|« prev||next »|
In contrast to facilitating active learning, there is no question that cheekiness has no place in businesslike documentation and analysis. Often emerging from group/project teamwork in which disparate factions converge to find common ground on which to mount a project of mutual interest, these forms of communication typically include:
- Validation of purpose
- Understand each participant’s role
- Document all the facts
- Recommend or agree to certain next steps
Other context-specific to-do items may include a) review progress and/or setbacks; b) evaluate recommendations; c) execute other procedural activities. What follows are samples of my work of which I am particularly proud.
University of North Carolina: A Guide for Architects and Engineers. As UNC entered the peek of classroom projects, it became essential to bring project teams up to speed quickly and efficiently. This document was developed to shorten the learning curve for outside architects and engineers engaged to develop new learning space or to renovate existing classrooms. It provided a common vocabulary and demystified some of the cultural and campus-specific minutia de rigueur at Carolina. See also: Appendix of Process Documents and Checklists.
Bucknell University: Analysis of Classroom Technology and Recommendations for Standards. This document was developed for Bucknell University while working for Thorburn Associates, Inc. It was envisioned by the client to be an initial step toward a comprehensive plan for instructional technologies in concert with the construction of a new academic building. See also: Appendix A-N, Appendix O-V.
UNC: Peabody 08 Gap Analysis. As part of the original NCREN distance learning initiative, the old video conferencing studio classroom in Peabody Hall had been built on a shoe-string in the mid-1980s. From that time forward, repairs and improvements had been made on a catch-as-catch-can basis by a small, devoted staff of video pioneers. By 2007, the system was in dire need of replacement (because no documentation existed for the system’s configuration, a mere “upgrade” proved problematic). The problem was compounded by staff reductions and reorganizations, as well as technical glitches that tied up highly skilled technicians. Many stakeholders who relied on the room for their mission-critical projects and courses were unaware of the behind-the-scenes difficulties, consequently, they were less than enthusiastic about any drastic changes recommended by ITS. We brought all stakeholders together to review the current state of Peabody 08 (see document) and detailed a future state that was far more agreeable to everyone. As a result, we obtained complete support for the refit, which saved ITS more than $200k, while improving service, reducing workload, and empowering our client/stakeholders to become more self-sufficient.
UNC: Classroom Improvement Initiative – Lessons Learned. Having been at the center of classroom improvements for more than a decade, I initiated an assessment of the progress made from 1998 to 2008 in bringing classrooms up to optimal condition. This effort included gathering documents, interviewing individuals and guided discussions with representatives from the Registrar’s office, Facilities, and other academic service units.
As a first step, it was determined that a more focused effort would be useful in bringing together an array of representation to begin a more formal assessment of our progress. An event was scheduled; a consultant was hired; invitations were extended to 35 key campus stakeholders from the Provost’s office and the event was scheduled to focus on the ground covered over the past ten years. This is the report I authored as an outcome of the stakeholders’ session.
|« prev||next »|