We have worked hard to develop good answers to "What's In It For Me? (WIIFM)". Let me address what we have learned about adding value for the faculty at Kaskaskia College. In a later blog, we will share lessons learned about approaching staff and alumni. Of course, the WIIFM will differ!
The first step was to get the faculty listening. We did this by using a point that Feather River College made in their "The New World of Work" studies- 50% of your students will be self-employed at some point in their careers. Then, we gained agreement that virtually everyone can benefit from sharpened problem solving and critical thinking skills. Next, we have begun to introduce effectuation as one technique that addresses these two topics. We find that using the statement "the future is unknowable, but it is creatable" holds the listeners interest while introducing the effectuation concepts.
OK, so now the faculty is listening, and you must quickly get to the WIIFM- What's In It For Me pitch. The items that we think will work at our school are:
1. Focus on those that show interest and don't try to win everyone over immediately. We are in this for the long haul. For those showing interest, help to meet their specific needs.
2. Be a Gamification resource for your college and faculty. Our faculty is under great pressure to make on-line course content more engaging and interesting.
3. Construct Case Study "shells" that encourage customization by various programs. Invite faculty to blend them into their diverse programs.
4. Provide guidance to faculty members on how to sharpen student skills in critical thinking and problem solving. Help them create their dreaded self-assessment goals (required each semester) and provide suggested ways to measure.
5. Offer effectuation workshops to departmental advisory boards as a way to incent community members to serve on said boards.
It took alot of digging to determine what will really work in our environment. Now that these nuggets have been uncovered, we feel much more confident in moving forward.