Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.

1. Being Architects and
Leaders for
Institutional and
Community
Change
Building a
national learning
community

2. A Theory
of Change

3. Levels of Change
To increase the community and civic health (well-being) of American
communities and our nation (and world) by
increasing the sustained, transformative engagement of individuals, organizations, and
institutions in ways that contribute to community well-being.
Key Recommendations (A Crucible Moment p.31)
1. Foster civic ethos across all parts of the campus and educational culture.
2. Make civic literacy a core expectation for all students.
3. Practice civic inquiry across all fields of study.
4. Advance civic action through transformative partnerships, at home and
abroad.
Goal
3

4. Levels of Change
To increase the community and civic health (well-being) of American
communities and our nation (and world) by
increasing the sustained, transformative engagement of individuals, organizations, and
institutions in ways that contribute to community well-being.
Strategy
Three-Year Cohort Based Model to:
1. Develop Staff
2. Build National Learning Community
3. Use Data and Measure Impact
4. Scale the HICEPs
5. Catalyze Campus Change
6. Support Community Change
Goal
4

5. Levels of Change
To increase the community and civic health (well-being) of American
communities and our nation (and world) by
increasing the sustained, transformative engagement of individuals, organizations, and
institutions in ways that contribute to community well-being.
Tactics
Strategy
1. Build & support Transformation Teams
2. Deploy the NASCE on all campuses
3. Facilitate strategic planning gatherings
4. Create a series of meetings,
gatherings, and projects that move the
work forward on an annual basis.
5. Support work of Transformation Teams
through calls, visits, resource generation,
and accountability checkins.
Goal
5

6. Levels of Change
To increase the community and civic health (well-being) of American
communities and our nation (and world) by
increasing the sustained, transformative engagement of individuals, organizations, and
institutions in ways that contribute to community well-being.
Events
Tactics
Strategy
Goal
1. NASCE & survey administration on your campus.
2. Strategic Planning sessions on your campus.
3. Inventory, Team Organization, Presidential
Buy-in by your campus.
4. Spring Planning Retreat in Princeton.
5. Follow-up post-retreat planning on your
campus.
6. Summer Leadership Institute Faculty Track at
Carson-Newman.
7. Summer High Impact Institute in June at Siena.
8. Fall Director’s Meeting in November at Kanuga.
9. President/Provost/Dean retreats TBD.
10.Planning Retreat 2.0 in Spring 2013 (today)
6

7. Toolkit for
Change

8. Challenge and Change
Six core challenges that “lie at the core of the
innovative disruption facing higher education”
including:
• University Model
• Structural Model
• Funding Model
• Cost Model
• Business Model
• Success Model”
(Mehaffy, 2012, p. 26)

9. Challenge and Change
• an outmoded university model drew on an 11thcentury calendar and operates on a 19th-century
calendar with its emphasis on passive delivery of
content and 15-week semesters.
• declining (direct) federal and state support, which
in FY 2012 experienced the largest decrease in 50
years.
• Costs are rising.
From 1988 to 2008 when the
consumer price index increased 75 percent, tuition for
public 4-year institutions rose 325 percent.
• Privatization—especially the perception that
institutions “operate like a business” is increasing.

10. Challenge and Change
Seven key areas of ‘rapid change’ including:
• new players (Lumina, Gates, philanthopy)
• college models (for-profit, free)
• course models (blended, online, flipped, MOOCs)
• data and learning analytics (can inform learning)
• new cost structures (shared courses, open source)
• new ways of measuring success (impact)
• threats to the credential (Degree Qualification
Profile)

11. Full Participation
•
This paper grew out of a
realization by each of the
authors (and the
organizations they represent)
that the long-term success of
diversity, public
engagement, and student
success initiatives requires
that these efforts become
more fully integrated and
that their larger institutional
settings undergo
transformation.

12. Full Participation
Campus must do the following, understanding
the links of civic and diversity:
•
Increasing student access and success, particularly for
underrepresented, first-generation, and low-income
students;
•
Diversifying higher education faculties, often with
separate projects for hiring, retention, and climate;
•
Promoting community, civic, or public engagement for
students; and,
•
Increasing support for faculty’s public or engaged
scholarship.

13. Democratic Community
Engagement
Wingspread Conference participants on civic engagement
in higher education:
•
While the movement has created some change, it has also plateaued
and requires a more comprehensive effort to ensure lasting
commitment and institutional capacity.
•
“Calling the question” of whether engagement will be viewed as a
core value of the university of the 21st century – as centrally
important to the civic mission of higher education and to generating
and transmitting new knowledge
•
The concern is that “engagement has not become the defining
characteristic of higher education's mission nor has it been
embraced across disciplines, departments and institutions.”
•
“Few institutions have made the significant, sustainable, structural
reforms that will result in an academic culture that values community
engagement as a core function of the institution.”

14. Democratic Community
Engagement

15. Community Change
This process is also about acknowledging how change
happens in communities and the power dynamics
between institutions and organizations.
•
Institutional leaders frequently express the intent of
including everyday resident leaders in their
designs...Citizens may be sought for their “input”
into these straetgic planning efforts, and later they
are enlisted to endorse the plan, but they seldom
have real authority in deciding what the plan will
be. ~ Byron White.

16. Community Change
•
To community partners and most people in the every
day work world the notion of tenure is a
privileged, exclusive entitlement and guarantee
of a job. To community partners who may be farmers
or construction workers who have jobs dependent
on weather and changing economic conditions, or
others who have no assurance that they will have
their job from day to day, it seems preposterous. At
first, in most community- university partnerships, the
community partners do not care at all about
promotion and tenure, let alone the processes and
procedures involved in accomplishing these
advancements. However, as the relationships grow in
trust and possibility, the community partner comes
to care that they can count on their faculty
partner continuing to have a place, and hopefully a
place of influence, within the institution. ~ Elmer
Freeman, Susan Gust, and Deborah Aloshen

17. Community Change

18. Perspectives...
Jame Johnson
Co-Leader of the
Allegheny Team

19. Envision...
What will this really look
like when you come in
June?

20. Take two...
Integrated
Deep
Developmental
Pervasive
Think again about what
this means.