1. What are the qualities of a successful IEP? UCIEP @ NAFSA 2010
2. As IEP administrators you’ll work with facultystudentsaccreditation staff curriculum mission statements stakeholders sponsors strategic plans immigration regulations budgets enrollment facilities crises AAIEP assessment visas marketingpersonnel agents CEAhousing recruiting UCIEPprofessional development sponsors UCIEP@NAFSA 2010
3. Today’s focus is on faculty students accreditation staff curriculum mission statements stakeholders sponsors strategic plans immigration regulations budgets enrollment crisis management AAIEP assessment visas marketing personnel agents CEA housing recruiting UCIEP professional development sponsors UCIEP@NAFSA 2010
4. To get there you’ll need to know… UCIEP @ NAFSA 2010
5. Basics of IEP Administration Karen O’Neill, San Jose State University Maureen Burke, University of Iowa Gerry Krzic, Ohio University Suzanne Panferov, University of Arizona UCIEP @ NAFSA 2010
14. Seems things are going ok….. Even if you think you are on the right track, you’ll get run over if you just sit there. Will Rogers UCIEP @ NAFSA 2010
15. Let’s just see what happens….. If you don't know where you are going, you might wind up someplace else. Yogi Berra UCIEP @ NAFSA 2010
22. What do you need to haveto do this planning ? time teamwork honesty and trust flexibility sharp vision: seeing the forest and the trees a goal UCIEP @ NAFSA 2010
23. What do you need to know to do this planning? The BIG Picture, which includes… Who you are and what you do the mission Where you want to be the vision How you are going to get there the strategic plan UCIEP @ NAFSA 2010
24. Taking stock—SWOT Analysis What are your Strengths? What are your Weaknesses/challenges? What Opportunities exist? What Threats are there to your program? UCIEP @ NAFSA 2010
26. Mission Statement A brief, comprehensive statement of our unit’s current purpose A description of who we are, what we do, and who we do it for The rationale for the daily existence of our unit UCIEP @ NAFSA 2010
27. Starbucks Mission & Values Statement Establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromising principles as we grow. The following six guiding principles will help us measure the appropriateness of our decisions: Provide a great work environment and treat each other with respect and dignity. Embrace diversity as an essential component in the way we do business. Apply the highest standards of excellence to the purchasing, roasting and fresh delivery of our coffee. Develop enthusiastically satisfied customers all of the time. Contribute positively to our communities and our environment. Recognize that profitability is essential to our future success. UCIEP @ NAFSA 2010
28. Mission Statement Matching Take the “quiz” Any mission statement that doesn’t fit on the front of a T-Shirt is too long. Peter Drucker UCIEP @ NAFSA 2010
29. Mission Statement – ExamplesCommission on English Language Program Accreditation The mission of the Commission on English Language Program Accreditation is to promote excellence in the field of English language teaching and administration(mission)through accreditation of English language programs and institutions worldwide(vision for action). CEA achieves its mission by using widely-held standards(values)to foster continuous program development(vision for action) through a rigorous (value) process of regular self-assessment and peer evaluation(vision for action). UCIEP @ NAFSA 2010
30. Through our global network of language centers, we shall promote international understanding and cross cultural communication. UCIEP @ NAFSA 2010 Geos Language Institute, New York
31. AEI's mission is to increase individual growth and global understanding in the international community through English language and inter-cultural learning, teaching, and research opportunities. AEI strives to be recognized internationally for its high quality programs, contributions to the field of English language teaching, and the educational experiences it provides to students and faculty. UCIEP @ NAFSA 2010 University of Oregon—AEI Mission Statement
32. University of Connecticut ALI To provide our students with quality language instruction that enables the achievement of their personal, academic and professional goals To maximize our students’ access to UCONN’s educational, cultural and community resources To assist our students in their transition to mainstream academic courses To support university-wide needs for specialized English programs and services To provide our students and community with opportunities for international experiences and learning UCIEP @ NAFSA 2010
33. Bellevue Community College Bellevue Community College is a comprehensive and innovative college that advances the life-long educational development of its students consistent with their needs, interests, and abilities while strengthening the economic, social, and cultural life of its diverse community. The college accomplishes this purpose by providing high-quality, flexible educational programs and services that are academically, geographically, and financially accessible. Committed to teaching and learning excellence and employee growth and development, the college nurtures a supportive environment throughout its programs and services. UCIEP @ NAFSA 2010
34. University and College Intensive English Programs …UCIEP, an organization committed to setting and achieving high standards in IEPs, to educating institutions to the fact that adequate support of IEPs would lead to international students better prepared to succeed in their academic studies, and to providing a forum for IEP directors to exchange ideas, information and experiences. UCIEP@NAFSA 2010
35. Your Turn To Work Who are we? What do we do? Whom do we do it for? UCIEP @ NAFSA 2010
36. From Mission to Plan Your mission statement will include your audience or customers. Your strategic plan will expand to include all stakeholders. UCIEP @ NAFSA 2010
37. What’s at Stake? Understanding Your Stakeholders Gerry Krzic UCIEP @ NAFSA 2010
38. What is a Stakeholder? “any group or individual who can affect or is affected by the ESL program’s mission and objectives” Adapted from Freeman, 1984. http://www.forost.lmu.de/fthope/ft_library/F03_Papier_2.pdf UCIEP @ NAFSA 2010
39. Example of Stakeholders UCIEP @ NAFSA 2010 http://www.triz.co.uk/images/stakeholders_1_col.jpg
45. Your Stakeholders What is important to these groups? What needs do they bring to your program? How will you fulfill those needs? Who should be their main contact in your program? UCIEP @ NAFSA 2010
47. Prioritizing Stakeholders A. High Influence, High Interest: Fully engage and make the greatest efforts to satisfy them. B. High Influence, Low Interest: Put enough effort into keeping them satisfied, but not bored. C. Low Influence, High Interest: Keep adequately informed; ensure no major issues are arising. D. Low Influence, Low Interest: Monitor; don’t bore with excessive contact. UCIEP @ NAFSA 2010
48. Prioritizing Stakeholders High A. Manage Closely B. Keep Satisfied Influence C. Keep Informed D. Monitor (minimum effort) Interest High Low (Chart adapted from:www.mindtools.com) UCIEP @ NAFSA 2010
49. Stakeholder Scenarios Scenario 1: English Program in Korea Scenario 2: The Business College Scenario 3: Your Own UCIEP @ NAFSA 2010
51. “Life is what happens when you’re making other plans.”Allen Saunders, 1957 and John Lennon, 1980 UCIEP @ NAFSA 2010
52. Preparing? For Problems Suzanne Panferov UCIEP @ NAFSA 2010
53. What is a crisis? Effecting...Individuals or Groups Students Staff Faculty Colleagues Employee/Student Families Your department UCIEP @ NAFSA 2010
54. What is a personal crisis? Physical/Health Mental Issues Interpersonal Cultural Social/Crime, Drugs Legal/Political Job loss UCIEP @ NAFSA 2010
55. What is a personnel crisis? Anything that distracts, disrupts, or derails your work flow… often “fast-breaking” Physical (can’t find the files…) Mental (covering tasks on the fly...) Emotional/Spiritual (I’m here to see… can I talk to….) UCIEP @ NAFSA 2010
56. What is an administrative crisis? Anything that distracts, disrupts, or derails your IEP Such as: A “systematic” personnel crisis Enrollment drops/spikes Government/university policy or procedural changes A natural disaster UCIEP @ NAFSA 2010
57. What is an IEP crisis? Any and All of the above! UCIEP @ NAFSA 2010
58. How do we diagnose a crisis? UCIEP @ NAFSA 2010
59. Are we in crisis mode yet? Applications to your IEP are down 10% from last year at this time. UCIEP @ NAFSA 2010
60. Are we in crisis mode yet? A teacher has called in sick. You need to find a sub. UCIEP @ NAFSA 2010
61. Are we in crisis mode yet? Your IEP collaborates with university admissions in a conditional admissions program. University admissions is taking 2 months to process applications. They are holding more than 80 apps. Your IEP candidates are choosing to go elsewhere. UCIEP @ NAFSA 2010
62. Are we in crisis mode yet? The state where your IEP is located has issued a immigration law that is being viewed by the world as xenophobic. Your university’s name includes the name of your state. Partner schools abroad are emailing statements about boycotting your entire state. UCIEP @ NAFSA 2010
63. Are we in crisis mode yet? Your assistant director’s son is on life support. She is a dedicated single mom. Rather than see her son die, she takes her own life. UCIEP @ NAFSA 2010
64. Have you had to deal with a work crisis (yet)? UCIEP @ NAFSA 2010
65. Can we really “manage” a crisis? No… but we can anticipate… From Minor cases…. To Worst case…. What are the issues? UCIEP @ NAFSA 2010
66. Issues with a personnel crisis Communications: Finding out (phone tree, responsible persons to call and be called): WH? Verifying Notifying family/emergency contacts How to spread the word Speed Effect of message Follow up Planning: emergency plan UCIEP @ NAFSA 2010
67. Safety…… Planning: emergency plan Immediate safety Report the emergency Evacuation plan Check-in Disbursement/regroup plan Who’s in charge? Practice!! UCIEP @ NAFSA 2010
68. Caring….. Attending to those in need: Counseling: Immediate and Follow-up (student, staff, faculty) University policies/stakeholders Recognizing stages/strategies of coping Honoring/Remembering Immediate Later Cultural Family Religious UCIEP @ NAFSA 2010
70. Administrating… Coverage of tasks (Flexibility) Crisis management team Cross-training Documented procedures Documented procedures for everything Plan B (and C and D) Housing Classroom space On-call teachers Transportation Tech back-ups UCIEP @ NAFSA 2010
71. Fluctuating enrollments Drops often affect financials Number of classes Hires/fires Over estimates on book orders Failed marketing / tarnishing Spikes affect as well Sudden hires Finding rooms Last minute book orders UCIEP @ NAFSA 2010
72. “Keeping clean” Immigration reporting responsibilities SEVIS reporting Connecting students with home government support (e.g., consulate contacts, sponsors, etc.) Legal Support University reporting UCIEP @ NAFSA 2010
73. Know yourCAUSE and EFFECT New immigration policy Student in jail Crash of database Student kidnaps another Student passes out in class Student held at POE Call to local authorities Drop in enrollment Call to consulate Student arrest Call from CBP Use of paper files UCIEP @ NAFSA 2010
74. GROUP APPLICATION Pick an area of possible crisis and develop a list of items to include in a contingency plan for your IEP: Personnel crisis Database crash Student arrest Space issues Natural disaster Student death Pick a group spokesperson too! UCIEP @ NAFSA 2010
75. GROUP ACTIVITY SHARING Assign an itinerant spokesperson for your group. That person rotates to the neighboring group and shares what plan your group came up with. Your group has 2 minutes to learn from the “visiting spokesperson” and give feedback. REPEAT REPEATREPEAT UCIEP @ NAFSA 2010
80. Follow-up References Crisis Management in a Cross-Cultural Setting by Patricia Burak, William Hoffa, and Michael Smithee NAFSA 2001 UCIEP @ NAFSA 2010
Maureen, Gerry, Suzanne – quick overview of the plan of the day. I would do this intro piece – and perhaps have this on screen as participants arrive. KO
Maureen – do you want to talk about UCIEP, AAIEP, CEA, etc during your section or should I do that in the intro?
Maureen, Gerry, Suzanne – quick overview of the plan of the day. I would do this intro piece – and perhaps have this on screen as participants arrive. KO
Maureen – we could change this to ‘defining the mission” or ??? KO
This is where the participants would introduce themselves briefly. Hard to do at the very beginning because there are always late arrivals who then are never introduced. KO
Maureen – lots of other options for this entry. KO
Talk a bit about SWOT analysis and what it is
Will have handout for participants to complete about their own programs
Maureen – lead in to the mission matching activity. KO
Maureen – I have the quiz somewhere. It was on paper and done in small groups – matching famous companies and their mission statements. KO
Maureen – I thought David’s presentation and analysis of the CEA mission statement was great, so I threw it in here. I haven’t asked his permission and I think he said he had it from someone else at CEA. KOKaren, I’ve moved this to the front, so we can talk about the different aspects as noted by the bolding and parentheses. What do you think? MB
Begin to discuss what is included in these—what does the program see as important? What do all contain—who we are, what we do, who we do it for; types of embellishments
Begin to discuss what is included in these—what does the program see as important? What do all contain—who we are, what we do, who we do it for; types of embellishments
Maureen – another old one but perhaps one that could be parsed to show the values and actions such as David had done with CEA. KO
Maureen – this is where we need a transition from mission statement to stakeholders. I think describing stakeholders as a component of the mission statement that will play a large role in planning may work out. KO
Gerry, Campus or community stakeholders. Could include a discussion of upreach to deans, chairs, etc. and need to know pubic affairs and legal offices on campus. KO
Suzanne – we need a better title for this. What would you say? I don’t have pre-made slides for this section, but I remember you had a ppt last year at Bandera. Do you think you can use those?
Participants in groups. Give them 10 minutes. Assign an itinerant spokesperson. Once the group is done, one person rotates to the neighboring group and shares what they came up with. Approx. 2 minute updates happen until all emergency plans/lists are shared among total group.
Participants in groups. Give them 10 minutes. Assign an itinerant spokesperson. Once the group is done, one person rotates to the neighboring group and shares what they came up with. Approx. 2 minute updates happen until all emergency plans/lists are shared among total group.
