Assessing the Strategic Context
Having discussed changes in “where we want to go” on the first day, we turn our attention to the key strategic and tactical question on the second: how do we get there? The third plenary explores the strategic context. As we discussed in the last two biennial conferences, there have been enormous changes in the internal and external contexts of research universities since the Boyer Report was issued in 1998. There have also been enormous changes in what we know about learning and persistence to graduation and in the tools available to help us decide when to proactively intervene. All these changes have trajectories of their own. They also interact with one another. After all, the effect on learning of the pedagogical techniques we employ will vary with the characteristics of our students, how our curricula connect – or don’t connect – different curricular experiences in- and across-time, and how instructional and curricular structures interact with students’ extracurricular experiences. Consequently, we need to assess both the trajectories of key dimensions of our institutions and our students, as well as how those trajectories interact to produce outcomes.
Assistant Provost for Undergraduate Education, University of Miami
Sr. Vice President for Student Success, Georgia State University
Vice Provost & Dean, Undergraduate Education, University of California-Davis
Vice Chancellor and Dean, Academic & Student Affairs, North Carolina State University