I left the Sloan-C conference last week with a renewed vigor, ready to embrace the chaotic cultural context in which undergraduate online teaching and learning occurs at Syracuse University. The chaos is a byproduct or the operational and academic autonomy that each of our schools and colleges maintain. In regard to governance of online initiatives, this autonomy necessitates a multi-level structure. Faculty and Deans provide governance at the local level. The Provost's office provides oversight and considers initiatives against the University's broader goals. In regard to support and implementation, the Provost, CIO, and Dean of University College work collaboratively (at least in spirit) with Deans and faculty to determine courses of action. In regard to quality, the faculty ultimately certify that their courses satisfy the instructional requirements for the course. As a University, we've not yet decided how to address faculty preparation and design/development support (centralized or de-centralized, in-source or out-source, etc.), but it is coming. Policies relating to online teaching and learning are made at the local level, with only scant consideration toward executive level oversight/approval. Again, the autonomy of the schools and colleges means resolution of policy issues is a local process which involves central University administration only when necessary.
So here's what I got out of my work with Sloan-C this year: I went into the IELOL program thinking the differences in organizational cultures across the schools and colleges complicate efforts to standardize support and governance for online initiatives. What I've discovered is that the differences don't necessarily complicate the efforts if we approach governance and support as a shared effort. It's in that space of sharing that I see University College working well. Our entire mission is about sharing and brokering -- about working collaboratively across the campus. That's the organized chaos in which we operate.
... and we never get bored.
