4. UC Forward’s Brand Gap
Design: BusinessStra
Well thought tegy:
out course Powerful
syllabi, progr Message to
am get buy-in
curriculum, a from
nd PBB students, fac
admin model ulty, friends
of UC

5. UC Forward’s Brand Gap
Design: Business
Well thought Strategy:
out course Powerful
syllabi, progr Message to
am get buy-in
curriculum, a from
nd PBB students, fac
admin model ulty, friends
of UC
The joint creation and communication of
UC Forward’s value

6. Research

7. Focus.
Who are you? What do you do? Why does it matter?
What is the BIG Course?
What does the BIG Course do?

8. A collective of diverse
students.
• “not your typical college class”
• “closest course to "real life" I have
ever experienced”
• “connects students from various
disciplines to work toward a
common goal”
• “students from different areas of
study can come together to work in
a cooperative atmosphere, sharing
ideas and learning from each other”
• “encourages collaboration”

9. Teaches Teamwork
• “an opportunity to work in a
multidisciplinary environment”
• “to bridge the gap and forge a
connection between right and left-
side of the brain thinking.”
• “Teach people how different
disciplines can work together
towards a common goal”
• “broadening the exposure of
students to become more attuned
to working in a team-like setting
and seeing different approaches to
a problem”

10. Brand is a gut feeling. What
they say it is.
When you think about your
experiences in the BIG
course, what three feelings first
come to mind?

11. Discovery
• “amazement at the difference in
approaches”
• “mind opening”
• “wonder at how to best work with
each other”
• “explorative”
• “different style of teaching”
• “Expanded”

12. Enjoyable
• “Exciting”
• “exciting”
• “fun”
• “class was not strenuous”
• “work was interesting”

13. Fulfillment
• “learn”
• “fulfillment in learning”
• “Journey”
• “Progression”

14. Challenging
• “Challenging”
• “Strenuous (at times)”
• “challenge”

15. We base our
decisions on Trust.
Trust= reliability + delight.

16. Trust= reliability + delight.
Why are you pursuing a college
degree?
Do you feel this course benefited you in
that goal Why or why not?

17. Social Acceptance and
Personal Satisfaction
• Get a good job”
• “be better equipped to help tackle
the problems that afflict the world
around us.”
• “Because that is the accepted
thing to do”
• “I love learning, and it was
necessary for my career”
• “to pursue a dream of building
spacecraft”

18. Employers value
collaboration skills and
students felt personal
growth
• “shown me what real-life
collaboration is truly like”
• “it actually taught me something”
• “they like to here that I am well
rounded and good at collaboration”
• “Totally. Helped me learn how to
communicate cross discipline.”

19. Trust= reliability + delight.
What was a delightful part of the
course?
What was unpleasant?

20. New structure, pace,
and people
• “Each class was different and it
was not a typical lecture course”
• “taking a step back from
aerospace for a little bit”
• “learn purpose and function of the
right and left sides of the brain.”
• “meeting new people who i never
would have crossed paths with
otherwise”

21. Outside of Comfort
Zone
• “Completing work on weekends - I
never stay on campus on the
weekends”
• “Nothing too difficult”
• “It was difficult to balance the
coursework from this course with
that of some of my other classes.”
• “working outside of my field of
specialty”
• “Communicating ideas cross
discipline”

22. Be different.
How is this course different from others
you have taken?
What is a new experience you had in
this course?

23. "Polychromatic" vs.
Monochromatic”
• “Really hands on - most courses
are theoretic”
• “they were each completely
unique in both teaching style and
topic”
• “new and exciting”
• “No lecturing”

24. Experiential
Methodology
• “Journaling”
• “interactive teaching style”
• “Just learning things from peers”
• “This course allowed me the
opportunity to present in front of
some of the top members of the
University's faculty, an opportunity I
have not received in any of my
other courses.”

25. Addcharisma to the brand
(aka feeling)
If the BIG Course was a person or character, who would it be?
If the BIG Course was a car, what would it be and why?
If the BIG Course was a color, what would it be and why?
If the BIG Course was a song, what song would it be and why?

27. Innovate.
This concept needs to scare the hell out of everybody.
What thoughts come to mind
when you look at this learning
experience?

29. Boring and Impersonal
• “Zzzzzzzzzzzz”
• “No personal connection. Could
skip or sleep and it would not
matter. Huge screens with font=not
interesting at all. Chairs do not look
comfortable so I hope the class
does not last longer than an hour.”
• "I wonder if my professor notices
that I'm texting under the table. . . O
wait! I'm sitting all the way in the
back!"”
• “freshman chemistry class”
• “boring snooze”
•“Boring and hard to ask questions”

31. Personable and
Stimulating
• “Personalized and a relationship is
built with the instructor”
• “YAAAAAY”
• “Lots of hands on learning here,
not just from the teach but from
everyone involved. Interest levels
will be maintained throughout,
unless it is hard to hear or see what
is happening.”
• “that woman is really on the spot”
• “fun, interactive”
• “Visual. Realistic. Eye-Opening.”

32. Collaborate.
1+1=11. The mathematics of collaboration is nothing short of
magic.
So let’s continue to work together
to create and communicate the
value of UC Forward

33. Design

34. Naming “Transdiciplinary”
– Pros
• Completely new term for the
university, to express new program
concept
• Alliteration with “T” student diagram.
Creates parallels.
– Cons
• Interdisciplinary has been used thus
far, and there already have been
marketing materials made

35. Sources
• Multidisciplinary:
– Multiple disciplines come together to work on a project, but retain their methodologies and assumptions. The
relationship may be mutual and cumulative but not interactive. (Augsburg 2005: 56)
• Interdisciplinary:
– Involves the combining of two or more disciplines into one single discipline. (Wikipedia, 2011)
– The Canadian Institute of Health Research says Interdisciplinary is defined as the ability to analyze,
synthesize and harmonize links between disciplines into a coordinated and coherent whole. (CIHR, 2005)
• Transdisciplinary:
– solve problems that cannot be solved from one area of study alone. Transdisciplinarity arises when
participating experts interact in an open discussion and dialogue, giving equal weight to each perspective
and relating them to each other. Transdisciplinarity is also used to signify a unity of knowledge beyond
disciplines. (Mittelstrass 2003). (Wikipedia, 2011).

36. C T
Catapulting UC Forward to itsTransformation
ransdisciplinary oursework
Intro to Transdiciplinary UC3 Certificate
Studies class (aka BIG)
Yearly Academic
Corresponding Themes
Sequence of 2 upper
level studios

37. “T” BOK Guideline
Courses which qualify under the “T” BOK have one or more of the following:
• Teach students how other disciplines approach problems
• Teach students how to devise a team that compliments member strength/weakness
• Allow students to speak across disciplines
• Promote creative problem solving techniques
• Allow students to apply skills to a multitude of problems

38. Business Strategy

39. Messaging
Learning in a real world setting.
Practice the process for solving the world's problems; gain poise and confidence
Bring the world to the classroom, instead of the classroom to the world.
See the big picture.
Break out of your box.
Learn about others, while learning about yourself.
Fortify yourself against for the competitive global environment

40. Communication Strategy
• Tone
– Conversational
– Casual
• Color scheme
– Red and Black
• Images
– People
– Empathy
– Learning Environment
– Project Outcomes

41. Advertising Channels
– Honors
• Listserv
• Honors 101 Classes
– University-wide
• Academic Advisors
• Highlight in learning opportunities
• News Record
• Learning Communities
• College Day
• Experiential Learning: add to site
http://www.uc.edu/provost/offices/undergraduate-affairs/icl/experiential-
learning.html