Category: Blog

Courses with No Syllabi: A Unique Instructional Model at LDS Business College

by Bridget Dattilo

In this interview, learn about a unique approachto designing a more immersive learning experience. In this short clip, you’ll hear my conversation with Bruce Kusch, the current president of LDS Business College. Formerly the chief academic officer at LDS, Bruce spearheaded an instructional framework there called the i4 model of design. i4 means campus instruction that is: To pilot this model, Bruce worked with an LDS faculty member to pilot a semester-long leadership course with no syllabus. He is going to tell us why he decided to do this and what it looked like along the way. Bruce Kusch, LDS College. What our mission here is … is to really prepare our students for the world of work that they will encounter when they graduate. The jobs that are waiting for our students when they finish don’t come with a textbook or a syllabus, and they’ve got to be ready to go to work and produce. The best way that we can help them do that is to put them in a learning environment that in the greatest way possible simulates work. Bridget Dattilo, Academic Impressions. So your intent here is to focus on building the mindset in students for […]

How One College Used the Business Model Canvas to Boost Enrollment and Develop New Academic Programs Quickly

by Daniel Fusch

While working to design our conference Budgeting for Innovation in San Antonio, TX, we became fascinated by the Business Model Canvas, an open-source tool developed by Alex Osterwalder, Yves Pigneur, and others, which helps organizations swiftly explore alternatives, challenge assumptions, compare and set new strategies, and build shared vision and language. This tool helps institutions document their existing business model visually (including key partners, key activities, value proposition, customer segment, costs and revenues, etc.), rendering the invisible visible, and can be used to quickly identify opportunities to refine the cost structure or generate new revenues. It is the “how” in budgeting for innovation. During our research, we had the opportunity to speak with a number of institutions that have used a Business Model Canvas to identify opportunities for innovation and to help budget for innovation. One of those institutions is Ocean County College, and we would like to share this interview we conducted with Sara Winchester, the institution’s executive vice president of finance and administration, which describes what OCC achieved and what advice they might have for other institutions. You can also see the Business Model Canvas in action at the post-conference workshop at the Budgeting for Innovation conference. An Interview with […]

Preparing Students to Lose Their Jobs (And Faculty To Keep Theirs)

by Heather E. McGowan

also by Alan Ritacco (Learn more in the recorded webcast: The Future of Work and the Academy) Abstract: A recent study reveals that young people today could have as many as 16-17 different jobs in 5 industries. As the rate of technological change becomes exponential, the future of work requires adapting to change, recognizing job failure as a norm, and (since we are living longer) a longer career arc in which to experience many different and uniquely distinct careers. Are most institutions of higher education preparing students for this reality? According to the recent report by the Foundation for Young Australians, The New Work Mindset (a study built upon the Future of Work research studies of both the McKinsey Global Institute and the World Economic Forum), young people today could have as many as 16-17 different jobs in 5 industries: And considering that the Bureau of Labor Statistics reports that there are more than 1.5 million involuntary and 3 million voluntary separations per month, the fact is: job loss and job change are a norm. Job change, whether voluntary or involuntary, is part of having a professional career. As higher education professionals, we prepare students for their first professional jobs. We, […]

Higher Education: Your Life May Depend Upon It

by Heather E. McGowan

also by Robert E. Johnson, Ph.D. (Learn more in the recorded webcast: The Future of Work and the Academy) Higher education and the coveted bachelor’s degree was once the essential launch pad to economic stability. Now, it seems it is something more. In to a new report published by Brookings, “Mortality and morbidity in the 21st century,” Princeton professors Anne Case and Angus Deaton explore the patterns and trends that have led to a decline in the life expectancy of middle-aged white people without college degrees since the late 1990s. Spoiler alert: education is the key distinction, and differences in life expectancy do not appear due simply to an economic division. In this paper, we will take a look at the changing landscape of work and what this means for higher education. We’ll look particularly at manufacturing. Note: All segments of our economy are in some form of disruption. Manufacturing is an obvious and easy industry to use as an example as the devastation can be seen and understood. Rising automation and machine intelligence will creep into and replace the knowledge workers with the same voracity with which the physical workers have been supplanted: How We Got Here We lost a […]

Academic Impressions on Deferred Action for Childhood Arrival (DACA)

Higher education is the mechanism that makes the American Dream possible–participation and graduation from college is the key to changing an individual’s and family’s life trajectory. And higher education–and our country as a whole–is made better by our ability to accept, welcome, and engage with our swiftly diversifying population. As such, we at Academic Impressions have been deeply disappointed by the decision to end the Deferred Action for Childhood Arrivals program (or DACA). DACA has offered an opportunity to young people who have lived in the United States for most of their lives to engage with the American notion that hard work and dedication are the keys to creating a better life for yourself. DREAMers in turn have used that opportunity to further their educations, join the armed forces, and start businesses. Their actions have benefited their communities and our country as a whole. To toss those futures aside not only violates these American ideals but it rips families apart, damages communities and economies. We along with other numerous higher education associations and organizations, encourage Congress to take swift action to secure the status of DREAMers before the 6-month time period ends. Roughly 800,000 young people placed their futures in […]

How Activity Based Costing Analysis Can Be Used To Test-Drive Future Scenarios

ARTICLES ON ACTIVITY-BASED COSTING This is a companion piece to our earlier article Activity Based Costing: What’s the Return On It? You can also hear more from William Massy at the upcoming conference “Academic Resourcing Models for Evidence-Based Decision-Making.” by William F. Massy, Professor Emeritus and former Vice President for Business and Finance, Stanford University Activity-Based Costing for individual courses (“Course-based ABC”) is emerging as the best way to understand the cost and revenue structures of colleges and universities. In this article, I want to extend this idea to cover prediction as well as understanding—specifically, how the model can be used to evaluate future scenarios. Examples of Scenario Planning that Can Benefit from Course-Based ABC Universities regularly encounter challenges that this kind of scenario planning can help address. Here are just a few, derived from my own experience over the years: Respond to externally driven declines in student enrollment—for example, due to government immigration policies or new competitors. Evaluate proposals for adding new programs or expanding, contracting, or eliminating old ones. Moreover, there is a good case for including capacity and margin analysis as a routine part of Program Review. Cope with significant funding cuts, e.g. in government appropriations or […]

What College Leaders Need to Know About Responding Rapidly to a Crisis

by Sarah Seigle Peatman

How do you manage a crisis in a world that expects instant response and immediate communication? Colleges and universities all too often face a series of challenges in responding actively and speedily to a crisis or emergency on or affecting the campus, but they needn’t reinvent the wheel: there are proven models developed in the government and military sectors that can be applied to the higher ed context. To help senior leaders in higher education improve their crisis preparedness, we’ve assembled and interviewed a panel of experts, including Dr. Connie Book, provost and dean at The Citadel; Major General Jim Boozer, US Army (Ret.); and Colonel Cardon Crawford, US Army (Ret.) and Director of Government and Community Affairs at The Citadel. Resources: You can read an interview with this panel in this earlier article. And here — in this article — you can listen to a brief audio interview with Colonel Cardon Crawford about the need for “emergent crisis management,” and how emergency crisis management differs from the crisis communications planning of the past. A transcript of the interview follows. You can also meet Colonel Cardon Crawford and Major General Jim Boozer in person for an in-depth training at the […]

Habits of Highly Effective Higher-Ed Professionals, Part 2: Finding Your Purpose

by Steve Riccio, EdD, SPHR, PCC

Recently, I published the article “Habits of Highly Effective Higher-Ed Professionals,” talking about how (and why) higher-ed professionals need to take Stephen R. Covey’s advice about “sharpening the saw” to life. That article stressed the importance of professional development to our careers and our effectiveness. Now I want to take a step further and discuss another habit of highly effective higher-ed professionals: creating a purpose statement to provide your career and life with lasting fulfillment. It sounds simple, but often is anything but. I’ll talk about:  1. Why You Need to Pursue Purpose, Not Happiness Recently, I was having lunch with a friend and former colleague. We were reminiscing about the “good ol’ days” when we worked together as consultants. It had been years since we had met for a meaningful conversation. I found that as I explained the journey that had taken me from full-time consultant/part-time professor to full-time professor/part-time consultant, I realized that I had never been “myself” in front of him…until this moment. Whether in a team meeting or a golf outing with a client, I had always felt that I had to be someone who I really wasn’t. I hadn’t been happy with who I was. I had spent the […]

How to Engage International Alumni Effectively

by Kathy Edersheim, President of Impactrics Markets are global, education is global, and so alumni relations should be global, too. There are three good reasons to pay special attention to “international alumni” – those graduates who have returned home from studying abroad or who are working outside their home country: They are likely to be innovators and connectors. After all, they took the initiative to travel overseas either for education or for work opportunities. Anecdotally, it seems that alumni farther away from campus are often the ones most intent on staying connected to the institution and to other alumni. For alumni based far from home or even far from their school, the alumni community provides a ready-made social group that has shared values and, possibly, provides helpful connections. A robust alumni network with engaging programs can create a very appreciative alum with a strong bond back to the school. Alumni can serve the institution in a number of capacities, wherever they are located. While many institutions are thinking about engaging their international alumni, not all are doing it effectively and efficiently. Here is some advice for successful international alumni relations: Define Your Scope First, determine the impact and the types […]

How to Encourage Academic Grit and a Growth Mindset in Your Students

More Articles for Faculty:One Easy Way Faculty Can Improve Student SuccessCivility in the Classroom: A Better Approach by Princy Quadros-Mennella, PhD, Associate Professor of Psychology, Director of the Neuroscience Program, Bay Path University and Thomas Mennella, PhD, Associate Professor of Biology Director of the M.S. in Applied Laboratory Science and Operations Program, Bay Path University The Question: How Do We Improve Learning Outcomes for All Students? Even though innovative new pedagogies and educational technologies lead to enhanced student engagement and improvement of the classroom experience, we consistently see the learning outcomes of low-performing students remain largely unaffected (3, 7). Meanwhile, high-achieving students continue to learn effectively in more “traditional” lecture-based formats, despite the relative ineffectiveness of that pedagogy (7). Why can’t we seem to improve learning outcomes for all students? More cynical instructors may believe that “some students get it and others don’t.” However, we reject the notion that some students are not smart enough for college-level work. Although some students do not apply the minimal effort needed for academic success, the vast majority of struggling students work hard and strive to be successful, but often fall short of achieving that success. So why can’t we seem to improve the […]

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