InterPro Retreat 2007—Follow-up
Huei Peng
October 04, 2007
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
1
Do you see a need to revise the unit Vision
1. Yes10
2. No
16
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
2
Draft Revised Vision
• InterPro will be
– Recognized nationally and globally as a leader in the
creation and delivery of interdisciplinary and professional
programs and knowledge
– A source of innovation, recognition, and value for the
College of Engineering by offering programs and services
of the highest quality, relevance and value for all
learners.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
3
Mission
• As a unit within the College of Engineering, InterPro’s mission is to
– Identify trends relevant to the profession and practice of
engineering and management and to anticipate the related
implications and needs for education, training and certification.
– Be responsive in meeting those needs with successful programs
by leveraging and extending the talents and resources of
Michigan Engineering.
– Build lasting relationships with learners and employers.
– Use technology to enhance learning.
– Encourage faculty to view professional development as critical to
strong relationships with industry and government, to actively
participate in programs offered through InterPro and technology
enhanced learning.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
4
Additional Focus Areas (from last retreat)
--which ones should remain focus for FY08
(choose 3)
1. Development of new
programs, courses and
offerings
2. Expansive use of cutting
edge technology for elearning
3. Increase faculty
involvement
4. Expansive use of
technology to improve
workflow
5. Industry communication
(about their needs)
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
21
21
14
12
10
5
Objectives for FY08 and new initiatives
• Continue to form a tighter and more integrated unit
• Continue to improve quality of service
– Accounting/payment
– Distance courses capture/production/delivery
– Student/faculty support and communication
• Diverse short course offering (“20 new events”)
– EECS, energy, healthcare
• E-learning for COE students (“immersive learning
environment”)
• Strengthen existing academic programs and courses
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
6
Group Discussions
• Development of new programs, courses and offerings
– Our vision and values are well aligned with those of the
Dean, with the focus on energy and healthcare.
– Communicate with industry and government to determine the
next wave of education needs
– Revise the financial model—analyze incentives
– Work with faculty in course development, improve support
and their comfort level in working with InterPro (including
use of classroom technology)
– Need to work on exposure and awareness of InterPro
– Leverage the “Michigan name”
– Prepare for growth—identify resources, and changes needed
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
7
Group Discussions (cont.)
• Development of new programs, courses and offerings
– Solidify the plan for “20 new offerings”
– The plan for being the “owner” of M.Eng. Programs is a
major undertaking, involving purpose, financial, restructure, marketing outreach, etc.
– Aggressive use of technology to improve course capture,
production, delivery and support.
– Provide “student testimonials” as a form of feedback for
faculty’s judicious use of technology
– Work with faculty in credit programs to develop noncredit short courses
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
8
Group Discussions (cont.)
• Development of new programs, courses and offerings
– Conduct an internal survey (staff+faculty) to identify
gaps in support and resources
– Take advantage of the desire of programs/departments
in expanding internationally.
– Establish an external advisory board
– Establish formal corporate partnerships
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
9
Group Discussions (cont.)
• Development of new programs, courses and offerings
– Possible challenges/obstacles
» COE organization structure and attitude
» Access to high level corporate leaders to identify “sweet spots”
» MI economy
» Lack of faculty involvement/diversity of faculty
» Operational infrastructure
» Perception of M.Eng. vs. M.S.
» Identify the right technology
» Faculty perception of needed adaptation for distance learning,
and their “quality perception”
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
10
Group Discussions
• Expansive use of cutting edge technology for elearning
– Need to revise vision/mission/values to reflect the Elearning activities for on-campus students
– Closer collaboration with departments and faculty to
identify interests and priorities
– Clear separation and definition of funded activities from
strategic initiatives
– Clear definition of ownership of online services
(networking, connectivity, content capture/production)—
especially with CAEN
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
11
Group Discussions (cont.)
• Expansive use of cutting edge technology for e-learning
– Choose the right tools for E-learning (must be scalable)
– Customize Ctools to help student/faculty interactions (HW
submission, exams, chat, etc.)
– Policy on re-use of credit courses need to be addressed
– Need to create leading edge role and image of InterPro in the
field of technology enhanced learning
– Engage faculty/dept in funded opportunities (e.g., NSF
education initiatives) and other new collaborations
– Need to expand iweb from existing building-blocks into a more
integrated process that helps efficiency and access
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
12
Group Discussions (cont.)
• Expansive use of cutting edge technology for elearning
– Planned actions, not reactions; proactive expansion
– Communicate with other units/users/faculty
– For the ILE, assemble a team of CAEN, InterPro and
small group of others, get a preliminary plan with list of
resources needed, solicit response from Dean’s Cabinet,
Dept and constituents.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
13
Group Discussions (cont.)
• Expansive use of cutting edge technology for elearning
– Possible challenges/obstacles
» Expand to “classroom capture anywhere”
» Communication with other academic units
» Faculty capacity
» Lack of reward systems
» Organization, resource allocation, consensus of
stakeholders on ILE
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
14
Group Discussions
• Increase faculty involvement
– Need to address “loss of classroom interactions” using
technology and tactics—improve “outside of classroom”
experience to help, which also attracts faculty to work
with us.
– Create an E-learning community using existing
technology such as Facebook—learning cohort
– Instead of changing “their culture”, keep them in control
but enhance their lecture delivery regardless of their
style.
– Better assessment of why some lecturers hesitate to
work with InterPro.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
15
Group Discussions
• Increase faculty involvement
– Identify what courses we want to offer, approach them
to discuss benefits and address concerns they have
– Use an instructor who works with us as advocate
– Attend faculty meetings to market InterPro
– Attract whoever is developing interesting new courses
– “Faculty referral” system
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
16
Group Discussions
• Increase faculty involvement
– Possible challenges/obstacles
» Faculty does not work in advance of course offering
» Awareness
» Bad experience lingers
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
17
Actions—Internal Marketing
• Lead: Huei
• Communicate with COE, key dept chairs and faculty
– Raise awareness about InterPro/ILE
– Secure resources
– Recruit faculty for EECS/Energy/Healthcare activities,
with focus on new faculty members
– Revise distance teaching financial model—address
incentive issue?
– Recruit ILE team (in collaboration with CAEN/ADUG)
– Keep an eye on the development of COE M.Eng. degrees
– Identify education proposal opportunities and recruit
faculty to take the lead
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
18
Actions—External Marketing
• Lead: Ed & Sandra
• Communicate with industry and government to identify
education needs and trend
• Lead on EECS, energy and Healthcare short course
opportunities
– Solidify plan for “20 new events”
• Revive summer programs
• Revise the EAB plan
• Identify technical and administrative modes to engage
new clients—Dow and KLA Tencor examples
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
19
Actions--ILE
• Lead: Scott, Jerry (+ CAEN lead?)
– Define the roles of the two units
• Benchmark technology and define action plan for
distance-capturing in PC classrooms
• Finalize Winter 08 plan
– Identify and instrument one classroom
– open for request
– web site
– access management
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
20
Actions—Ctools and teaching support
• Lead: Max, Kathy F.
• Transition of all credit courses no later than F08
• Identify priorities for our customized version of Ctools
and define development plan
• Work with faculty/students to identify holes in service
and opportunity in enhanced interactions
• Development of best practices for faculty
• Refinement of the non-intrusive capture/production
system
• Creative form of incentives for faculty instructors
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
21
Actions—Academic programs
• Lead: Henia
• Update web site
• Establish robust student recruiting process
• Establish financial aid system to attract top students
• Develop alumni relations
• Summer 08 “test course” (replay--IOE461?)
• Develop “common management track” for M.Eng.
Programs
– E.g., Entrepreneurship, IP, Ethics, sustainability
engineering
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
22
Actions--Accounting
• Lead: Susan
• Refine accounting system by working with COE
• Establish a financial analysis and report system to
provide useful managerial indices and inputs for
revising the financial model
• Well defined and executed receivable and payable
systems
• Establish a system to track not-for-revenue activities
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
23