Dissemination Strategies for a Hub and Spokes Model

Mentoring Institution with Adaptors
Based on presentation notes

by Laurie Schreiner, Eastern College
at the annual FIPSE Project Directors’ Meeting, November 2000 lschrein@eastern.edu

Edited by Rosemary Wolfe, former FIPSE program officer

If you’re thinking of disseminating your program….
• Do you have a documented measurable track record of success?
– Strong evaluation data based on student learning and performance – Measures that are objective and go beyond selfreporting and participant attitudes

Disseminating your program….
• Do you have committed, active, and competent team leaders in your program?
– Including all relevant levels of the campus community
• Administrators, faculty, staff, students

Disseminating your program….
• Do you have strong commitment from adaptors? • How will you sustain the program’s dissemination and scale-up to a national level?

Select Adapters Carefully
– Communicate clear expectations to adapting institutions
• Institutional buy-in is essential

– Encourage recruitment of team members who
• are capable of implementing the program, have credibility, and possess excellent interpersonal skills

– Research the systems, infrastructure, and capability of the institution
• not only to implement the program but also to continue to support it beyond the grant period

If you plan to adapt a proven model….

consider these conditions for successful reform on your campus

Four Key Conditions Conducive to Adapting a New Model at Your Institution
1. 2. 3. 4. Institutional Buy-In Clear Implementation Goals Capable Team Members Sound Infrastructure

Adapting a New Model at Your Institution
1. Institutional Buy-In
• secure commitment from the president and administrators in positions to “get things done” • include the VP and other key administrators on program planning teams • build on previous collaborations with the mentoring institution that form the basis for continuing relationships

2. Clear Implementation Goals
• Detailed expectation of all partners
– what are they supposed to do? – what is their commitment?

• Outcomes clearly defined
– what will success look like? – how will you measure success?

3. Capable Team Members
• The “doers” with good interpersonal skills
– “people power” to help others understand the program and want to be part of it

• Enthusiastic participants who believe in the program
– NOT reluctant appointees

4. Sound Infrastructure
• Available equipment? • Cost share for overhead contributed? • Support for continuing and institutionalizing the program after funding?

Disseminating the Program:
Collaboration Strategies That Work

• Build on previous research collaboration and needs assessment • Conduct workshops at mentoring institution • Establish contact procedures • Site visits to adapting institutions

Collaboration Strategies That Work
• Establish partnerships
– Individual work with each campus – Campuses working with each other

• Replicate key program elements • Adapt to campus needs

Collaboration Strategies That Work
• Active and regular communication • Regular “face” meetings with community building activities • Flexible approach to unique approaches and systems on different campuses

Obstacles to Successful Dissemination
• Team turnover • Team leader not empowered to act • Insufficient communication (on campus, as well as between adaptor and mentor) • Campus systems are too complex for change or are incompatible with grant goals • Campus politics

Dealing with Obstacles
• Team turnover
– breadth of support is important: with many on campus informed and involved, someone can step in if a team member leaves – encourage teams to meet regularly – establish stable teams with a two to three year commitment to the project

Dealing with Obstacles
• Team leader not empowered to act
– determine if the problem is with leadership skills or with delegation of authority – consider adding a co-leader or substituting an alternate – talk with higher-level administration to empower or replace leader

Dealing with Obstacles
• Insufficient communication
– regular meetings scheduled in advance – communicate with teams rather than with individuals only – have team co-leaders at each site

Dealing with Obstacles
• Campus systems are too complex or incompatible with program goals
– have administrator on each team who can cut through the “red tape” – find out ahead of time about hardware/software systems available – identify campus system support offices and policies for grants, finance, publicity

Dealing with Obstacles
• Campus politics
– Team leader must be highly credible – Provide advance publicity of grant activities and purpose – Maintain full support of upper-level administration – Recruit energetic team members with broad-based campus support – Conduct site visits that include faculty workshops – Intentionally address issues of faculty territoriality and workload

Dissemination Beyond the Adapters
• Communicate through print and web with
– Newsletters, web sites, national conferences – Published compendium of best practices and sample syllabi

• Establish a home-based resource for training and follow-up
– Campus visits based on interest in the program – Market plan for independent sustainability

For more ideas…..
• Check the abstracts on FIPSE dissemination projects • Read “Lessons Learned” for best practices www.ed.gov/FIPSE