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Thoughts on Silos, Coordination, and Institutional Transformation

Thoughts on Silos, Coordination, and Institutional Transformation. Brock Klein and Lynn Wright Pasadena City College. Presentation Goals. Understand what silos are and the functions they serve Examine the relationship between the BSI and campus silos

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Thoughts on Silos, Coordination, and Institutional Transformation

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  1. Thoughts on Silos, Coordination, and Institutional Transformation Brock Klein and Lynn Wright Pasadena City College

  2. Presentation Goals • Understand what silos are and the functions they serve • Examine the relationship between the BSI and campus silos • Identify tools that will facilitate transformation

  3. What’s Good about Silos? • The top-down administrative structure is clear and familiar; work tends to be efficient. • It’s relatively easy to build community with people who share similar knowledge, interests, and experiences. • Some programs are more successful when kept on an intimate and manageable scale.

  4. But Silos Can Lead to… • Isolationism, fragmentation, self-interest, and self-preservation • Lack of accountability, evidence, and transparency • “Special programs” that are difficult to transform and grow

  5. The BSI–Silo Conflict BSI has challenged us to create an integrated approach to basic skills instruction and program development. However, few opportunities or incentives for communication, collaboration, or coordination.

  6. Pair/Share Identify your biggest BSI/Silo obstacles. (What, where, who?)

  7. Pasadena City College’s Teaching and Learning Center Committed to • basic skills students and faculty • program design, management, and evaluation • evidence to inform policies and practices • sharing our learning on and off campus

  8. The TLC’s 9-Year Evolution • Development of a space (identity) • Partnership with Claremont Graduate University (evaluation) • Creation of .XL (SB/FYE) • Participation in SPECC (network) • Multi-generational student engagement (focus)

  9. Things We’ve Learned (the Hard Way) • Success is difficult to define. • There are no silver bullets. • Bigger is not necessarily better. • Professional development is essential. • Remaining underground will allow a program to survive for only so long. • Dissemination does not lead to transformation. • It takes a long time to transform policies and practices.

  10. The BSIChallenge How can the TLC help PCC create a highly coordinated, cross-disciplinary basic skills program in a silo environment?

  11. The TLC Challenge We’re the people over there.

  12. Inclusion in the planning process Monthly meetings with BSI deans The BSI/TLC connection Creation of the PCC BSI Action Planning Group Important Steps towards Integration

  13. Effective Tools & Strategies Database Faculty Inquiry Logic Modeling

  14. The TLC Database

  15. Faculty Inquiry It’s a structured, ongoing process that is… • faculty-driven • problem-based • outcomes-driven • collegial and collaborative The Carnegie Foundation for the Advancement of Teaching www.carnegiefoundation.org/specc The Faculty Inquiry Network http://facultyinquiry.net/

  16. Logic Modeling A logic model visually illustrates the strategies and tactics a program has adopted to achieve its goals and objectives. A logic model… • is rooted in behavioral or social science theory • describes implicit assumptions and theories held by those closest to the program • follows the “design-down” approach W. K. Kellogg Foundation Logic Model Development Guide www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf

  17. A Theory of Action Planned Work Intended Results Outputs Resources and Inputs Activities Outcomes Impact

  18. Logic Model Categories If you accomplish your planned activities to the extent you intended, then your participants will benefit in certain ways If you accomplish your planned activities, then you will hopefully deliver the amount of product and/or service that you intended If these benefits to participants are achieved, then certain changes in organizations, communities, or systems might be expected to occur If you have access to them, then you can use them to accomplish your planned activities Certain resources are needed to operate your program Resources/ Inputs Outcomes Outputs Impact Activities 5 4 1 2 3 Your Planned Work Your Intended Results

  19. Logic Modeling Activity Outcome Participants will understand how activities, outputs, and outcomes differ. Directions In a small group, place each item in either the Activity, Output, or Outcome category.

  20. The Answers

  21. Email Contacts Brock Klein: bmklein@pasadena.edu Lynn Wright: lmwright@pasadena.edu

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