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Perhaps, as a  way to truly differentiate ourselves, we embrace the Johnston model across the entire campus, not just for assessment, but also for how we structure the university. This would be a truly transformative change, and one that's built on sound educational philosophy and strategy for differentiating our university from others in the region. If we really want to adapt to the marketplace, why don't we reimagine a Johnston-like model and rebuild a new University of Redlands around such a model?

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Perhaps, as a  way to truly differentiate ourselves, we embrace the Johnston model across the entire campus, not just for assessment, but also for how we structure the university. This would be a truly transformative change, and one that's built on sound educational philosophy and strategy for differentiating our university from others in the region. If we really want to adapt to the marketplace, why don't we reimagine a Johnston-like model and rebuild a new University of Redlands around such a model?

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I liked the suggestion proposed by Sharon Oster's table to consider clustering or a kind of modular way to structure our organization.

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One way to more organically pave the way for clusters across the College and Schools is to open/incentivize attendance to faculty across all assemblies as non-voting members. This could facilitate conversations that result in natural and creative clustering.

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Clusters at the unit and individual levels

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Clusters at the unit and individual levels

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One way to reduce silos and build collaborations would be to do as proposed: (approaching structural clusters at the unit level) along with clusters built at the individual level. It's individuals who typically build informal collaborations with other individuals. Perhaps we can take advantage of that by building more formal and structured clusters at the unit (dept, program) level as well as many more connections built between units via individuals. This could help create more flexible clusters that ebb and flow based on staffing levels and student/market demands.

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By offering a clear rejection of the general negative press that Higher Education doesn’t matter. Tell our stories to show higher ed does matter in the short and long run.

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By offering singular upper division common core courses (Econ, Stats, Finance, etc) across the University scaled to enrollment.

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One that increases enrollment to meet our University sustainability model and ensures successful student outcomes.

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Condense communications? Create better webpages where it's clearer "who does what" (and is updated if someone leaves or changes roles) and faculty resource pages with recent communications posted so it's easier to track what's happening without searching through a million emails (emails are also needed).

Encourage faculty (at the start of the semester) to limit meetings/engagements during registration when possible and give us the dates so we can block off time ahead and ensure we're able to give advisees the attention they need.

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We need to find a way to communicate about duplications across units and department and also how to share resources across units and departments. For instance, share methods courses, reduce offering similar courses in different departments during the same semester, connect students to faculty in different departments that might be teaching in their area of interest.

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We need to find a way to communicate about duplications across units and department and also how to share resources across units and departments. For instance, share methods courses, reduce offering similar courses in different departments during the same semester, connect students to faculty in different departments that might be teaching in their area of interest.

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We mostly discussed that this is complicated because we have so many cross disciplinary alliances already. We don't want to solidify new silos and prevent flexibility. All of us thought it essential to make it easier for both students and faculty to take courses and teach across units. 

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We mostly discussed that this is complicated because we have so many cross disciplinary alliances already. We don't want to solidify new silos and prevent flexibility. All of us thought it essential to make it easier for both students and faculty to take courses and teach across units. 

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Make it easier to figure out who does what (or who to contact to get answers to your questions) - this could be helped by having "cluster chairs" who are tasked with sharing monthly updates and connecting faculty to the appropriate resources.

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If it's difficult to find a name because the disciplines are too different, maybe they don't belong together

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There could be efficiencies by sharing administrative resources (DCs, single super chair). These wouldn't need to be visible to students. Clusters could also help us make visible interdisciplinary and cross disciplinary collaborations that we are already doing, but we need to be careful not to create new silos.

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There could be efficiencies by sharing administrative resources (DCs, single super chair). These wouldn't need to be visible to students. Clusters could also help us make visible interdisciplinary and cross disciplinary collaborations that we are already doing, but we need to be careful not to create new silos.

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Teaching materials could be shared, like FYS materials (as they're being done in Teams this year).

Physical resources - party supplies, field equipment - should be shareable across programs to reduce waste and redundant purchasing, help us stretch our department budgets further, and save time in obtaining resources.

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The idea of student services being clustered is interesting but wonder what it would mean to centralize undergraduate advising

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(Or better - lunches!) would help to bring people together for organic conversations and collaborations

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Our group also identified the barriers to enrollment across colleges as big problem - we thought perhaps clustering could work to break these "soft" barriers

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Our group discussed how difficult it was to imagine a single cluster model that would work for all areas/divisions/clusters.

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We thought there was a lot of potential in terms of combining administrative staff resources across the cluster. So that perhaps department coordinator duties could be task based within a cluster (one handles scheduling speakers, events, maybe alumni, etc... while another handles common scheduling, budgeting, and so on...).

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This might help us with FYS in the College. Each cluster could offer a certain number of FYSs and students could identify an FYS within a cluster rather than ranking particular fys classes of preference. And, those FYSs in the cluster could collaborate with each other.

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Reducing Chairs/making Chair work more efficient

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Reducing Chairs/making Chair work more efficient

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Form large departments with one chair (possibly along LAI practices model), but within, maintain the major programs. Cut work load by cutting down the number of program reviews. And then a program review for each mega-dept./cluster. Course Dog promises to handle scheduling workload more efficiently that usually falls to Chairs.  Avoid creating new silos.

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Just as the clusters will help streamline large scale decision making by shortening the list of folks in the big room the clusters should be kept small enough to remain dynamic. I suspect that the magic number for that is probably between 10 and 30 faculty in a cluster. Please do not over correct from the current fragmentation and make clusters unmanageably large.

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FAME has had some innovative and exciting discussions on new programs or modifications that meet current students interests. We believe such programs could increase enrollment.

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Administrative clusters organized around the LAI practice categories makes the most intuitive sense.
In terms of curricular experimentation, someone posted to another category the idea of cluster courses focused on salient questions within a 2-3 year period, that could be revised every few years, and then be taught by interdisciplinary faculty. Could faculty do this within courses they are currently teaching for their majors (gear them toward a question)? Because most of us can barely teach our majors with limited faculty resources.

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I don't think we need to reorganize to tell our stories. I think we need marketing and communications staff to come to our classes, interview us, and see firsthand what we are doing, and have been doing for years. I have had communications conduct interviews with me for Bulldog Blog and web news releases for the few special projects and special events I have hosted over the years. But not to inquire into my everyday teaching practices, course material, etc., my May term courses, travel courses, etc. More of that would go miles to help us tell our stories.

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I like having a undergraduate school and a graduate school. It is easily understood by parents and students. Also it addresses two very different student populations with different needs.

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Are we talking about marketing strategies, which we can help develop along with marketing experts. But the LAI categories make the most sense as a foundation for an administrative organizational structure. NS, C, H, SS. And one cluster of interdisciplinary programs that would branch across these categories. These seem most intuitive, and would cause the least chaos for students, scheduling, getting enrolled students to degree. These would also allow us to maintain traditional, recognizable majors (esp. to first-gen students), but also facilitate natural curricular affinities across related departments, and possibly alleviate the "chair/course release" problem.

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At this point we need the least cost structure that does not affect the student base negatively till we find our unique market position.

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Perhaps clusters can help distribute advising loads in a more equitable fashion.

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Tenure

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If we are in clusters and each has a director that would mean less administrative costs. BUT it begs the question - would one person have the disciplinary knowledge to direct a cluster that consists of different disciplines?

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I like the ideas of clusters as programs within schools

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I like the ideas of clusters as programs within schools

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Adopting a cluster model, I feel, invites and encourages students to further their education without the feeling anxious about the confinements of a full commitment to a major. While a student might select a career pathway, taking core classes, and fulfilling their requirements, another subject(s) may arise, piquing their interest. For example, a student majoring in Biology might be interested in learning more about Music. A cluster model would allow such interdisciplinary work, fostering a more diverse and creative mindset.

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Potential for increased or more effective communication, discovery and/or leveraging of complementarities, and coordination in scheduling (both of courses and extra-curricular events)

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I neither like nor dislike it. I dislike that we are having this discussion in the wrong order, and here is why: the most basic rule of organizational design was coined by Alfred Chandler: Structure follows strategy. We need to decide on what will make us identifiably unique. There is nothing in the proposed strategy that makes recognizably unique: every other school has similar stuff in their strategic plan. As long as we have not decided on a recognizable distinctive feature, we should postpone this discussion till we decided on one.

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I'd like to know how this will affect departmental governance. Right now, as I view it, departments are sovereign. Will departments lose control over their internal decision making processes? Will departments entirely dissapper?

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I'd like to know how this will affect departmental governance. Right now, as I view it, departments are sovereign. Will departments lose control over their internal decision making processes? Will departments entirely dissapper?

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I enjoy discovering connections across disciplines.

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collaboration with faculty outside the department. Possibility for students to craft their own curriculum within a particular discipline

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collaboration with faculty outside the department. Possibility for students to craft their own curriculum within a particular discipline

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Is there research to suggest that this kind of model will increase enrollments and or student success?

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Is there research to suggest that this kind of model will increase enrollments and or student success?

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Curricular innovation model:

Innovative “questions” (changes every 2-3 years) that enable faculty from across departments to explore areas of emerging interest based on data. 3-5 faculty members from across the college collaborate on courses that engage one of these questions – and these courses ALSO count in the majors, so it’s feasible within faculty limits. These faculty members work together over the course of a year and bring in colleagues from adjacent areas. The value of these “questions” or “areas” for the purposes of enrollment can be gauged based on student interest/enrollment.

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Interdisciplinary Cluster that builds bridges across to different clusters and provides ways for faculty from the other clusters to also make contributions into interdisciplinary cluster (and vice versa).

Possible included programs:

-       Primarily method-based: Johnston, Spatial Studies

-       Content-based with highly interdisciplinary curriculum, drawing on offerings in multiple departments: HMS, REST/WGST, EVST, Public Policy, Spatial Studies, etc

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Is the cluster model administrative, and/or about cluster curricular opportunities? Will we still offer traditional program degrees and identities? I think the latter should be retained, so that degree programs are recognizable to students, parents and future employers.

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Is the cluster model administrative, and/or about cluster curricular opportunities? Will we still offer traditional program degrees and identities? I think the latter should be retained, so that degree programs are recognizable to students, parents and future employers.

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We also need to consider what we don't like about a cluster model. We need to weigh pros and cons equally to make this discussion honest and meaningful.

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Each department/program enjoy a great deal of autonomy and create/deliver curricula that are most effective for the particular area of study. It also nurtures intellectual and pedagogical heterogeneity.

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Clusters can work well when there are a handful of academic areas with strong affinity with one another or shared epistemological tradition. Clusters that include academic areas with diverse epistimological approaches would be much harder to sustain as a cohesive unit.

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I like the idea in the abstract, and can also see that it can work well in certain cases (e.g., FAME). Coming up with a reasonable number of clusters in which every department/program can find a comfortable home will be the challenge.

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I can see interdisciplinary collaboration within the cluster being strong. But how about interdisciplinary collaboration across clusters? Are clusters going to create a different kind of silo?

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Yes. Shared methodology/practices of knowledge production/pedagogy, etc could make these stimulating, supportive collaborations.

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Individual Department Chairs are important in my opinion. This is because department chair duties have to be assigned to someone who knows their own department. Even if stipends or course releases are not possible, we need to retain these positions.

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Individual Department Chairs are important in my opinion. This is because department chair duties have to be assigned to someone who knows their own department. Even if stipends or course releases are not possible, we need to retain these positions.

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Some clusters are easy to define (i.e. the Science Center) others will take more work and creative ideas to formulate and define.

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Some clusters are easy to define (i.e. the Science Center) others will take more work and creative ideas to formulate and define.

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Being in clusters may help more accurately define specific areas of interest (i.e. majors) within broader topical areas of interest. 

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Being in clusters may help more accurately define specific areas of interest (i.e. majors) within broader topical areas of interest. 

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Working together in our clusters may save money through not having to reinvent the wheel for some duties and spending that time on more teaching or other activities.

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Working together in our clusters may save money through not having to reinvent the wheel for some duties and spending that time on more teaching or other activities.

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This is already working well for our cluster in the Science Center.

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This is already working well for our cluster in the Science Center.

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It makes a lot of sense. I'm in favor of this model.

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It makes a lot of sense. I'm in favor of this model.