Design Strategy for UCForward
- 4. UC Forward’s Brand Gap Design: BusinessStra Well thought tegy: out course Powerful syllabi, progr Message to am get buy-in curriculum, a from nd PBB students, fac admin model ulty, friends of UC
- 5. UC Forward’s Brand Gap Design: Business Well thought Strategy: out course Powerful syllabi, progr Message to am get buy-in curriculum, a from nd PBB students, fac admin model ulty, friends of UC The joint creation and communication of UC Forward’s value
- 6. Research
- 7. Focus. Who are you? What do you do? Why does it matter? What is the BIG Course? What does the BIG Course do?
- 8. A collective of diverse students. • “not your typical college class” • “closest course to "real life" I have ever experienced” • “connects students from various disciplines to work toward a common goal” • “students from different areas of study can come together to work in a cooperative atmosphere, sharing ideas and learning from each other” • “encourages collaboration”
- 9. Teaches Teamwork • “an opportunity to work in a multidisciplinary environment” • “to bridge the gap and forge a connection between right and left- side of the brain thinking.” • “Teach people how different disciplines can work together towards a common goal” • “broadening the exposure of students to become more attuned to working in a team-like setting and seeing different approaches to a problem”
- 10. Brand is a gut feeling. What they say it is. When you think about your experiences in the BIG course, what three feelings first come to mind?
- 11. Discovery • “amazement at the difference in approaches” • “mind opening” • “wonder at how to best work with each other” • “explorative” • “different style of teaching” • “Expanded”
- 12. Enjoyable • “Exciting” • “exciting” • “fun” • “class was not strenuous” • “work was interesting”
- 13. Fulfillment • “learn” • “fulfillment in learning” • “Journey” • “Progression”
- 14. Challenging • “Challenging” • “Strenuous (at times)” • “challenge”
- 15. We base our decisions on Trust. Trust= reliability + delight.
- 16. Trust= reliability + delight. Why are you pursuing a college degree? Do you feel this course benefited you in that goal Why or why not?
- 17. Social Acceptance and Personal Satisfaction • Get a good job” • “be better equipped to help tackle the problems that afflict the world around us.” • “Because that is the accepted thing to do” • “I love learning, and it was necessary for my career” • “to pursue a dream of building spacecraft”
- 18. Employers value collaboration skills and students felt personal growth • “shown me what real-life collaboration is truly like” • “it actually taught me something” • “they like to here that I am well rounded and good at collaboration” • “Totally. Helped me learn how to communicate cross discipline.”
- 19. Trust= reliability + delight. What was a delightful part of the course? What was unpleasant?
- 20. New structure, pace, and people • “Each class was different and it was not a typical lecture course” • “taking a step back from aerospace for a little bit” • “learn purpose and function of the right and left sides of the brain.” • “meeting new people who i never would have crossed paths with otherwise”
- 21. Outside of Comfort Zone • “Completing work on weekends - I never stay on campus on the weekends” • “Nothing too difficult” • “It was difficult to balance the coursework from this course with that of some of my other classes.” • “working outside of my field of specialty” • “Communicating ideas cross discipline”
- 22. Be different. How is this course different from others you have taken? What is a new experience you had in this course?
- 23. "Polychromatic" vs. Monochromatic” • “Really hands on - most courses are theoretic” • “they were each completely unique in both teaching style and topic” • “new and exciting” • “No lecturing”
- 24. Experiential Methodology • “Journaling” • “interactive teaching style” • “Just learning things from peers” • “This course allowed me the opportunity to present in front of some of the top members of the University's faculty, an opportunity I have not received in any of my other courses.”
- 25. Addcharisma to the brand (aka feeling) If the BIG Course was a person or character, who would it be? If the BIG Course was a car, what would it be and why? If the BIG Course was a color, what would it be and why? If the BIG Course was a song, what song would it be and why?
- 27. Innovate. This concept needs to scare the hell out of everybody. What thoughts come to mind when you look at this learning experience?
- 29. Boring and Impersonal • “Zzzzzzzzzzzz” • “No personal connection. Could skip or sleep and it would not matter. Huge screens with font=not interesting at all. Chairs do not look comfortable so I hope the class does not last longer than an hour.” • "I wonder if my professor notices that I'm texting under the table. . . O wait! I'm sitting all the way in the back!"” • “freshman chemistry class” • “boring snooze” •“Boring and hard to ask questions”
- 31. Personable and Stimulating • “Personalized and a relationship is built with the instructor” • “YAAAAAY” • “Lots of hands on learning here, not just from the teach but from everyone involved. Interest levels will be maintained throughout, unless it is hard to hear or see what is happening.” • “that woman is really on the spot” • “fun, interactive” • “Visual. Realistic. Eye-Opening.”
- 32. Collaborate. 1+1=11. The mathematics of collaboration is nothing short of magic. So let’s continue to work together to create and communicate the value of UC Forward
- 33. Design
- 34. Naming “Transdiciplinary” – Pros • Completely new term for the university, to express new program concept • Alliteration with “T” student diagram. Creates parallels. – Cons • Interdisciplinary has been used thus far, and there already have been marketing materials made
- 35. Sources • Multidisciplinary: – Multiple disciplines come together to work on a project, but retain their methodologies and assumptions. The relationship may be mutual and cumulative but not interactive. (Augsburg 2005: 56) • Interdisciplinary: – Involves the combining of two or more disciplines into one single discipline. (Wikipedia, 2011) – The Canadian Institute of Health Research says Interdisciplinary is defined as the ability to analyze, synthesize and harmonize links between disciplines into a coordinated and coherent whole. (CIHR, 2005) • Transdisciplinary: – solve problems that cannot be solved from one area of study alone. Transdisciplinarity arises when participating experts interact in an open discussion and dialogue, giving equal weight to each perspective and relating them to each other. Transdisciplinarity is also used to signify a unity of knowledge beyond disciplines. (Mittelstrass 2003). (Wikipedia, 2011).
- 36. C T Catapulting UC Forward to itsTransformation ransdisciplinary oursework Intro to Transdiciplinary UC3 Certificate Studies class (aka BIG) Yearly Academic Corresponding Themes Sequence of 2 upper level studios
- 37. “T” BOK Guideline Courses which qualify under the “T” BOK have one or more of the following: • Teach students how other disciplines approach problems • Teach students how to devise a team that compliments member strength/weakness • Allow students to speak across disciplines • Promote creative problem solving techniques • Allow students to apply skills to a multitude of problems
- 39. Messaging Learning in a real world setting. Practice the process for solving the world's problems; gain poise and confidence Bring the world to the classroom, instead of the classroom to the world. See the big picture. Break out of your box. Learn about others, while learning about yourself. Fortify yourself against for the competitive global environment
- 40. Communication Strategy • Tone – Conversational – Casual • Color scheme – Red and Black • Images – People – Empathy – Learning Environment – Project Outcomes
- 41. Advertising Channels – Honors • Listserv • Honors 101 Classes – University-wide • Academic Advisors • Highlight in learning opportunities • News Record • Learning Communities • College Day • Experiential Learning: add to site http://www.uc.edu/provost/offices/undergraduate-affairs/icl/experiential- learning.html
Editor's Notes
- #4: The design of the courses and the marketing of the courses needs to be integrated. Work together to communicate their value.