Traditonal Model Redesign

How can growth-oriented public universities develop operating models that capitalize on advances in teaching and learning to expand capacity to serve and graduate more students of color and high-need students.

How can growth-oriented public universities develop operating models that capitalize on advances in teaching and learning to expand capacity to serve and graduate more students of color and high-need students? The Education Design Lab is working with Lumina Foundation and HCM Strategists to explore this design challenge with 10 universities.

Overview

The Education Design Lab is working with Lumina Foundation and HCM Strategists to create innovation tools and design capacity for large public universities that hope to serve more students of color and high need students. Despite increasing financial and political pressure to improve or develop new operating models, little direction exists about how to undertake large-scale change. Increased focus on the need for change has not yet produced enough actionable guidance on how public institutions can make major adjustments to their academic models.  Our teams together have partnered to create design and prototyping processes to support this question: How can growth-oriented public universities develop operating models that capitalize on advances in teaching and learning to expand capacity to serve and graduate more students of color and high need students?

This effort is grounded in the belief that by focusing on the how — guiding universities through a process of designing, prototyping, and networking with peer universities — while trusting universities to determine the what — adaptive operating models that meet their students’ needs — we can increase the likelihood that universities are positioned for a changing landscape in ways that lead to a better-educated society, serving all demographic groups equally well.

Kevin Corcoran, Strategy Director at Lumina Foundation, opens the June Traditional Model Redesign Studio Team meeting

Convening

The Traditional Model Redesign Convening offered senior institutional representatives an opportunity to explore how they would make major changes in the way they educate students. We challenged them to propose the rough outline of a sustainable model that significantly expands their institution’s capacity to serve students, especially in ways that result in fairer educational outcomes for racial and ethnic minorities and high-need students.

Participating Universities include

Austin Peay State University

California State University, Fullerton

Fayetteville State University

Georgia Gwinnett College

Indiana State University

Metropolitan State University of Denver

Middle Tennessee State University

Montclair State University

North Carolina Central University

 

Western Kentucky University

 

Read about our other challenges
Michelle Batt

 

Design Challenge Lead

Michelle is a Design Challenge Lead for the Lab’s Badging Challenge. Michelle is also the President of Lead by Experience, offering strategic and tactical consulting to help leadership teams across: business, health care and education improve their customer experience.

Through her coaching, Michelle loves to “gently” break up typical functional silos to stimulate collaboration and steer change management across organizations. She integrates new, cost effective, ways to capture and understand customers’ expectations, wants and needs.

Prior to establishing her own business, Michelle held executive positions in telecommunications at MCI and NII Holdings where she held the position of Senior Director of Customer Experience. Michelle earned a Masters of Arts degree in Education: Curriculum & Instruction from Loyola College in Maryland and completed an Executive Certification in Global Leadership from Georgetown University – the McDonough School of Business.

×

Michael Meotti photo-2

Michael Meotti

Higher Ed Fellow

Mike brings extensive experience in higher education policy, innovation and management to Education Design Lab’s work.   Mike has a broad perspective on the challenges facing colleges and universities based on his past leadership positions in state government, nonprofit organizations and higher education systems. He has led transformation initiatives in all of these sectors.

Mike served as Commissioner of the Connecticut Department of Higher Education and Executive Vice President and chief operating officer of the Connecticut Board of Regents for Higher Education. 

Mike was a member of the Executive Committee and Vice Chair of the Federal Relations Committee of the State Higher Education Executive Officers (SHEEO).  He led the Connecticut delegation in the National Governors Association Best Practices Academy “Complete to Compete” and in Complete College America.  Michael was also active in the state policy track of Achieving the Dream and the Smarter Balanced Assessment Coalition for the Common Core Standards.  He earned his J.D. and B.S. degrees from Georgetown University.

Prior to his work in higher education, Mike led several nonprofit organizations that provided services addressing the needs of many “first generation” and returning adult students.

×
Share This