only at beginning of employment. • Not teaching Specific. Includes policies and procedures specific to CDes and Departments

  31. Design Phase Universal use of Google calendar

  32. Photo of Design Prototype

  33. What we learned & what surprised us • Many of the groups dreams/challenges were similar to ours. • Better Communication became the central theme. • People seem to be interested in getting to know others in the College in more social settings. • Being housed in the same building or at least on the same campus is still an important goal.

  34. Challenges & Concerns • Faculty buy-in. • Top down support will be necessary. • Important to keep the momentum of this process going among staff. • Working with talented diverse personalities can be challenging.

  35. Questions?

  36. Supporting and Integrating New Interdisciplinary Initiatives Team Leaders: Stephanie Dilworth and Lin Nelson-Mayson Team Members: Tara Faricy, Cheryl Johnson, Holley Locher, Lucy Reile, Theresa Tichich, Inga Theissen, Amanda Underwood, Gayle Whitney

  37. What we did…Discovery The Interdisciplinary Team developed two surveys on existing interdisciplinary activities – one for faculty/staff and one for students. Student Survey (15 UG + 16 G respondents) Definition • Interdisciplinary activities are a broad, flexible view of learning • More than one CDes program involved • More than one college involved • Class not in student’s home program • Outside of classroom experience • Organized student groups • UROP or study abroad experiences

  38. What we did…Discovery Key Findings • Respondents want more class time with students of other majors (in CDes and other colleges) • Minors are seen as adding interdisciplinary content • Independent experiences can prepare for interdisciplinary activities • Interdisciplinary activities are available primarily by taking classes outside of CDes • Interdisciplinary experiences are self-initiated, not promoted by faculty Comments • I'm excited to have other opportunities to learn in interdisciplinary courses and opportunities. Even if this survey doesn't result in any changes to offered courses, I will continue like I always have; enjoying the vast opportunity nestled in a big university. (UG) • We often hear the college talk about how important interdisciplinary work is to our field so it would be awesome if the studios or other classes could actually incorporate that into the curriculum. (UG) • Most interdisciplinary opportunities are self-initiated by students with their electives. (G)

  39. What we did…Discovery Faculty & Staff Survey (49 respondents) Definition • Interdisciplinary activities explore common connections • Co-teaching with faculty from multiple CDes departments or multiple colleges • Research with faculty from multiple CDes departments or multiple colleges • Research with faculty from other academic institutions • Involved with community organizations

  40. What we did…Discovery Key Findings • Responses covered the full spectrum from involved to not involved; supported to not supported • Programs are not constructed to facilitate interdisciplinary activities • A high number of respondents (41 of 49) self-identified as involved in interdisciplinary activities • Respondents report being positively involved in interdisciplinary activities Comments • I feel that I do not know a lot about the interdisciplinary work done in CDes. Many times I feel alone in that sense. We could be doing a better job starting dialogues around this uses and spreading awareness around all that is done. (faculty) • I think design is increasingly viewed as a useful and important partner by other non-design fields, and design – with its lateral way of thinking and working – is inherently interdisciplinary in nature. We should be good at this. (admin/faculty)

  41. What we did…Discovery Conclusions • CDes sends a stronger message of interdisciplinary activities within the college than students discover • The majority of respondents want more interdisciplinary opportunities • Students outside of CDes see CDes courses as interdisciplinary • Start with existing CDes programs to increase interdisciplinary activities within the college

  42. Dream Phase The team focused attention on Interdisciplinary Curriculum and Extra Curricular Opportunities Why is this important? • Give our students a well-rounded design education • Make our program unique • Bring in more students

  43. Scenario 1 • Design Major • Creating a Major that combines elements from all the disciplines • Design Challenges: • Do employers want this? • Do students want this? • Would students be marketable? • Is this change too high level? • Faculty buy-in • Accreditation & licensing • Finding content • Developing new classes • Will this bring in money from outside the college? • Time frame - at least 4 years out • Scenario 2 • Joint Foundational Courses • Get rid of multiple intro courses that cover the same material • Design challenges: • Making sure it meets program requirements for all disciplines • Don’t want to add to students cost or workload • Territoriality between faculty • How will money be split among departments • Do we already have overlapping content? • What courses should we require? • Required social event (like a research slam)? • Community-based project • Study Abroad programs • Location - both Rapson & McNeal? • Scenario 3 • External Co-Courses • Develop courses with other colleges that relate to real-world work • Design Challenges: • Funding across colleges (tuition split) • Meets program requirements for all disciplines • Don’t want to add to students cost or workload • Territoriality

  44. Design Challenge How might we go about opening a program to other disciplines? • The team proposed the development of a professional design major that would complement the academic programs by adding leadership and entrepreneurial content necessary for a student to achieve success.

  45. Photo of Design Prototype

  46. What we learned &what surprised us • Faculty and students see interdisciplinary activities differently. Faculty members see interdisciplinary activities as those that explore common connections across departments, colleges, community organizations, or other academic institutions. • Students see interdisciplinary activities as a broad, flexible way of learning that includes more than one CDes program or college, a class not in the student’s home program, or activities outside the classroom

  47. Challenges & concerns The direction that the dream and design phases took us resulted in an academic decision that could only be addressed by the faculty, so was not an appropriate solution to supporting interdisciplinary activities. However, returning to the responses received in our original survey, we recognized that there were two misperceptions were uncovered and a possible direction suggested: • That the importance of interdisciplinarity was part of the CDes mission/vision/values statements. • That, even with the two definitions of interdisciplinarity, it was unclear to both sets of stakeholders what was actually taking place and what opportunities existed to participate. The resulting proposal for Supporting and Integrating New Interdisciplinary Initiatives is to name, acknowledge, and celebrate interdisciplinary activities. Identifying activities, classes, research, and events as interdisciplinary activities draws attention to the partnerships involved and to the richness of CDes’ encouragement for this type of experience. By their nature, interdisciplinary activities are hard to classify. Identifying this wealth of experiences as interdisciplinary allows the college and community to view them as contributing to diverse and innovative learning and service.

  48. Making Connections/Sharing Experiences Perception of Interdisciplinary Activities • IMPORTANT TO THE COLLEGE (yes) • STATED IN THE COLLEGE MISSION (no) • VERY LITTLE TO NOTHING IS HAPPENING (actually, quite a lot is!) PROPOSAL • IDENTIFY WHAT ARE WE CURRENTLY DOING <===> WHAT IS ITS RELATIONSHIP TO OUR COLLEGE MISSION/VISION • CALL OUT AND PROMOTE (COMMUNICATE) <===> NAMING+ACKNOWLEDGEMENT = VALUE ISSSUES • DIFFERING DEFINITIONS – IS THERE A NEED TO SPECIFY WHAT IS Interdisciplinary OR DOES A “BIG TENT” APPROACH ACKNOWLEDGE THE VARIETY OF THESE ACTIVITIES? • SUCCESS - HOW DO WE KNOW WE HAVE SUCEEDED? WHAT IS MEASURED?

  49. Questions?

  50. Team Leaders: Joline Brink and Terry Rafferty Team Members: Wanda Loerch, Jennifer Peterson, Matt Thoen, Chris Schlichting, Jeanne Schacht, Mary Vincent Franco, Lori Swenson, Peter Crandall, Katrina Thompson Student Communications

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