READY FOR THE FUTURE Scenario Planning | July 2016
TA B L E O F C O N T E N T S Our Mission
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Who We Are
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Our Process
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Forces Driving Educational Changes
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Our Future Directions
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I. Lead in Scholarship, Discovery, and Innovation II. Ensure the Rigor and Relevance of Academic Programs III. Enhance the Quality of the Student Experience IV. Promote Excellence through Access and Equity V. Cultivate New Resources and Employ Them Strategically
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Actions and Goals
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Our Community
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Our Mission LEAD in research on critical issues in education, such as equity and educational opportunity, and technological advances in teaching and learning.
INNOVATE in the preparation of teachers, preschool through secondary education, by inventing and deploying the latest advances in educational research; and prepare leaders at the doctoral level who will assume positions as faculty at other universities, as school administrators, and policy makers at the state and federal level.
SERVE the State of Illinois and the nation through our continuing professional development program for educators, including the development of alternative certification programs, and through outreach to P-12 schools, state government, community colleges, communities, and private companies.
PREPARE students with deep content knowledge, critical thinking and problem-solving skills as well as intercultural sensibilities that equip them to be productive members of society.
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WHO WE ARE
OUR PROGRAMS AND PEOPLE The College of Education at the University of Illinois, Urbana-Champaign represents an enduring investment on the part of the citizens of Illinois to create opportunity and pathways for all of its citizens. The rationale for that investment dates to the efforts of federal and state governments to integrate education, research, and engagement into the philosophy and mission of the land grant university through a series of Acts that spanned the eighty-year period prior to the start of the Civil War and ending with the start of WWI. In 1868, in its First Annual Report, the Illinois Board of Trustees
Our College has since developed an iconic reputation as a site of
characterized the aim of the university in language that still
innovation and breakthroughs in teaching and learning across the life
resonates today:
span. Its uniqueness rests in its capacity to be continually ‘new’ and
The hope of the Trustees and Faculty is that the Institution will produce scholars of sound learning, but also of practical sense and skill — [people] abreast with their times — ...able and willing to lend
relevant in theory and in practice, always technologically savvy and addressing diversity, both demographic and intellectual. In the 21st century, education is not exclusive to traditional schools and permeates
a helping hand in all the great practical enterprises of this most
virtually all aspects of human endeavor. Education not only serves as
practical age; and to be leaders, if need be, in those mighty... interests
preparation for life and work, but also promotes lifespan health. The
on which the social well-being and civilization of our country so
College embraces the view that education is life-wide and life-long.
much depend. It is also their aim and hope that the University shall contribute to the increase and diffusion of real science, and especially
Anchored in our rich history of, and current endeavors in, serving the
of that science which bears upon and promotes the useful arts.
public good with “science which bears upon and promotes the useful
The idea that the University would serve the public good via the preparation of educators did not, of course, originate with the founding of the University in the wake of the Morrill Act. “Normal schools,” created to train teachers, were already in existence by the late 1850’s. The University took an importantly different path in reinterpreting this idea such that educational practices should be based in “science, and especially of that science which bears upon and promotes the useful arts.” The University of Illinois’ investment in education started with the first professor of pedagogy in 1890. Fifteen years later in 1905, that investment was directed at the formal creation of the School of Education in the College of Liberal Arts with the mission to prepare high school teachers, “supervisors of special subjects,” and school superintendents. In 1918, the College of Education was formally created as one of the first pioneering research-intensive colleges of education in the country.
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arts,” the College of Education reaffirms its commitment to research in the service of its local, state, national, and international communities. We do so by charting a course for its future that is responsive to the current and emerging challenges faced in our society. We take these challenges as signposts—technology, demographic change, environmental stressors, and economic inequality—that compel us to address the future with a sense of urgency and clarity. Using our established status as a leader in teaching and learning, we provide solutions to the everyday practical challenges we face in our communities. The quality, agility and responsiveness that marks our illustrious inheritance remains the hallmark of the way we address the great social challenges of our times and actively seek to shape the education. Our actions are anchored in a strong legacy of excellence and we are ready for the future.
Education Academic Analytics Productivity Radar 2015 National Median
Books
Articles
Citation
Awards
Grants
Total Grant Dollars Number of Faculty Members with a Grant
Total Number of Books 100
90
80
Dollars per Grant
Percentage of Faculty with a Book Publication Book Publications per Faculty Number of Faculty Members Who Have Published a Book
70
Grants Dollars per Faculty Member
60
Total Awards
50
40
Grants per Faculty Member
Awards per Faculty Member
30
20
Percentage of Faculty with a Grant
Number of Faculty Members with
10
0
Percentage of Faculty with an Award
Total Number of Grants
Articles per Author
Total Citations
Percentage of Faculty with a Citation
Number of Faculty with an Article Articles per Faculty Member
Citations per Faculty Member
Percentage of Faculty with an Article Total Articles
Citations per Publication Percentage of Authors
Number of Faculty Members with a Citation
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OUR PROCESS
GETTING AHEAD OF THE CURVE
We addressed two core questions:
To prepare for the future, the College community began a process of scenario planning in the Fall of 2013, which culminated with a faculty
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What will a pre-eminent College of Education look like in a top-tier land grant university?
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What are the most effective and efficient ways to organize the College to serve its public missions of research, teaching, and scholarship?
meeting in May 2015. This endeavor involved a series of conversations with the faculty and staff organized around issues and circumstances that are likely to shape both the future of public higher education in general, and the role of colleges of education within universities in particular. Scenarios that took into account these forces of change were developed and served as the basis for further conversations at the department level as well as across the College about the future direction of the College.
The purpose of the exercise was to consider how we Launch
would prepare for—and respond to—these forces. while the current context requires an approach that is dynamic, responsive, and nimble. The process was designed by the elected faculty of the College Executive Committee (CEC), and was formally launched at a half-day College retreat
CONTEXT
Change in institutional culture tends to be sluggish,
• Introduction to Scenario Planning • Discuss challenges, aspirations, and trends • CEC Panel • Five Forces • Speed Dialogue
Scenario Preparation • Scenario themes developed by CEC • Develop workgroup work framework • Determine membership of workgroups based on themes? • Fact sheet (labor statistics, demographics, and econ forecast) • Synthesize information from launch
in March 2014. At this meeting, faculty and staff were introduced to the concept and advantages of a scenario-based approach (see box), and
What
3 hrs., ACES Library
agreement was made to structure the discussion around the five forces
When
March 11, 2014
April to May 8
Facilitator
Bill Trent and Bob Husband
Bob Husband and CEC
Email, blog
Email, blog
shaping change; technological innovation, contested political landscape, demographic shifts, environmental stressors, and economic pressures. Relevant data and readings were provided, and five collaborative
Communication
develop a potential scenarios. The scenarios were discussed in each of the departments and administrative units in the Fall 2014 semester, then at a faculty meeting in December 2014, the scenarios, signposts, opportunities, and risks were discussed. In 2015, CEC developed a flexible plan that incorporated the work of the faculty, and actions and metrics have been identified to assist the College in planning into the future.
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PURPOSE & DELIVERALBES
faculty workgroups met over the summer and Fall 2014 semester to •P resent to faculty at May 8 Faculty Meeting • Workgroup membership • Scenario themes
WHY A SCENARIOB A S E D A P P R OAC H ? Scenarios have three features that make them a powerful tool for understanding uncertainty and doing strategic planning in uncertain times.
Framing Conditions/Process Aspirations 1. Process needs to: a. Be intentional, transparent, recursive, and imaginative b. Build community and commitment to the intellectual life of the college c. Create shared/joint responsibility for the future of the college 2. Discuss the nature and value of being a comprehensive college of education, and our capacity to sustain our comprehensiveness 3. Drive discussion between short and long terms 4. Explore assumptions about our future 5. Invigorate an engaged learning and leadership community Collaborative Workgroups
Socializing Scenarios
• Workgroups meet to develop scenarios • Four to six scenarios created • P rovide each group with process and structure
• Joint CEC/CoDEMeeting (10/28/14) • Vetting through departments • Communicate scenarios virtually for non-departmental based discussions • CEC to attenddepartmental meetings
Collaborative Workgroups
Scenarios expand thinking People think more broadly if they develop a range of possible outcomes, each backed by the sequence of events that would lead to them. The exercise is valuable because of a human quirk that leads us to expect that the future will resemble the past and that change will occur gradually. By demonstrating how—and why—things could quickly change for the better or worse, we increase our readiness for the range of possibilities the future may hold.
Faculty Retreat • Presentation and discussion of departmental responses to the scenarios • Inform College about how to make us ready/ act strategically into the future • Consider and manage the opportunities and risks of each scenario
Faculty Retreat
May 9 to September 30
September 30 to November 30
December 2014
Bob Husband and CEC
Bob Husband, CoDE and CEC
Bob Husband, CoDE and CEC
Email, blog
Email, blog, faculty meetings
Email, blog
•F inalized version of scenarios based on themes • 1-4 page scenario • Scenarios due 10/21/14
•P reparation of potential departmental responses to each of the scenarios
• Build strategies around agreed upon scenarios to think about alternatives • Pursue a collective vision of the implications of each scenario • Identify and catalog critical “sign posts” from each scenario • Develop a flexible strategic planning document which incorporates “sign posts”
Scenarios uncover inevitable or near-inevitable futures As the analysis underlying each scenario proceeds, powerful drivers of change are identified. These drivers are often a consequence of events that have already happened, or of trends that are well developed, such as demographic and economic trends, and result in varying outcomes such as economic action and reaction, the reversal of unsustainable trends, and scheduled events (which may be beyond the typical planning horizon). Scenarios protect against ‘groupthink’ and allow people to challenge conventional wisdom The power structures within institutions have the potential to inhibit the free flow of dialogue. People in meetings can sometimes agree with whatever the opinion leaders in the room say. Scenarios allow groups to break out of this trap by providing a political “safe haven” for contrarian thinking.
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FORCES DRIVING CHANGE In planning for the future, we began to think more carefully about how we would position ourselves to navigate in uncertain territory, take advantage of as yet unforeseen opportunities, and enhance our standing as a major player among our competitor colleges and schools of education. To begin this process, the faculty explored and articulated the forces driving change in five critical areas.
Technological Innovation
Contested Political Landscape
The breathtaking pace at which technologies are
A robust political concern for educational accountability
transforming education persists. Different modalities
persists, manifested in renewed efforts to measure the
of communication, e-books and interactive textbooks,
outcomes and added value of higher education, the
web-based research, and assistive technologies
performance of public school teachers, and the academic
continue to challenge traditional ideas about the
successes and failures of public schools. Tensions continue
content, timing, and forms of teaching and learning.
to swirl around the value of a strong commitment to public education in the face of a market-driven charter school movement. Controversy persists in discussion of the best venues and means for preparing public school teachers.
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Demographic Shifts
Economic Pressures
Sustainable Future
By 2043 the majority of residents in the U.S.
The State of Illinois for the foreseeable future is in
Questions about how to create pathways for a
will be diverse. The traditional college student—
relatively dire financial condition and thus continues
sustainable future continue to be asked – one in
young, white, wealthy—is a shrinking population.
to reduce investment in higher education. These
which individuals can pursue meaningful work
The majority of students entering college are
reductions result in significant pressure on the cost
and realize their full potential as human beings;
female, with significantly increasing numbers of
of and accessibility to public higher education.
one in which vibrant communities celebrate
LGBTQ, older, and international students in the
Competition for federal research dollars increases
cultural diversity; citizens willing and able to
undergraduate population. Significant disparities
as more and more universities are encouraged to
participate in shared governance; and one in
in educational access and achievement by race and
replace state dollars with other sources of revenue.
which the physical world is protected from
ethnic group continue to exist and are becoming
As public universities turn to online education
environmental degradation, pollution, and waste.
even greater. Population aging increases the
as a new revenue stream at both undergraduate
Calls continue for higher education to address
importance of lifelong education for health, and
and especially master’s levels, they face stiff
these matters by becoming more interdisciplinary
engagement with work and civic participation.
competition from better financed ventures in private
in its research orientation; by redesigning the
institutions of higher education and less expensive
way it educates professionals to serve the public
alternatives in for-profit online universities.
good; and by integrating teaching, research, and service within local and regional communities to promote a healthier, better educated, socially active, and economically secure democracy.
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OUR FUTURE DIRECTIONS interests of the local and global community, we
I. Lead in Scholarship, Discovery, and Innovation
remain relevant by attending to the five forces, so that we continue to evolve and refocus as needed. Transformative change does not happen in an instant.
II. Ensure the Rigor and Relevance of Academic Programs
As a College, we persevere in the discovery of how to improve learning in challenging educational situations. Since our founding, we have a distinguished history
III. Enhance the Quality of the Student Experience
of making repeated breakthroughs in educational thinking and practice. We understand that our mission is not only about excellence or doing regular
IV. Promote Excellence through Access and Equity V. Cultivate New Resources and Employ Them Strategically
things well. It is about doing things in imaginatively different ways. Our iconic reputation for producing scholarship that transforms the nature and the content of education means that we impact economic, social, and technological changes. The scholarship we produce addresses today’s priorities—understanding the behavioral dimensions of performance and learning, harnessing new technologies for uniquely
Our College addresses the large, practical challenges
educational purposes, realizing in practice the
faced in education today. Every generation faces
responsibility to children of diverse backgrounds, and
new societal problems that invariably reverberate
having a credible impact on public policy. Each of our
through the lives of learners and their teachers. As
graduates participates in that legacy as they join our
an academic unit at one of the first public land-grant
accomplished alumni and become the next generation
universities established in 1867, our faculty have long
of teachers, professors, researchers, superintendents,
understood that you can only make a difference in the
and policy makers.
wider society if you can truly transform learners from all backgrounds and learning environments and do so in a way that engages constructively with the most critical challenges facing a democratic, pluralistic society. In order to meet the changing needs and
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I. Lead in Scholarship, Discovery, and Innovation Lead in basic, applied, translational, and policy research surrounding education in its many contexts throughout the lifespan. We are committed to a strong faculty; a culture that embraces curiosity, collaboration, and interdisciplinarity; and institutional structures that foster discovery and innovation.
1. G row, sustain, and reward faculty whose work embodies discovery and innovation in educational scholarship and the learning sciences, and their application to transform educational policy and practice.
oncentrate resources so as to promote problemC focused, collaborative research with the aim to better align research foci with academic programming.
• Develop a focus in a small set of high-profile, high-yield areas. • Continue with strong support of our current areas of excellence.
• Recruit and hire so as to build research capacity on concentrated areas of strategic importance.
• Recruit and retain faculty who by both training and inclination are interested in and capable of developing working relationships with colleagues outside of the College on research and scholarly undertakings.
3. C reate a context for translation, application, and impact.
• Build faculty development programs to enhance engagement in research in areas of strategic importance, and to build capacity to attract external funding.
• Incentivize and provide support for the development of large-scale grant applications (e.g., training grants, center grants).
• Incentivize and provide support for activities to promote the development of cross-campus, interdisciplinary collaborations.
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• Promote innovation in the science of teaching and learning and its translation to educational practice.
• Build more extensive relationships with Illinois schools and colleges.
• Enhance research opportunities locally, nationally, and globally for publically engaged scholarship.
OUR PROGRESS The Illinois Learning Sciences Design
The MFLN works to increase the availability
Initiative (ILSDI), housed in the College
of research- and evidence-based educational
of Education, is facilitating a campus-
resources to connect with and educate
wide cutting-edge, cross-disciplinary
military family service professionals who
research initiative organized around
serve military families and communities.
three grand challenges: (1) developing
Their work focuses specifically on
scientific understanding of learning to
enhancing the capacity of professionals
support transformative learning tools and
who deal with young children in military
environment design and development;
families and children who are at risk for
(2) designing and evaluating 21st century
disabilities and developmental delays.
physical, digital, and/or hybrid learning tools and environments; and (3) curating
Cognitive science faculty in educational
and analyzing big data to develop
psychology are Beckman Institute faculty,
personalized learning environments.
collaborating with fellow researchers to research learning processes across the
The ILSDI has already rolled out two rounds
lifespan, from infants through older adults.
of competitive seed grant funds — which were contributed by Colleges of Engineering
As part of the Family Life Project, one
and Education, Graduate School of Library
faculty member
and Information Science, Beckman Institute,
reported that children from chaotic
National Center for Supercomputing
homes who spent more time in child
Applications, and the Vice Chancellor for
care during infancy and early childhood
Research—to support project development
experience better cognitive, emotional,
to pursue competitive large-scale external
and social development than peers from
funding. College faculty will engage
similar home environments. At the other
increasingly in inter-and trans-disciplinary
end of the age spectrum, the Senior
teams across campus to foster cutting-edge
Odyssey program evaluates the benefits
technological innovation in learning. Faculty
of team-based creative problem-solving
and doctoral students in Special Education
activities on the intellectual engagement
are collaborating with colleagues in the
and cognition of adults over 60.
College of Applied Health Sciences and the University of Nebraska on a grant working with the Military Families Learning Network. E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
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II. Ensure the Rigor and Relevance of Academic Programs Continuously refine undergraduate and graduate programs to ensure that they reflect state-of-the-art thinking in the disciplines and prepare students to be educational leaders in the shifting marketplace of opportunities and ideas.
3. Promote and invest in graduate programs that are responsive to contemporary challenges.
• Develop resources to ensure competitive financial-support packages for doctoral recruits.
• Attract and support excellent doctoral students.
• Ensure proper program size, faculty-student ratio, and time-to-degree.
• Expand online program offerings and enrollments.
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• Refine programs in light of hiring trends and developments in educational research, policy, and practice.
• Enhance undergraduate students’ engagement with the diverse scholarship of faculty.
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Expand undergraduate student recruitment.
Further develop summer course offerings.
4. Continue to invest in faculty development experiences around:
romote and invest in newly designed P undergraduate academic programs.
• Build enrollment in the new Learning and Education Studies major.
•
Mentoring of students.
•
Use of technology in teaching.
• Pioneer models of seamless and continuous teacher education and professional development.
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Connecting research with practice.
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1. Optimize the balance between undergraduate and graduate programs for sustainability and growth.
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OUR PROGRESS The innovative Learning and Education
transformative learning environments.
Studies degree prepares students for
Technology offers many affordances,
high job growth that rely on graduates
supporting knowledge sharing and
with strong grounding in applied learning
collaboration in ways that were not previously
science, educational equality and cultural
possible. If recognized and harnessed,
understanding, digital environments
these affordances will prepare learners
for learning, teaching, and agency, or
for success in a world that is increasingly
workplace training and development.
dominated by digital information flows, and
These four concentrations pull upon deep
effectively use tools for workplaces, public
faculty expertise to engage students
spaces, and personal life interactions.
in interdisciplinary research. Our Bachelor of Science in Middle Grades Education will launch in fall 2016, and prepare educators specifically to meet the needs of young adolescents in grades 5-8 with exposure to appropriate curriculum and practicum experiences, recognizing the unique cognitive growth that occurs at this age. Our teacher licensure programs give students the competitive edge to succeed—100% of our special education and early childhood education majors were employed as educators in 2014-15 and are among the most highly paid. Faculty are currently designing a new online Doctor of Education degree across several concentrations areas; human resource development, global studies in education, diversity and equity in education, and learning design and leadership. This degree aims to prepare students to tackle challenging questions of how to use technology to create more effective, innovative, and at times E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
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III. Enhance the Quality of the Student Experience The student experience in the College of Education is one of intellectual challenge and growth grounded in exposure to cutting-edge disciplinary and interdisciplinary scholarship, engagement in the rigorous examination and critique of competing ideas and in the nurturing of cultural exchange for the benefit of human understanding.
1. Establish and maintain environments that promote learning engagement.
• Create an inclusive environment that privileges diversity, and promotes and supports the success of all learners.
• Internationalize learning experiences and research. • Develop, nurture and maintain robust practical and intellectual relationships with diverse constituencies (in local communities).
• Create spaces with state-of-the-art technology capable of grounding abstract ideas in experiences to promote deep learning.
• Support technology that offers the possibility of augmented interaction between instructors and students.
3. Remain engaged in the careers of educators from their recruitment through retirement.
• Promote curricula that help teachers and student to become agile in the use of technology in diverse contexts.
• Establish early relationships with undergraduate students and maintain throughout career.
• Provide continual opportunities for professional development.
2. Prepare students to live and work in a society that is rich in social and cultural difference while also challenged by persisting problems of inequality.
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• Create flexible spaces that can be adapted according to instructional goals for particular learners.
• Develop courses that engage students in scholarship and processes for responsible social change.
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4. P rovide undergraduate students with research opportunities.
OUR PROGRESS Our redesigned teacher preparation
Our student academic affairs offices and
program incorporates a newly developed
staff have been reconfigured to provide
course called Identity and Difference in
‘one stop shopping’ from prospective
Education, through which students come
student inquiry through graduation, with
to understand the whole child and their
alumni relations and Illinois New Teacher
families, their neighborhoods, and their
Collaborative staff supporting our
communities through community-based
graduates during their early induction years
service learning. The newly designed
while they are in their first teaching job and
Foundations of Education course,
remaining connected throughout their lives.
which is required for all our students, incorporates this field experience and is
The College of Education has a strong
focused on social justice in education.
commitment to prepare globally conscious citizens who are prepared to confront
The O’Leary Learning Center will be
the global challenges of multinational
created in 2016-17 through the collaborative
multicultural classrooms. Through broadly
and creative design process of our faculty,
interactive and culturally immersive study
who will engage in research and teach
abroad programs that expose our students
in newly designed learning spaces using
to classrooms and teaching pedagogies in
technology that reflects a commitment
other parts of the world, we aim to expose
to building teacher expertise in the 21st
all students to international travel supported
century. Innovation in our core activity of
with an automatic $500 scholarship.
teaching can be seen in the considerable efforts we have already made to enhance the classroom experience for our students. The College has now completely remodeled several classrooms oriented towards collaborative work by incorporating cutting edge technology and modern, mobile furniture. Our design efforts have already informed and influenced other classroom remodels and we hope that our experience and knowledge will continue to be utilized and leveraged to improve student learning all over campus. E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
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IV. Promote Excellence through Access and Equity Value and promote access to quality education across the lifespan. We are committed to addressing the root causes of educational disparities and identifying policies and practices that will eliminate these disparities. By harnessing the potential of all youth and emerging adults, we will foster excellence in our schools, colleges, workforces, and among future leaders.
1. Establish strong school, community, and government partnerships to promote student access and equity.
• Develop and implement strategic plan to increase engagement with high need schools in many contexts.
• Work with state officials on major education initiatives around access and equity in the state.
2. Recruit and retain diverse education majors.
• Increase the enrollment of students from underrepresented racial and ethnic backgrounds.
rovide leadership and training to educators P on issues of access and equity in education.
• Develop and deliver training for principals, education leadership, and teachers on topics related to equity in education.
4. Evaluate and disseminate research findings on culturally responsive pedagogy. 5.
reate an inclusive learning and work environment C that celebrates and promotes success.
•
• Create diversity reading or work groups for faculty and graduate students to exchange ideas.
• Establish mentoring program for students whose career goals include promoting educational access and equity.
• Increase the enrollment of students from low-income and/or rural backgrounds.
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Establish regular diversity dialogues.
OUR PROGRESS
The College of Education has invested
Golden Apple Scholars of Illinois is
in three core strategic initiatives with
a scholarship program that identifies
complementary yet distinct foci designed
racially diverse and talented high school
to bolster access to quality education
seniors and first and second-year college
throughout the lifespan and to evaluate
students who have the promise and drive
learning in culturally relevant ways. The
to be excellent teachers in high-need
Center for Education in Small Urban
school districts. Through our successful
Communities works collaboratively
collaboration with Golden Apple, we
with local education agencies to create
recruit, retain, and graduate 87% of
sustainable improvement in education.
Golden Apple scholars at Illinois who will
Every bilingual student in grades 2-5
come teachers in high-need areas.
who is in the SOAR after-school program benefits from over 60 hours of oneon-one tutoring. Our Professional Learning Facilitators take a wholeschool approach to teachers’ professional learning in literacy and mathematics to improve student classroom learning. The Center for Culturally Responsive Evaluation and Assessment impacts educational policymakers through the dissemination of evidence that is methodologically, culturally, and contextually defensible. It focuses on serving and improving the circumstances of people in communities who have traditionally been disenfranchised.
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V. Cultivate New Resources and Employ Them Strategically We are committed to the wise and thoughtful use of our resources in the pursuit of excellence. We adhere to a transparent and democratic process in which sound financial evidence is brought to bear in realizing educational values.
1. Implement our strategic vision for advancement activities.
3. Enhance professional development in technology for faculty, staff, and students.
2.
4. Create structures and processes whereby faculty are encouraged to take shared responsibility for cultivating and managing resources.
Invest strategically in cyber-infrastructure.
Tremendous societal resources are invested in education. Such investment is made with the expectation that education will promote positive development in individuals from infancy through adulthood, and will contribute to the growth and development of a citizenry with the cognitive and socio-emotional skills needed for work, parenting, and civic engagement. We are committed to enhancing effective communication about our history, ongoing research, teaching, and service activities as necessary to fulfill these expectations. We have developed and disseminated a distinctive brand for the College.
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OUR PROGRESS Utilizing Lewis & Burke’s expertise to
programs, and created MOOCs that
strategically build relationships between
are feeder courses for existing online
faculty members and federal sponsors,
programs. We also have undertaken
we have identified and are sending
a large scale online marketing effort,
select faculty to Washington DC to meet
and continue to refine and streamline
with federal agency program officers.
admissions and communication channels for online students.
We have created and presented ongoing financial literacy programs to help faculty understand the context and state of the College and university budgets. In order to increase revenue from online student tuition dollars, we have refined and deployed high demand online
OUR PROFILE AND COMMUNICATIONS 1. Conducted a comprehensive branding
expert response to state budget on
8. Increased the visibility of the activities
and marketing study to identify core
education and services, policy reports
attributes and brand messages.
on standardized assessments.).
2. Developed a cohesive set of College
4. Diversified the use of media (e.g.,
print and electronic collateral (e.g.,
web presence, social media, and
talking points, white paper, policy
partnerships with the local media).
reports) that defines the critical ways
5. Established departmental guidelines
in which the College adds value to
for integrating the communication
the University. Effective student
of the College’s mission and impact
recruitment campaign deployed around
into faculty service expectations.
the “Great Minds Think Illinois” brand,
6. Increased the number of faculty,
of College faculty and students on local, national, and international levels. 9. Promoted College scholarship and its application to educational programs and policy. 10. Highlighted interdisciplinary, crosscampus collaborations, especially those with high impact on the community. 11. Created specific strategies for communication about faculty and
and our Advancement materials have
staff, students, and alumni who
been developed under the “Donors
represent and bring the voice
Open Doors” integrated campaign.
of the College to campus-level
activities to more schools and
conversations and initiatives.
programs within the state.
3. Increased timely communications related to current events that impact education (e.g., faculty
student scholarship and its impact. 12. Increased research and outreach
7. Collaborated with the communication office of other colleges and units. E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
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CONTINUOUS IMPROVEMENT The continued realization of the our five Directions capitalizes on our rich history and strong tradition of scholarship, and enhances the mission of the College while securing its place as a preeminent comprehensive college of education in a top-tier land grant university. Accomplishing these Directions optimizes both the practical and social returns on the State of Illinois’ investments in the College. The practical returns on these investments have been and continue to be a central and well-documented focus of the College. The social returns on these investments have always been a high-value outcome and today command an even greater presence in the work of a College committed to preparing a citizenry “…to be leaders, if need be, in those mighty... interests on which the social well-being and civilization of our country so much depend…”.
Based upon the trajectory of actions taken to date, and the implementation of future actions in the planning stages, metrics will be aligned to reflect our performance indicators in to the future.
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E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
ACTIONS AND GOALS Planning Goals
Actions Accomplished in 2014-2016
Planned Future Actions
I. Lead in Scholarship, Discovery, and Innovation
New Tech Savvy hires
• Grow further, partnerships across campus
• Build Research Capacity in Ed Tech – cluster hires
New Associate Dean for Research and enhanced procedures
• Establish Digital Teaching Learning Research Lab (IDEALL)
White paper & Lightening Symposium, working OVCR
• Increase research activity as measured by grant expenditures
Small grants program to engage interdisciplinary cross campus research and e-learning development
• Establish balanced graduate student recruitment and placement targets
Testing digital learning environments
II. Ensure the Rigor and Relevance of Academic Programs
Completed
• Redesigned undergraduate teacher preparation program
Staff Realigned
All Approvals Obtained Recruitment Campaign
• Digital Ecologies (DELTA) undergraduate & doctoral programs • Refresh undergraduate recruitments targets for diversity, gender, international
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• Invest in tech transfer faculty ideas and activities • Identify cluster hire in big data • Commercialization of IP • Recruit department heads for C&I and SPED • Continue seeking/supporting awards and recognition for faculty
• Lead Campus Learning Sciences Design Lab
• Establish general education undergraduate program and concentrations
• Grow research activity in IDEALL space
E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
• Improve academic programs administrative structure • Participate in national discussion around teacher preparation • Reexamine allocation of resources • Revise and resubmit programs for middle grades and early childhood programs, and secondary minor • Grow LES cohorts
Planning Goals
Actions Accomplished in 2014-2016
Planned Future Actions
III. Enhance the Quality of the Student Experience
New website live
• Complete phase 2 of remodeling efforts in O’Leary Learning Center
• Continue Classroom Remodeling Project • New Web site • Ensure that every undergraduate who shows interest will receive a meaningful research opportunity
Alignment of INTC with Academic Programs Track placement data to ensure relevance of graduates to employers Dean’s Fellow engaged students in community building exercises
• Foster community that allows for inclusivity, informal networks through extracurricular activities
• Showcase classrooms and related research • Enhance placement services and ongoing professional development. • Launch College-level student advisory committee
• Provide international study abroad opportunities
IV. Cultivate New Resources
New director and Staff
• Stronger partnership with local schools
• Continue calibration of the Center for Education in Small Urban Communities to engage with teachers locally and across state
Negotiated collaboration with districts
• Expand reach
Requests from Legislators
• Policy impacts
Recruit minority faculty and grad students across all programs
• Dean’s Fellow to lead initiative focusing on enhancing workplace culture
• Influence public policy on education via Forum on the Future of Public Education • Actively recruit a diverse student body and ensure a diverse faculty who reflect the demographics of our nation
Showcase expertise and disseminate scholarship
V. Cultivate New Resources
Data collection
• Stabilize decline of self-sustaining online programs
Recruitment & marketing campaign
• Enhanced monitoring of program performance metrics • Increase summer offerings
• Enhance marketing
Cultivate international alumnus and study programs
• Bring 2 MOOCS online
Hire new Advancement leader
• Foster submission of large grant proposals to grow centers and other externally funded activities.
Continue to foster support for taking ideas to market/public
• Pursue stretch goals for all program enrollments
• 25 new enrollments target
• Plan to legitimize and stabilize our GRF funding
• Bolster Advancement function E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
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OUR COMMUNITY Fouad Abd El Khalick Kern Alexander Carolyn Anderson James Anderson Laurie Andrews Joyce Atkinson Bernice Barnett Eurydice Bauer Johnell Bentz Daniel Berry Erika Boettcher Jeri Bragg Lesa Brandt Liora Bresler Amanda Brown David Brown Ruth Nicole Brown Kristen Bub Jeffrey Buck Paul Buenting Nicholas Burbules Lynn Burdick Meghan Burke Marcia Burns Rebecca Byrd Yvonne Carey Tatiana Carter Susan Carty Hua-hua Chang
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Kiel Christianson Ann Clare Kalli Clayton Brenda Clevenger Tammy Collins Mark Combs Lawanna Conlee Susan Connor William Cope Myranda Crist Michele Crockett Jennifer Cromley Joseph Cross Robert Croy Denise Davis Sheila Dean Jill DeHart Jennifer Delaney Lisa Denson-Rives Pradeep Dhillon Robyn DiPietro-Wells Adrienne Dixson Kevin Dolan Selena Douglass Mark Dressman Christopher Dunbar Sarah Durst Stacy Dymond Anne Dyson
E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
Michelle Ellis Dorothy Espelage Kelly Fessler Andrea Fierro Susan Fowler Heather Fox Lori Fuller Deborah Fuoss Barbara Geissler Matthew Giani Rebecca Ginsburg Gloriana Gonzalez Rivera Debra Gough Rebecca Grady Jennifer Greene Karen Gschwend Chelsea Guillen Rochelle Gutierrez Cara Gutzmer Donald Hackmann Amy Hager Violet Harris Jack Hehn Linda Herrera Mary Herrmann Christopher Higgins April Hixson Denice Hood Stafford Hood
Wen-Hao Huang Kimberly Hubbard Barbara Hug Mary-Alayne Hughes Andi Irawan Sarah Isaacs Maya Israel Katelyn Jacobs Ronald Jacobs Natasha Jankowski Danielle Johnson Alissa Jones Jeremy Jones Sarah Jones Bryan Jonker Mary Kalantzis Lizbeth Katsinas Julie Kellogg Laura Ketchum Elizabeth Kirchgesner Mitzi Koeberlein Jeffery Kohmstedt Polly Kroha Peter Kuchinke Chad Lane Bernadette Laumann Suzanne Lee Alisha Lewis Jie Li
Cheryl Light Shriner Suzanne Linder Robb Lindgren Kelly Ann Little Wei Liu Yvette Long Deborah Lowe Morgan Christopher Lubienski Sarah Lubienski Reitumetse Mabokela Nancy MacGregor Kari Mahannah Jane Mann Jay Mann Gina Manola Cris Mayo Heather McCambly Sarah McCarthey Cameron McCarthy Kathy McCormick Michael McIntosh Michael McKelvey Sunny McMurry Suzanne McNattin Hedda Meadan-Kaplansky Donna Melzer Emma Mercier Jose Mestre Brent Metcalf
Susan Michaels Elaine Middleton Marcia Miller Meghan Miller Nora Miller Karla Moller Lisa Monda-Amaya Lila Moore Sharon Morrisette Daniel Morrow Luz Murillo Saundra Nettles Helen Neville Suzanne Newman Elizabeth Niswander Salvatore Nudo Eunjung Oh Eric Ohlsson Margery Osborne Michaelene Ostrosky Michael Painter Yoon Pak Luc Paquette Michael Parrish Marilyn Parsons Meghan Peach Victor Perez David Perkins-Pride Michelle Perry
Jena Pfoff Kimberly Pforr Stephanie Pickett Adam Poetzel Menah Pratt-Clarke Jill Rannebarger Stephanie Rayl George Reese Vaskia Reid Joseph Robinson-Cimpian Chris Roegge James Rounds Kathleen Ryan Rosa Santos Gilbertz Jane Schingel Kathryn Schultz Jana Sebestik Jaya Shoffner James Shriner Marcia Siders Benjamin Sims Keena Sims Linda Sloat Patrick Smith Stephanie Smith Christopher Span Kathy Stalter Elizabeth Stine-Morrow Tanya Sutton
Rebecca Swartz Waddah Sweid Dawn Thomas Ryan Thomas Bradley Thompson Liv Thorstensson Davila Jill Tompkins William Trent Barbara Turpin Jill Waller Anjale Welton Arlette Willis Allison Witt Stacey Wombles Christine Wyant Tweety Yates Eboni Zamani-Gallaher Jinming Zhang David Zola
E D U C AT I O N AT I L L I N O I S S C E N A R I O P L A N N I N G
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8.1.2016
College of Education University of Illinois at Urbana-Champaign 1310 S. Sixth Street Champaign, Illinois 61820
education.illinois.edu