The Role of Academic Leaders as Instructional Supervisors
When presenting at conferences, I often start by saying I have been in a classroom for 65 years. Of course, that includes my own time as a student starting at age five. Although I have not been a “student” in the formal sense for many years, I continue to learn...
Seven Strategies for Embracing the Emotional Labor of Teaching
While attending a student success workshop a few years ago and gaining strategies to connect with students, I thought, “What about how hard I work just to be friendly and kind?” Although the workshop was beneficial, it seemed like a foundational portion of my labor was invisible. What about the...
Myths and Beliefs That Limit Effectiveness of Higher Education
In an era promoting the science of learning, it is difficult to accept the continuation of myths and beliefs that undermine both student learning and academic institutions’ effective performance. Nevertheless, it is part of the human condition that groups and organizations, as well as societies, create myths that support a...
Compliance in Higher Education: Six Considerations
This article first appeared in Academic Leader on February 1, 2019. © Magna Publications. All rights reserved. In the past year, compliance issues plaguing higher education touched on nearly every area of academic and social life—public space and free speech, harassment and sexual assault, academic integrity, and athletics. Universities and colleges face...
Three Critical Time-Management Tips for Higher Education Professionals
Let’s face it, the life of a higher education pro is not for those without a lot of get up and go. It takes a singular mix of dedication, initiative, and creativity to balance a schedule that at any particular time can include faculty management, budgeting requirements, a research load,...
Being Intentionally Collaborative: Making the First Move
In a recent job interview for an associate vice president position, a prospective candidate was asked if they had any questions for the search committee. The person asked, “Is this a collaborative environment?” After a pregnant pause that seemed to give birth to triplets, the general response was that the...
When Faculty Overreact to Course Ratings
So far in this series on end-of-course ratings we have discussed how to frame a conversation with a faculty member who receives average ratings semester after semester and how to have a productive conversation with faculty who receives low evaluations. The final end-of-course ratings conversation that merits consideration is the exchange that...
Tellin’ Ain’t Leadin’
Every now and then, some young person or other—usually a friend’s child—will ask me what I do for a living. I try to make my answer appropriate to the child’s age, often describing a dean’s similarities to and differences from the principal of a school. Frequently, the response I’ll get...
Returning to Campus: How Leaders Can Address Trauma
In the past 18 months, students, faculty, and staff experienced what can only be described as trauma. Many have returned to campus after enduring the loss of family members; others are exhausted from nursing sick loved ones back to health or shouldering extra caretaking responsibilities with children. Some have family...
Getting a Head Start: Early Budget Questions for Beginners
Much has been written about academic department chairs who come into their administrative positions with no formal training and essentially must learn on the job. This oversight is particularly critical at this time, when the future shaping of higher education will depend on the leadership of academic departments to adapt...
