Wright State University’s enrollment is expected to hit its lowest point in more than a decade this coming academic year.
WCET’s 6th Leadership Summit engaged institutional leaders in strategic discussions regarding alignment and support of their institution’s human capital and technology investments, and how to develop a content strategy to sustain innovation in teaching and learning. In my opinion, boy was it successful!
This was my very first WCET Leadership Summit, and I thoroughly enjoyed the experience. From the invigorating sessions and outstanding conversations, fun outings complete with concerts or yummy dining options, to the thrillingly active social media backchannel. Today, I’d like to recap the event and bring up some of the topics that I hope will continue to inspire future conversations, project ideas, and events.Hearing from Leaders Who Think about Innovation
The Summit started with Nick White, Director, Competency Based Learning Solutions for Capella University and chair of the WCET Steering Committee, facilitating a panel with Jeff Borden (Chief Innovation Officer, Saint Leo University) and Michelle Weise (Executive Director, Sandbox Collaborative, Southern New Hampshire University) on driving institutional innovation. We learned about what Nick hates when it comes to innovation and the Twitter backchannel fired up rather quickly (and remained very active, check out the Storify). Michelle and Jeff discussed innovations on their campuses: Southern New Hampshire University’s Sandbox Collaborative and Saint Leo University’s Lions SHARE. Both noted that innovation is hard! To encourage innovation, they recommended bringing people on board slowly, raising awareness of innovators in action, and making sure to reward and celebrate failure (meaning, take advantage of failure as a learning opportunity).
Want to experience the magic of that session? Watch the recording of this session.
The breakout sessions this year included presentations and interactive discussions about hiring and cultivating talented employees, designing teaching and learning centers, aligning investments to support student success, educational content strategies, and data analytics. For more information on the presentations and the presenters, please check out the summit agenda.Identify the Talent You Have, What You Need, and Where to Discover Candidates
Lauren Mason Carris -Western Governors University, Pat James -California Communication Colleges Online Education Initiative, Laura Pedrick -UWM Online
The focus on student success was clear during this session, and is accomplished by ensuring we have the right talent on the team and we take the time and the resources to develop that talent.
The presenters opened the session by telling stories about their experiences with talent management and mentoring. They emphasized the creation of a talent focused organization. We must look for opportunities to re-skill or re-motivate (vs. disciplining), model good leadership or work habits, and provide space to our team members to grow. Student success should be the guiding mission for your team. Pat commented that she always makes sure to ask one question when considering new projects, programs or initiatives. Does it support student success? If it doesn’t support student success, why are you doing it?Today’s Learning Design Infrastructure
MJ Bishop -University System of Maryland, Christina Anderson -Wiley Education Services, Jay Hollowell – MaxKnowledge, Inc.
Centers for teaching and learning not only provide development opportunities for faculty, but can enable innovation. The role of these centers is not to fix broken faculty, but to share what’s working to improve student learning.
The learning environment of today is changing from sitting in a seat, listening to select information, to an environment of experiences and unlimited access to information. Today’s learners have more life experience, are more diverse, and are “on” 24/7. How can we prepare to meet the needs of these students?
There are new and emerging faculty roles today as well. They are now planners, preparers, facilitators, coaches, and evaluators. Institutions are reorganizing to better support faculty and students in technology enabled learning initiatives.Aligning Investments to Support Core Functions
Rhonda Blackburn –LoudCloud Systems, Stefanie Crouse -Montgomery County Community College, Paul Thayer -Colorado State University
How do you align your resource investments to ensure you make a difference to student retention and completion?
During the general session, Paul talked about how advising at Colorado State was broken, so they created a new model. CSU created a unified vision connected to student success and made sure they had top level support (five vice presidents) and institution-wide involvement.
Rhonda asked, how do we ensure student success for online students? What services are different for online students and what services the same? Most important, what needs to be improved? Rhonda also provided a wonderful resource with a checklist of student support services, including “ethical services,” which includes academic integrity.
Lastly, we discussed redesigning advising at Montgomery County Community College. Advising had been like urgent care: quick visits with different advisors each time. After the redesign, students were assigned advisors based on their major/program of study. Montgomery adopted a wholistic approach including educational and career planning. They based their model on the SSIPP model for serving students: Sustained, Strategic, Integrated, Proactive, and Personalized – from the Community College Research Center at Teachers College at Columbia University.
I enjoyed their closing activity to determine who would be “at your table” when starting something new on campus. We decided that we need to bring in IT, institutional research, marketing, advising, students, etc. into the room to talk about the problem and brainstorm solutions.Data Security and Privacy and Systems Thinking in Higher Education.
Just before and after lunch we attended general sessions, the first of which focused on tackling the higher education data security and privacy challenge. We were introduced to the topic by John Lopez, WICHE. Sadly, the tales of hacking and data loss are not just scary bedtime stories. We heard about Homeland Security’s Cybersecurity Advisory Program from Harley D. Rinerson, which can help assess essential cybersecurity performance or check out your cyber hygiene (scan to assess vulnerabilities). We remembered a time when all this tech stuff only kept one person up at night: our institution’s Chief Information Officer. Today, we all must take responsibility for data security. WCET’s Mike Abbiatti reminded us that protecting data is a strategic issue. We can’t talk about innovation in higher education without first talking about cybersecurity.
We must inform and education our campus communities about data and privacy protection. The new culture of innovation should also be a culture of protection and preparedness. Learn more by watching the recording.
The second general session turned toward fostering innovation through design thinking. Kathleen deLaski, Education Design Lab, introduced us to journey mapping new ideas. They use the map to visualize patterns and understand how ideas blossom or get sidetracked. The Ed Design Lab’s model of design thinking for higher ed innovation includes: understand, ideate, prototype, launch.
Sean Hobson, EdPlus, ASU, believes that successful innovation at ASU has been possible due to a strong vision by a strong and inspiring leader. Their success stems from moving from an institutional focus to a student focused model. This model forced them to develop new partnerships and new values to create and foster those ideas.
Manoj Kulkarni, RealizeIt, commented on the language problem with the verbiage used when discussion innovation. Most people understand the structure or concept of innovation but not the entire process of what it means to innovate. We need to develop a shared meaning of the process of innovation. Miss this session? You’re in luck, because we recorded it!Summarizing Day One
At the end of the day, Jeff Borden provided an entertaining and thought-provoking recap of day one. I thought his comments about considering innovation without technology were so important. Innovation doesn’t always have to be centered around technology. Miss it? Check out the recording!
— Kara Monroe (@knmtweets) June 14, 2017
Group dinners followed for many of us, and, and some of us also attended the outdoor concert at Salt Lake’s Gallivan Center (or listened from our rooms, as the concert was right outside the hotel).Day two, Thursday June 15
We were welcomed to day two by Kelvin Bentley, the Vice Chair of the WCET Steering Committee and vice president of academic affairs, TCC Connect Campus, Tarrant County Community College District.
Our opening session included lessons on supporting innovation, from a panel that included Stacey VanderHeiden Guney -Aims Community College, Kara Monroe -Ivy Tech Community College, Vernon Smith -American Public University System, Paul Thayer -Colorado State, and facilitated by Luke Dowden -University of Louisiana at Lafayette. Their theme: do you fail at scale or do you pilot to tell? Luke referenced his recent blog on the same title, which inspired the presentation for WCET. The panelists discussed their successes and failures in innovation. First, Kara’s discussed their recent, faculty led, LMS RFP process and rollout (communication was key). Vernon talked about the iron triangle within higher education (quality, cost, access) and how these cultural constraints can keep us from innovating. American Public University System is a Z degree, zero cost for textbooks, institution. This increases affordability and access for students. Next, we learned about the ACCelerator from Stacey VanderHeiden Guney. Her suggestion was to look “at old things in new ways.” Such as looking at an old shopping mall and turning it into a campus. Paul Thayer described a long-term project (student success initiatives) aimed at increasing graduation rates, especially for low income students. Transformation of advising to academic guidance was a huge part of this project.
Hearing about these exceptional programs from these very cool experts (as Luke Dowden named them) was a terrific opportunity. The recording is available for binge watching this weekend!
After a lovely beverage break, we were released for more breakout sessions.Education Content Strategy
Jason Hales -VitalSource, Shannon Meadows -EdMap, Meredith Schreiber -Chemeketa Community College, Kim Thanos -Lumen Learning
An educational content strategy is an institutional plan for the procurement and delivery of course materials to achieve affordability, access, and retention goals. When developing your content strategy, as advised by Shannon Meadows from EdMap, keep in mind that it should be “flexible to accommodate emerging pedagogical and institution changes, such as personalization, adaptive, interactive content, and/or analytics.”
We discussed using Open Educational Resources as a content strategy. There are some challenges to address when it comes to OER (quality, maintenance, technology, etc.). Kim brought up the example of Cerritos College, where access to personalized learning and OER has helped with their retention (rates increased from 67% to 89%)) and student performance (.75 grade pints better in personalized courses).
Meredith advised that many question her work on OER (because of the potential impact to her job at the bookstore), she says we should think of ourselves as Blockbuster. That’s a distinct perspective! She worked to streamline low cost textbook adoption process and provide direct digital access to content. While this impacted her bookstore revenue, students had access to educational content day one at a reduced price. Remember: Blockbuster. We can work toward this change, keeping student success as our goal, or we can help ourselves become obsolete.
Jason had a similar story. Their model ensures day one access to learning materials at a lower cost. They are facing some issues with content as well such as too rapid of growth, differential pricing, offline access, and data analytics.Making Your Data Analytics Actionable
Jeff Aird -Salt Lake Community College, Mike Sharkey -Blackboard, Inc
How well does higher ed do at making sure that the data we have is actionable? I’ve always felt that if you don’t have an actionable reason to pull data, then why are you pulling it?
This session focused on how to use our data to identify innovative solutions to higher ed’s biggest issues. We need to progress from descriptive data (simple reports and dashboards), to insights (storytelling and analysis), to action. Data provides opportunities for engagement. We can use the data to redesign courses (and hopefully decrease the need for interventions for at risk students). Data should be used to provide purpose and information to your faculty and staff.Leadership, Vision, and Sustainability
Connie Johnson -Colorado Technical University, Patrick Rossol-Allison -Bill and Melinda Gates Foundation, Bryan Setser -rpkGroup
Innovation involves change, and much of that involves a change in culture. Higher education may need to consider taking a mindset similar to innovators in other industries (like an “intrapreneur” vs and entrepreneur).
Communication during a change process is important. When leading change, we should develop a sense of urgency, provide evidence for why we need to change (especially important when working with faculty), and celebrate success (even the small ones!). You should obtain and analyze data and adapt your plan as you move through the change process. Do quarterly assessments to check the health of your change process…don’t wait to do an autopsy once your initiative failed.Summarizing Day Two
— Kara Monroe (@knmtweets) June 15, 2017
Peter Smith led us through a recap of day two, thank you Peter! He had a few aha! moments during the meeting, and my favorite was his comment about calling students learners instead of students. To me, it is much more empowering to be a learner. Listen to his other aha moments in the recording.
We asked at the end of each day for ideas on how we can help you innovate on your campus. I know the team is looking forward to developing additional resources, initiatives, media, etc. We may reach out to partner with you on some of your ideas!
What did you think about #WCETSummit17? If you loved this event (or were jealous because you couldn’t attend) then you should join us in Denver for the WCET Annual Meeting. Registration just opened!
Enjoy the day,
Manager, Communications, WCET
The FSA ID is a username and password that students, parents, and borrowers must use to log on to certain U.S. Department of Education websites such as fafsa.gov, StudentAid.gov, and StudentLoans.gov. The FSA ID is a secure way to access and sign important documents without using personally identifiable information.
As with any new process, there are some myths floating around about creating and using an FSA ID. Let’s tackle some of those myths right now…
It’ll take a long time to create my FSA ID.
On average, it takes about seven minutes to create an FSA ID. Federal Student Aid has a variety of resources, such as this helpful video, that walk you through each step of creating an FSA ID.
Only students need to create an FSA ID.
If you are a dependent student, then your parent will need his or her own FSA ID in order to sign the Free Application for Federal Student Aid (FAFSA®) form electronically. That’s because you will need to provide your parent’s information on your FAFSA form, and your parent will need to sign the FAFSA form as well. But here is something very important: Your parent must create his or her own, separate FSA ID. Your parent shouldn’t use your FSA ID, and you shouldn’t create an FSA ID for your parent.
It’s okay to let someone else create or use my FSA ID.
Not okay. Each individual person needs to create his or her own FSA ID. If you’re a parent, you should NOT create an FSA ID for your child. If you’re a student, you should NOT create an FSA ID for your parent. Why? For example, if a parent tries to create both the parent’s and child’s FSA IDs, it’s easy to mix up information such as Social Security numbers, dates of birth, and usernames and passwords. Because we verify your information with the Social Security Administration, it’s crucial that this information be correct. Also, if someone else creates your FSA ID, how will you know the answers to your challenge questions if you need to retrieve a forgotten username or password?
Most importantly, FSA IDs are used to sign legally binding documents, so giving someone access to your FSA ID is like allowing them to forge your signature. Be sure to create your own FSA ID, and save yourself the trouble.
I need an email address or mobile phone number to create an FSA ID.
You do NOT need an email address or mobile phone number to create an FSA ID. If you don’t have an email address or mobile phone number, you can leave those fields blank. However, adding this information is strongly recommended. Once your email address is verified, you can enter your email address instead of your username when you log in. You can also use your email address or mobile phone number to retrieve your forgotten username or password or to unlock your account. It’s easy to update and verify your email address or mobile phone number by going to fsaid.ed.gov and clicking on the “Manage My FSA ID” tab.
As a parent, I can use the same email address or mobile phone number for both my FSA ID and my child’s FSA ID.
An email address or mobile phone number cannot be used with more than one FSA ID. If you’re a student and you choose to provide an email address and/or mobile phone number when creating your FSA ID, you’ll need to include your own email address and/or mobile phone number. Your parent will need to include his or her own email address and/or mobile phone number when creating his or her FSA ID. If you don’t have an email address or mobile phone number, you can leave those fields blank.
I need an FSA ID to fill out the FAFSA® form.
The fastest way to sign and submit your FAFSA form is to use an FSA ID. That said, if you or your parent don’t have an FSA ID, you can still submit the FAFSA form. If you fill out the FAFSA form online but don’t have an FSA ID, you can choose the option to submit your FAFSA form without signatures, and then print and mail a signature page. If you can’t fill out the FAFSA form online, you have other options.
Students without access to a computer can receive FAFSA assistance from a wide range of college access organizations, such as the National College Access Network; a student can also visit a local library, use a computer at school, or get help from a school counselor.
The Social Security Administration (SSA) has to verify my information before I can use my FSA ID.
If you’re filling out a FAFSA form for the first time, you can use your newly created FSA ID to sign and submit your FAFSA form right away. But, if you need to submit a renewal FAFSA form or make corrections after you’ve submitted your FAFSA form, you first have to wait for the SSA to verify your identity before you can use your new FSA ID. The verification process takes one to three days.
When creating your FSA ID, make sure to enter your information exactly as it appears on your Social Security card to avoid delays. Once your information is verified, you can use your FSA ID to submit your renewal FAFSA form, make corrections, access your loan history, and a host of other things.
If you’re a parent, you never have to wait for the SSA match to sign your child’s FAFSA form. However, if you sign the FAFSA form when your SSA match status is listed as “pending” and it later returns “no match,” we will remove your signature from your child’s FAFSA form. If that happens, you will either need to resolve the conflict with the SSA and sign electronically again, or you’ll need to print and mail a signature page.
Confirming my email address or mobile phone number can take up to 24 hours.
You should receive your mobile phone verification code and email confirmation within three minutes. If you don’t, your email account’s spam filter could be the culprit. It’s a good idea to add the FSA ID email address—FSA-ID@ed.gov—to your address book to make sure you get your confirmation.
I forgot my password, and it’s going to take 30 minutes to reset it.
The easiest way to reset your password is by using your verified email address or verified mobile phone number. If you reset your password using one of these options, you can use your FSA ID immediately. You have to wait 30 minutes only if you reset your password using your challenge questions.
There are lots of resources online to help you create and use your FSA ID; visit StudentAid.gov/fsaid for more FSA ID information. In no time, you’ll have your very own FSA ID too!