Your motivations and goals
It might sound simple, but identifying why your department or campus wants to take on a redesign is a critical first step in setting your redesign up for success.
Most institutions take on redesign initiatives in an effort to improve student success, retention, and pass rates. In some cases, a redesign may be taken on in response to a legislative mandate. Regardless of the impetus—whether legislatively mandated or organically determined—clear articulation of what you want to accomplish and how you will measure your success will help you build your redesign with an eye toward efficacy.
- Have you clearly identified the problem or issue you want to solve? Do you have data to support the extent of it? Do others on campus also acknowledge it?
- Have you identified the quantifiable goals you want your redesign to achieve?
- Can you identify specific learner outcomes that will enable you to reach these goals?
- Have expected learning outcomes and a system for measuring them been identified?
- Will you partner with Pearson to help analyze data anddocument learning gains?
Your redesign team
Once you’ve identified and clearly articulated the what of your redesign, you’ll need to identify the who. The nature of your goals and the scope of your redesign can both have an impact on determining who needs to be a part of your redesign team. With your goals clearly articulated, form a committee of faculty members, technology and advising staff, and departmental, campus, or even systemic leadership who have a stake and a role to play in your redesign.
- Have you formed a redesign team that includes faculty, administrators, technology professionals, and assessment experts? Does the team understand the scope of the task?
- Have you established specific assignments for team members and involved parties to complete during the planning period?
- Are you open to incentivizing redesign committee members?
- If your campus is unionized, has the redesign plan been discussed with union leadership? Have you shared common assessments, syllabi, assignments, essays, and so forth?
Successful redesign strategies typically consider institutional readiness in addition to student and faculty support and ongoing tracking to outcomes and goals. Especially when a redesign is being taken on at the campus, systemic, or state level, the element of change management needs to be considered in order to pave the way for a smooth and effective execution.
Consider how much your redesign will require various stakeholders to “do things differently,” and what kind of change management support may be needed to help individual stakeholders understand these changes.
- Have you devised a plan to handle negative feedback from your redesign committee?
- Have you determined how you will handle redesign fatigue and verbal dissenters?
- Have you isolated change management issues from redesign issues?
- How open are team members to partnering with Pearson for change management support? This could include wraparound professional development services, Faculty Advisor consultations, and other services that could support the team and increase member confidence.
- Is the team open to consulting with external parties (e.g., Pearson, experienced redesign educators from other campuses, etc.)? At what stage in your redesign would you do this?