Where Have We Been Where Are We Going

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Where Have We Been?
Where Are We Going?
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Where Have We Been?

• 1858 école normale Model School

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Where Have We Been?
From the beginning we offered a rigorous
curriculum and a model that reflected the most
advanced thinking of its time.
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Our forebears were
Where Have We Been?

• as innovative as we seek to be.
• as connected to the community in spirit and
  purpose as we are.
• as eager to explore the world.

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Our forebears were
Where Have We Been?

• as advanced in their thinking in the context of
  their times.
• as committed to providing a model for a
  contemporary education and exemplifying what it
  means to be well-educated.

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Where Have We Been?
Our forebears were

• as committed to the highest standards of their
  profession.
• as dedicated to their students.

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Where Have We Been?
Our forebears were

• as shaped by the history, physical setting and
  culture of this classic river town and Southeast
  Minnesota.
• As challenged as we are by rapidly changing
  social and economic trends and expectations.

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we are a community of learners improving our
world by
Where Are We Today?
Engaging our students in meaningful experiences
that prepare them to be creative, open-minded and
responsible. Fostering an environment that
welcomes and values the talents of every member
of our community. Opening up the world of
discovery and inquiry for all who seek to learn
and to use what they learn to make the world a
better place.
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we are a community of learners improving our
world by
Where Are We Today?

• Playing a role in economic and community
  development and the fostering of entrepreneurship
  and innovation.
• Modeling the characteristics of a 21st century
  institution.
• Learning differently
• Working together differently
• Making a meaningful difference

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We are already a good institution. Why do we need
to change?

• Minnesota is becoming more diverse and more
  urban.
• MnSCU institutions are no longer state-supported.
• The economy is changing.
• Demands for accountability are growing.
• The unit of economic development is increasingly
  regional.
• The 21st century workplace is changing
  dramatically.
• MN employers will be increasingly global, open
  and collaborative.

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What does all of this mean for us?
Where Are We Going?
Creating a 21st Century education.

• What kinds of learning are needed to navigate
  successfully in a complex and interconnected
  world?
• What kinds of learning will prepare our graduates
  for an economy in which innovation is a constant?
• How should we prepare citizens who are personally
  responsible and who can think globally and act
  accordingly?

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A 21st Century Education

• will require a 21st century educational
  environment..and that means we create
  solutions and models together that employ the
  skills, knowledge, and characteristics needed to
  be successful in the 21st century.

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What is a 21st Century Educational Institution?
It can

• Adapt to new environments.
• Integrate knowledge from many sources.
• Continue learning at all stages of its
  development.
• Can thrive in a complex world in which many
  factors that shape institutional prospects are
  beyond its control.

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What is a 21st Century Educational Institution?
It can

• Cooperate across institutional and disciplinary
  lines and share risks and rewards.
• Unlearn habits and ways of doing things that are
  no longer effective and learn new ones.
• Change its structure and its core capabilities to
  support new ways of learning and working
  together.

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Different Perceptions of ChangeA Problem or a
Core Asset?

• PROBLEM
• Change is someone elses agenda, not mine.
• This new stuff isnt appropriate for a teaching
  institution.
• Anything new has to be added onto what I do
  already and I already do more than anyone should
  be expected to do.

• ASSET
• Change is a fact of contemporary life.
• If we are not reflecting the realities of todays
  workplace, how can we prepare our students for
  tomorrow?
• We dont have to work harder or work more. We can
  work smarter by rethinking what we do.

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How close are we to becoming a 21st century
institution?
and how do we know?

• Mission and Goals
• Organizational Structure
• Infrastructure
• Curricular Goals and Designs
• Scholarly Agenda

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How close are we to becoming a 21st century
institution?
and how do we know?

• Budget model and funding priorities
• Faculty, staff and student involvement
• Community involvement and engagement

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How close are we to becoming a 21st century
institution?
and how do we know?

• Campus publications
• Approaches to accountability and assessment
  Making a Meaningful Difference.
• External recognition

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Mission

• Winona State University
• is a
• community of learners
• improving our world.

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Goals University Work Plan

• Goal One Provide high-quality undergraduate and
  graduate programs that respond to economic,
  environmental and social challenges and serve as
  a durable foundation for the acquisition of the
  knowledge, skills, habits and capabilities of a
  well-educated person.
• Goal Two Provide opportunities and experiences
  that instill global competences and learning
  opportunities that will make a difference in
  improving our world.

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Goals University Work Plan

• Goal Three Develop the infrastructure that
  supports a culture of change and innovation and
  that demonstrates new ways of working together to
  provide an environment that supports and sustains
  scholarly excellence and outstanding student
  experiences.
• Goal Four Create a learning environment that
  promotes active learning, interdisciplinary
  collaboration and new ways to work together.

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Organizational Structure
Reorganization Goals

• Enhance alignment, focus, communication
• Increase capacity
• Guide collaboration internally and externally
• Support scholarship, engagement and innovation
• Support dynamic planning and accountability

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Infrastructure to support core capacities for the
21st century

• Center for Engaged Research, Teaching and
  Scholarship (engaged learning and scholarship)
• Wellness and Fitness (health promotion)
• Strengthening of HR Office and separate
  leadership for Affirmative Action.
• Integrated Academic Services (student success)

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Infrastructure to support core capacities for the
21st century

• Integration of Research, Assessment and Planning
  within Academic Affairs ( the scholarship of
  change and innovation)
• International Office (global competencies)
• Faculty Resource Center (support for faculty
  development, technical assistance, and career
  planning)
• Alignment of support for community engagement,
  travel studies, and research

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Infrastructure to support core capacities for the
21st century

• Leadership Academy (support for collaborative
  work on critical ways of working together)
• New All-University Committee Structure (to focus
  our attention on key issues that will shape WSU
  in the future and discover together new pathways
  of communication)

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Curricular Goals and DesignsProjects Supported
by L21

• Child Advocacy Studies
• Now a minor
• Innovative Work Study Program
• Approximately 180 students since inception over
  3 years ago.
• Common Book
• Over 3000 students involved
• in 2 1/2 years

Common Book 2007-2008
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Curricular Goals and DesignsProjects Supported
by L21

• Supplemental Instruction (Peer tutoring program)
• Over 8400 hours of academic assistance provided
  last year
• compared to 660 hours 3 years ago. On average,
  students who attended the tutoring earned grades
  6 to 19 higher than non-attendees.
• Travel Studies
• 14 different trips with 300 students
  participating last year.
• Three years ago there were 6 trips with 134
  students.
• New Sports Management Graduate Certificate
• Totally online curriculum. 14 students in the
  first year.

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Scholarly AgendaProjects Supported by L21
One example of impact of a research project

• Cranberry Research
• Interdisciplinary (Biology HERS)
• Impacted approximately 900 hundred students
• Provided data for 12 capstone experiences
• Research collaboration with Rutgers University
• 1 external grant submitted (NIH)
• 2 internal grants awarded
• 3 student-faculty presentations
• 1 paper in preparation
• 1 paper submitted for publication
  ( just accepted last week ! )

Innovation Research Projects funded over 2 years
- 17
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Scholarly AgendaProjects Supported by Innovation
Funds
Example of collaborations that are starting to
form
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Budget Model and Funding Priorities

• Fundraising Priorities
• Wellness Complex
• National Child Protection Training Center
• Scholarship Support
• TBD Investments in Academic Excellence

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Budget Model and Funding Priorities

• Development of a Strategic Planning and Budgeting
  Model
• New assessment strategies
• Development of an innovation fund
• Linkage of funding priorities to University Work
  Plan and MnSCU Strategic Goals

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Faculty, staff and student involvement

• Approximately 60 of the full time faculty have
  been involved in some type of innovation
  initiative through L21 or IPESL.
• 20 projects completed through the Special
  Initiative Award (SIA) Program for ASF members.
• Each year, several thousand students are directly
  impacted by a change that occurred in the
  curriculum or in student services and support
  because of challenge grants, L21 grants, SIA
  awards or IPESL programs.

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Community Involvement and Engagement Examples

• Maxwell Child Care Center at Madison School and
  other District 361 projects
• Recreational sports facilities in Winona
• Arts and cultural programming
• Expansion of OCED into economic and community
  development activities
• Partnerships in Rochester with family-serving
  organizations, health providers, Chamber of
  Commerce, etc.
• Center of Excellence in Health Science Education
  and Practice

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Campus PublicationsCommunication Marketing

• Stories in CURRENTS
• Marketing initiatives such as TV and radio ads
• Development of WSU Today
• Redesign of WSU website
• Emphasis on communication in new All-University
  Committee model
• Development programs for faculty and
  administrators
• Increase in alumni networking

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Accountability and Assessment Making a
Meaningful Difference
Framework National Benchmarks System Strategic
Goals Higher Learning Commission Program
Review Program Outcomes Student Learning Outcomes
Resources Open Notebook Assessment / IR
resources Scorecard / Dashboard Chairs
Tool Research
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External Recognition
Guide to Service-Learning Colleges and
Universities
Top tier ratings in U.S. News and World Report
Accreditations
Presidents Climate Commitment
A Best Midwestern College by The Princeton Review
National Championship
Faculty/Student Scholarship
Project Kaleidoscope
Carnegie Engagement Classification
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What does a 21st Century Educational Institution
look like?