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  • 1. Sprintensive Catch spring fever now!
  • 2. Sprintensive Pizza Group Lauren Friedman Michel Gueldry Nuket Kardam Beryl Levinger Devin Lueddeke Fernando de Paolis Moyara Ruehsen Yumi Sera (World Bank) Jessica Stanford
  • 3. Imagine…
  • 4. …Studying side by side with practicing professionals who are fellow learners
  • 5. …Receiving instruction and feedback from teams composed of practicing professionals and professors
  • 6. …Having adequate time and space to put into practice the skills you’re learning
  • 7. …Never having to balance competing demands for your academic attention and time
  • 8. …Having an extensive network of professional contacts before you graduate
  • 9. …Being taught by a faculty with the time to engage extensively in fieldwork and provide you with personalized attention
  • 10. …Routinely participating—for credit—in field-based faculty research and practice
  • 11. …The Monterey Institute as the top school of choice for anyone seriously committed to a public policy career
  • 12. …Holding a degree that is known and respected by major employers, because people from these organizations participated as instructors and learners in your academic program
  • 13. …Never having to struggle to identify suitable internship opportunities, because you know the players—and they know you
  • 14. …Quickly finding a job after graduation, because major employers know and value what you’ve learned
  • 15. If you can imagine all this, then you’ve imagined Sprintensive!
  • 16. So, what’s Sprintensive?
  • 17. A reorganized Spring Semester that incorporates 6 major innovations to infuse the GSIPS learning environment with quot;real worldquot; issues, cases, tools, people and practice
  • 18. That’s right—the Fall semester will continue with the traditional format A reorganized Spring Semester that incorporates 6 major innovations to infuse the GSIPS learning environment with quot;real worldquot; issues, cases, tools, people and practice
  • 19. Wow! All the advantages of a traditional academic program (Fall) combined with an innovative approach to Spring A reorganized Spring Semester that incorporates 6 major innovations to infuse the GSIPS learning environment with quot;real worldquot; issues, cases, tools, people and practice
  • 20. Innovations
  • 21. A block schedule • 1 course at a time • 3 weeks/course • 20-30hours/week • 3-day break/block • 4 blocks/semester Innovations
  • 22. Enhanced student body Professional Fellows, recruited from partner organization network bring junior and mid-level perspective to classroom Innovations
  • 23. Innovations Diversified instruction Courses taught by mix of regular faculty and group of outstanding professional practitioners
  • 24. Innovations Customized learning Sprintensive blends on- and off-campus learning opportunities to respond to a broad range of student needs
  • 25. Innovations Language integration In-country learning Target language content classes Use of practitioners from other countries to augment current offerings
  • 26. Feedback-rich learning Learners practice skills under guidance and supervision of faculty and current practitioners Innovations
  • 27. Enhanced student body Feedback-rich learning Professional Fellows, A block schedule Learners practice skills recruited from partner under guidance organization network • 1 course at a time and supervision of bring junior and mid-level • 3 weeks/course faculty and current perspective to classroom • 20-30hours/week practitioners • 3-day break/block • 4 blocks/semester Innovations Language integration Diversified instruction In-country learning Courses taught by mix of Target language content regular faculty and Customized learning classes group of outstanding Use of practitioners from professional practitioners Sprintensive blends on- other countries to augment and off-campus learning current offerings opportunities to respond to a broad range of student needs
  • 28. The enabling factor… block scheduling
  • 29. Feedback-rich learning A 4-or 5-hour class meeting gives students sufficient time to apply tools, skills and theory to complex problems More observable performance time doing tasks that parallel real world practice = Better feedback The enabling factor… block scheduling
  • 30. Enhanced student body It’s feasible for practitioners to upgrade skills for 3 weeks… but not over a semester The enabling factor… block scheduling
  • 31. The enabling factor… block scheduling Language integration Combination of Fall and Sprintensive offers numerous new ways to weave language into professional development
  • 32. The enabling factor… block scheduling Customized learning A block schedule, makes it possible to combine on- and off-campus coursework
  • 33. The enabling factor… block scheduling Diversified instruction Senior people crave the chance to train and mentor…but seldom can afford a semester away
  • 34. Feedback-rich learning Enhanced student body A 4-or 5-hour class meeting gives students sufficient time to apply It’s feasible for tools, skills and theory to complex problems practitioners to upgrade skills for 3 weeks… More observable performance time but not over a semester doing tasks that parallel real world practice = Better feedback The enabling factor… block scheduling Language integration Customized learning Diversified instruction Combination of Fall and Sprintensive offers A block schedule, Senior people crave the numerous new makes it possible chance to train and ways to weave language to combine on- and mentor…but seldom can into professional off-campus coursework afford a semester away development
  • 35. Why do we think it will work?
  • 36. The DPMI Experience • DPMI parallels Sprintensive model • 5 years of implementation data and 2 external evaluations demonstrate DPMI’s effectiveness • “I got a job from my DPMI network”—many former participants • “I learned at least as much during each one- week DPMI module as I usually learn during a semester length course” (83% of DPMI participants over last 5 years) • “I have applied knowledge and skills acquired through DPMI to new situations” (79% of DPMI participants over last 5 years)
  • 37. Mercy School of Law Experience • Obscure fourth-tier law school refocused its curriculum to emphasize professional practice and created ties between prominent lawyers and the school • Significant improvement in student job and internship placement • Increased media attention including coverage in Wall Street Journal
  • 38. The Colorado College Experience • School has used block plan since 1970 • Format fosters high student engagement • Format especially suited to bridging theory and practice and to adjusting instructional approach to specific learning outcomes • Format successful in attracting visiting practitioners • Students studying under block plan do as well or better in content mastery as students working in traditional semester-long courses • Format helped build Colorado College brand
  • 39. Where’s the connection to our strategic plan?
  • 40. KRA 1: Academic Excellence that Produces Enrollment Growth Sprintensive… • Attracts new participants to on- and off-campus programs • Builds the MIIS brand by creating a distinctive, attractive approach to professional development • Transforms the “Monterey Way”: language and professional skills are blended with subject knowledge and cultural competency training in a new, powerful way
  • 41. Okay. It sounds good, but what about…
  • 42. My Work Obligations • Your schedule will be very consistent from day to day, which is advantageous for your employer • Your total number of hours in class will be roughly the same as under a semester arrangement • You will have “block breaks” between blocks
  • 43. My Language Learning You will… • Still have access to semester-long language classes in the Fall as well as intensive language-learning programs offered during summer and Winterim • Be able to meet some language requirements through Sprintensive off-campus study • Be able to take courses from professional practitioners who teach in their native language • Be able to take block format content courses in languages other than English
  • 44. Courses That Don’t Fit a Block Format • Theory- and reading-intensive courses can still be offered in the Fall traditional semester format • Some classes can be taught as “double blocks” (6 weeks)
  • 45. My Tendency to Lose Focus • Sprintensive classes will generally have proportionately less time spent in lecture than traditional semester courses • Long class format is designed to create time and space for hands-on learning activities that can’t be crammed into a two- hour session • Faculty will be trained in how to teach effectively in this format
  • 46. My Course Options • High demand courses can easily be taught twice during a semester (two separate blocks)— increasing your chances of working with the instructors you want in the courses you need • While the total number of courses available in the Spring may be smaller than in the Fall, the variety of courses and faculty will be richer • Faculty will normally teach 2-3 Sprintensive blocks
  • 47. Sign me up… What happens next?
  • 48. We Will Develop a Business Plan to… • Design and implement a Sprintensive pilot year • Build our network of partner organizations, the source of Practitioner Fellows and Practitioner Faculty • Publicize our experiment • Develop and deliver training to faculty in “best practice” Sprintensive teaching
  • 49. Thanks for visiting us!
  • 50. Thanks for visiting us!
  • 51. Thanks for visiting us!
  • 52. Thanks for visiting us!
  • 53. Thanks for visiting us!
  • 54. Thanks for visiting us!
  • 55. Thanks for visiting us!
  • 56. Thanks for visiting us! Sprintensive… Catch spring fever now and watch us grow!