The design of the courses and the marketing of the courses needs to be integrated. Work together to communicate their value.
Transcript of "Design Strategy for UCForward"
UC Forward’s Brand Gap Design: BusinessStraWell thought tegy: out course Powerfulsyllabi, progr Message to am get buy-incurriculum, a from nd PBB students, facadmin model ulty, friends of UC
UC Forward’s Brand Gap Design: BusinessWell thought Strategy: out course Powerfulsyllabi, progr Message to am get buy-incurriculum, a from nd PBB students, facadmin model ulty, friends of UC The joint creation and communication of UC Forward’s value
Focus.Who are you? What do you do? Why does it matter? What is the BIG Course? What does the BIG Course do?
A collective of diversestudents.• “not your typical college class”• “closest course to "real life" I haveever experienced”• “connects students from variousdisciplines to work toward acommon goal”• “students from different areas ofstudy can come together to work ina cooperative atmosphere, sharingideas and learning from each other”• “encourages collaboration”
Teaches Teamwork• “an opportunity to work in amultidisciplinary environment”• “to bridge the gap and forge aconnection between right and left-side of the brain thinking.”• “Teach people how differentdisciplines can work togethertowards a common goal”• “broadening the exposure ofstudents to become more attunedto working in a team-like settingand seeing different approaches toa problem”
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?
Discovery• “amazement at the difference inapproaches”• “mind opening”• “wonder at how to best work witheach other”• “explorative”• “different style of teaching”• “Expanded”
Enjoyable• “Exciting”• “exciting”• “fun”• “class was not strenuous”• “work was interesting”
Fulfillment• “learn”• “fulfillment in learning”• “Journey”• “Progression”
We base ourdecisions on Trust. Trust= reliability + delight.
Trust= reliability + delight. Why are you pursuing a college degree? Do you feel this course benefited you in that goal Why or why not?
Social Acceptance andPersonal Satisfaction• Get a good job”• “be better equipped to help tacklethe problems that afflict the worldaround us.”• “Because that is the acceptedthing to do”• “I love learning, and it wasnecessary for my career”• “to pursue a dream of buildingspacecraft”
Employers valuecollaboration skills andstudents felt personalgrowth• “shown me what real-lifecollaboration is truly like”• “it actually taught me something”• “they like to here that I am wellrounded and good at collaboration”• “Totally. Helped me learn how tocommunicate cross discipline.”
Trust= reliability + delight. What was a delightful part of the course? What was unpleasant?
New structure, pace,and people• “Each class was different and itwas not a typical lecture course”• “taking a step back fromaerospace for a little bit”• “learn purpose and function of theright and left sides of the brain.”• “meeting new people who i neverwould have crossed paths withotherwise”
Outside of ComfortZone• “Completing work on weekends - Inever stay on campus on theweekends”• “Nothing too difficult”• “It was difficult to balance thecoursework from this course withthat of some of my other classes.”• “working outside of my field ofspecialty”• “Communicating ideas crossdiscipline”
Be different.How is this course different from othersyou have taken?What is a new experience you had inthis course?
"Polychromatic" vs.Monochromatic”• “Really hands on - most coursesare theoretic”• “they were each completelyunique in both teaching style andtopic”• “new and exciting”• “No lecturing”
ExperientialMethodology• “Journaling”• “interactive teaching style”• “Just learning things from peers”• “This course allowed me theopportunity to present in front ofsome of the top members of theUniversitys faculty, an opportunity Ihave not received in any of myother courses.”
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?
Innovate.This concept needs to scare the hell out of everybody. What thoughts come to mind when you look at this learning experience?
Boring and Impersonal• “Zzzzzzzzzzzz”• “No personal connection. Couldskip or sleep and it would notmatter. Huge screens with font=notinteresting at all. Chairs do not lookcomfortable so I hope the classdoes not last longer than an hour.”• "I wonder if my professor noticesthat Im texting under the table. . . Owait! Im sitting all the way in theback!"”• “freshman chemistry class”• “boring snooze”•“Boring and hard to ask questions”
Personable andStimulating• “Personalized and a relationship isbuilt with the instructor”• “YAAAAAY”• “Lots of hands on learning here,not just from the teach but fromeveryone involved. Interest levelswill be maintained throughout,unless it is hard to hear or see whatis happening.”• “that woman is really on the spot”• “fun, interactive”• “Visual. Realistic. Eye-Opening.”
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
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
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).
C TCatapulting 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
“T” BOK GuidelineCourses 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
MessagingLearning in a real world setting.Practice the process for solving the worlds problems; gain poise and confidenceBring 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
Communication Strategy• Tone – Conversational – Casual• Color scheme – Red and Black• Images – People – Empathy – Learning Environment – Project Outcomes
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
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