Developing the Vision
Recognizing the need for a vision or framework about the curriculum or program is the first step in the process of change. The triggers for change may include: student comments, new developments in the industry, new ideas about student learning or hospitality, new facilities, reading a new book, or an administrative opportunity to revise the program. Whatever the cause, the first challenge is to identify the persons with whom you will create the new vision or revise the old one. The group can be the whole department, a special committee or task force, or a select group of faculty members.

In most instances a small group can do this work more successfully and then present the larger group with a new or several new vision statements, the discussion of which can generate a lot of interest and engagement. Whichever method you use, remember to explain the process to all of the stakeholders involved. (See Mayo’s Clinics, “Curriculum Development with Stakeholders,” in the Gold Medal Classroom archives). The involvement of all stakeholders in reviewing and supporting the vision statement will be critical to making the process of change successful; organizing their involvement early in the process will help them see their roles and recognize that their comments will be important.

If you are revising the old vision, then it is important to provide the small group with an accurate statement of the old vision and any new information that can inform the discussion about what needs to change and why. If you are starting from scratch, documents that provide a context and inform the group members are even more critical since they will inform the discussion and development of a vision statement.

Often, department chairs, program heads or coordinators use a series of meetings to craft a new mission statement. In those settings, people can discuss key concepts for the vision statement, enabling you to draft a version between meetings and then convene again to review it and revise it after some more thoughtful discussion. The most successful strategies have involved short focused meetings scheduled in close time proximity to get a clear focus and lots of movement. Then the draft statement can be shared more widely.

Other administrators have used, very successfully, the Delphi process of providing information to a select group that never meets in person. Using e-mail or other forms of communication, the process involves collecting comments, creating a draft, sending out the draft, collecting comments and revising, sending out the revision, collecting comments, and editing again. This method benefits from individual contributions not influenced by who said what and when; it requires, however, the commitment of the group members to respond promptly and clearly. It can also be a productive way to include an advisory-committee member or student in the process without difficult scheduling problems. The confidential nature of the process also encourages, sometimes, more thoughtful comments since only you know who made which comments and the group only gets edited or revised documents.

Selling the Vision
Perhaps the more difficult challenge is getting the various stakeholders to engage with the vision statement. Once a small committee has drafted something that you think makes sense or that focuses on the new direction that the program should take, “shop it around” to all the various stakeholders. Ask faculty members what they think of it, ask students (both current and alumni), ask members of the advisory committee, ask other department heads, ask various administrators. The more people you can ask—in a fairly informal and personal manner—the more comments and insights you will get.

In most situations, department chairs, program heads and coordinators who follow this process also find that they gain new insights about what might need to be included in the vision statement. Sometimes, they find themselves adding a statement of values for the program. Other times, they realize the need for an introduction to the vision that explains the context for it. As you proceed through this process, make changes as appropriate and keep sharing the drafts widely, marking them with numbers or dates to avoid confusion. While it is important to listen to the many persons involved, you do not need to adopt everything that everyone suggests. You may find, however, that explaining what the statement says provides you with ways to clarify the vision, alter the priorities or add aspects that you might have forgotten to include.

At some point, the process must stop and a formal decision about the vision needs to be made. Depending on the culture and structure of your school or college, you know who has to make that decision and how best to make it happen. Once the decision has been made, remember to share the new vision statement—often with a clear date on the document—so that everyone knows what it is. Posting it on walls, reminding individuals of it, providing laminated copies as bookmarks, and discussing it all the time will help make it real and inform the work on curriculum that proceeds from it.

Summary
Developing a common vision for your program can be an exciting and exacting process; it takes patience, willingness to listen carefully and ability to explain the vision to many audiences. However, it can revitalize the program and excite everyone to contribute to the changes you know are important.

Thank you for reading this column. If you have other ideas or suggestions about curriculum development, let me know and I will share them in future Mayo’s Clinics.

Fred Mayo is a clinical professor at New York University and a frequent presenter at CAFÉ events nationwide. He can be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..