1. Developing a Vision of Teaching and Learning for 2025: Lessons Learned
Bruce Harris
Dixie State University
Teaching & Learning Conference
March 2019
St. George, Utah

2. BACKGROUND: Higher Education landscape is dramatically changing
Institutions must define a vision for teaching and learning to remain viable, competitive, and relevant
DSU is no exception—did not have a shared vision for addressing changes in higher education

3. BACKGROUND:
How could CTL be a change agent in changing the culture of teaching and learning at the university?
Developing a vision of teaching and learning for the future could influence the next university strategic plan
Current strategic plan says very little about teaching and learning

4. PURPOSE/CHARGE: Provost established a Task Force with the charge:
Develop a shared vision that defines and characterizes the culture of teaching and learning at DSU in the year 2025 and recommendations on how to achieve that vision.

5. METHOD: 3 primary sources of input for the plan
Stakeholders of the university
Benchmarking visions from innovative universities
Best practices from the literature

6. METHOD:
Used a Design Thinking Approach

7. METHOD:

8. METHOD: 3 primary sources from other universities
Academic Plan: Northeastern 2025
Stanford 2025
Deliberate Innovation, Lifetime Education: Georgia Tech

9. RESULTS:

10. RESULTS: Foundational Principles
University must be more Learner Centered
Provide lifelong learning opportunities for learners and other stakeholders—Looped Learning
Align Institutional Learning Outcomes (ILO), Program Learning Outcomes (PLO), and Course Learning Outcomes (CLO)—that can be measured and clearly validated for employers and others
Be an agile learning organization that is quick in responding to changes in the marketplace and/or higher education landscape

11. RESULTS: Foundational Principles
Learners will be engaged in the community as leaders, taking major responsibility for the economic, social, and cultural vitality of their communities
University must deliver on its motto: active learning, active life. All learning must be active, effective, and efficient.
Actively integrate and utilize advanced learning technologies such as AI, adaptive learning, VR, AR, etc. to advance personalized and precision learning experiences

12. RESULTS: Four Learning Components
Active Learning: Learners will be actively engaged through applied, hands-on, collaborative learning connected with real-world problems and activities.
Integrated Learning: Learners will be connected with local and global communities, develop competencies necessary in an every-changing marketplace, and solve complex problems.
Flexible Learning: Learners will select from an expanded array of pathways and options for a more successful learning experience.
Lifelong Learning: Learners will have access to the university throughout their lifetime, and develop a disposition towards continuous learning.

13. ACTIVE LEARNING:
Majority of instructional time spent engaged in applied, collaborative learning
All learning spaces, technologies, and formats promote and incorporate active learning
Learning resources, faculty, and support are learner- centered
Active Learning is collaborative in a diverse and inclusive learning environment, and uses social problem solving to ensure learner success
Etc.

14. INTEGRATED LEARNING:
Opportunity to create a business, organization, or other public impact during the learning experience
Solve complex problems through interdisciplinary and experiential learning
Learners will be engaged in the community as leaders, taking major responsibility for the economic, social, and cultural vitality of their communities
Make meaningful connections to local and global communities
Etc.

15. FLEXIBLE LEARNING:
Provide stackable credentials and flexible pathways to achievement
Learners will be able to learn anytime, anywhere with flexible pacing and pricing options
Learners can receive credit for assessment of learning achieved outside the classroom (PLA)
Provide competency-based learning options
Learning will be personalized to the needs, pace, and goals of each learner
Etc.

16. LIFELONG LEARNING:
Focus on foundational skills in pursuit of a mission
Develop essential skills and traits for lifelong learning (e.g. self-regulation, grit, metacognition)
Support services and learning resource infrastructure will expand to meet the growing needs of self-directed learners
University as concierge: Multiple entry and exit points for learning throughout a lifetime
Etc.

17. LESSONS LEARNED:
A Design Thinking Approach worked effectively to achieve our outcomes
Developing an infographic of the vision was critical to communicate the vision to stakeholders—many did not read the 8-page white-paper prototype
Our target interviews with some stakeholders were not very productive—we should have focused more on the key stakeholders in the initial phases
There was more agreement for the Learning Vision 2025 than we anticipated. Results of a survey of faculty, staff, & students showed 77% agreed and 11% disagreed with the learning vision

18. Implementation:
Established a working group to implement the Learning Vision 2025
Prioritized the Learning items—can’t do it all at once
Active Learning
Flexible Learning
Integrated Learning
Lifelong Learning

19. Implementation:
Currently assessing DSU’s resources and capacity to achieve prioritized Items
Next Steps
Develop strategic Plan for prioritized items
Reach out community members—Public relations and building trust
Integrate the Vision 2025 into next University Strategic Plan

20. LINK: