Center of Teaching and LearningOrganizational Recommendation · Sample Deliverable Excerpt
Sample Overview
This page samples three components from the full Center of Teaching and Learning organizational recommendation (structure, staffing, and governance) alongside a summary of all six deliverable components and the maturity roadmap that guides phased implementation.
Full Deliverable
The complete recommendation delivers all six components at the level of specificity shown in the excerpts below.
| Component | What you receive |
|---|---|
| 1. Mission, Mandate, and Institutional Placement | The center's charter, scope of authority, and where it sits in the university's reporting structure |
| 2. Organizational Structure | Unit design and org chart, covering both faculty development and online/blended course production functions |
| 3. Roles and Staffing Plan | Position descriptions, required competencies, and a phased hiring sequence with FTE estimates |
| 4. Governance Model | Reporting lines, advisory board composition, and decision rights for course quality and technology selection |
| 5. Services Portfolio | The programs and services the center delivers in its first three years, mapped to the blended learning model |
| 6. Maturity Roadmap | A three-stage growth path from launch team to fully established center, with triggers for each expansion |
The excerpts below sample components 2, 3, and 4.
Excerpt A · Structure
Excerpt A
Organizational Structure
Sample: recommended structure for a center supporting both teaching excellence and blended/online course development. U.S. centers typically separate these into different units; for an institution building a blended learning model, an integrated center is recommended so course quality standards and faculty development stay under one roof.
- Educational developers
- Faculty fellows (rotating)
- Instructional designers
- Quality reviewers
- Project coordinator
- LMS administration
- Educational technology specialists
- Media producers
Excerpt B · Staffing & Capacity
Excerpt B
Roles and Staffing Plan
Sample: 4 of 9 position profiles in the full deliverable. Each profile includes responsibilities, competencies, and hiring phase.
| Role | Core responsibilities | Key competencies | Phase |
|---|---|---|---|
| Executive Director | Owns the blended learning standard; reports to Provost; chairs course quality governance; manages budget and partnerships | Higher-ed leadership experience; background in educational development; credibility with faculty | Launch |
| Lead Instructional Designer | Manages the course development pipeline; pairs designers with faculty; signs off on courses against the design standards rubric | Instructional design portfolio; LMS expertise; project management | Launch |
| Educational Developer | Designs and runs faculty training pathway; individual consultations; communities of practice | Adult learning expertise; facilitation; evidence-based pedagogy | Launch–Growth |
| Media Producer | Produces instructional video and interactive media to the blueprint's production standards | Video production; accessibility standards; rapid-turnaround workflows | Growth |
Staffing ratio guidance (sample): the full deliverable includes benchmarks for instructional-designer-to-course ratios per development cycle and a load model showing when each new hire is triggered by pilot volume.
Building Internal Capacity
The roles above are only part of the answer. The Center also builds the human capacity to develop online courses at scale, and to help staff the new interdisciplinary programs, without relying on new hires alone. Two strategies turn the university's own strengths into a renewable talent engine.
| Strategy | How it works | What it produces |
|---|---|---|
| Student practicum & assistantship | Students in EdTech, learning design, and instructional technology programs work in the Center for practicum credit or as paid assistants, paired with instructional designers on real course builds. | A low-cost, renewable production workforce; applied experience that anchors the new programs; an internal pipeline of designers and future faculty the university retains. |
| Art & design talent + media facility | The Center taps Van Lang's art, design, and communications students, along with the university's existing media-production facilities, to produce instructional video and interactive media for the online transition. | Production capacity at scale from a brand strength few universities hold; portfolio-quality work for students; faster, lower-cost course media. |
Why this matters for 2030: moving to interdisciplinary programs and 50% online delivery needs people, not just platforms. By making the Center a teaching site for its own EdTech and design students, Van Lang turns course production into a learning experience, building internal designer and faculty capacity while it builds courses, and extending the institution's own talent-pipeline logic to online learning.
Excerpt C · Governance
Excerpt C
Governance Model
Sample: the two governance bodies recommended in the full deliverable.
| Body | Composition | Mandate | Cadence |
|---|---|---|---|
| Faculty Advisory Board | One faculty representative per college; one dean (Provost-appointed); one student representative; chaired by the Executive Director with a rotating faculty co-chair | Advises on faculty needs and program priorities; champions the center within colleges; reviews annual impact report | Quarterly |
| Course Quality Committee | Executive Director, Lead Instructional Designer, two faculty fellows, academic program representative | Approves courses for launch against the design standards rubric; rules on exceptions; owns rubric revisions | Monthly during development cycles |
Maturity Roadmap
Summary view of the three-stage growth path from launch team to fully established center.
| Stage | Trigger | What changes |
|---|---|---|
| 1. Launch team (pilot) | Engagement start | 3–4 core roles; serves pilot school only; standards and pipeline established |
| 2. Growth (scaling) | Pilot validated; first program clusters onboarded | Media and ed-tech roles added; faculty fellows program begins; advisory board formalized |
| 3. Established center | Multi-cluster scale | Full org structure above; center leads institution-wide teaching quality, assessment, and AI-pedagogy initiatives |
End of sample. The full recommendation delivers all six components at this level of specificity, with structures, staffing levels, and governance sized to Van Lang Global School and the 2030 scaling vision. See the Future-Ready Blended Learning proposal for the complete engagement scope.