Author: Kenneth Soldink

6 Questions Advancement Leaders Need to Ask New Presidents

by Jim M. Langley

Quickly establishing a rapport with a new president is of immense importance to an advancement leader. If a shared sense of purpose and a framework of collaboration are established between the two of you in the first month of a new presidency, the institution can soar to new heights. But if this groundwork isn’t established, missteps and misunderstandings can accrue and result in heightened tension, mistrust, and, ultimately, turnover in advancement leadership.Advancement leaders can help establish that rapport by asking their new presidents some very strategic questions. The Right Questions to Ask These questions include: 1. Who were your mentors or the leaders who inspired you? What in particular did you admire most about them? Why this is the right question:The answer will provide you real insight into the president’s leadership style and allow you to mesh your style with his or hers. 2. What information would be most helpful for my staff and I to bring back as we interact with alumni, parents and other key constituents? Are there questions that you would like us to be asking these constituents on your behalf? Why this is the right question:This question will help the new president understand that advancement can be […]

5 Ways that SUNY Oneonta Optimized its Social Media Strategy

by Hal Legg

A few years ago, I realized that social had tremendous potential that was only increasing, not just as a transactional communication tool but as a space to have meaningful relationships with prospects, current students, their parents, alumni, community members, even the media. However, up to that time, my campus had focused more on improving old media than on investing in new. The danger of falling behind if we didn’t do something to jumpstart our efforts was real. We needed to cover a lot of ground, both technical and strategic, in a short time. That’s why I brought a team to Academic Impressions’ Social Media Strategy for Higher Education: Beyond the Basics conference (twice, in fact). The breadth of material at the conference and how it was covered allowed my staff and me to plan our work, set goals, and identify the metrics to gauge our progress. We talked the whole way home about next steps and began implementing almost immediately after the conference. Among State University of New York’s 27 four-year campuses, SUNY Oneonta was ranked #1 in social media presence by students in 2015. Engagement with our Facebook, Twitter and Instagram accounts continues to increase, and we’re shifting ad dollars away from traditional media […]

Improving Transfer with Interstate Passport: A Project Every Institution Should Know About

by Lisa Cook

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 18 colleges, universities, and organizations that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. 2015 was the second year of the First in the World grants. You can read our interviews with the 24 institutions that received 2014 grants here. Although the process of transferring general education credits between institutions has improved in recent years, it has not improved enough to keep up with an increasingly mobile student population. Students are often required to repeat courses at their transfer institution, slowing time to graduation and adding to student debt. Recently, the Western Interstate Commission for Higher Education (WICHE) has been working on a solution: an Interstate Passport. The Interstate Passport incorporates lower-division general education requirements as a whole, allowing students to receive credit for the entire lower-division gen-ed block rather than simply for individual courses — and eliminating the need to repeat […]

7 Steps to Launch a Robust Brand Strategy

by Luanne Lawrence

Recently, during an Academic Impressions webcast (you can order a recording here), we covered the approach that the University of California, Davis took to overcome a crisis and rebuild its internal culture, while also promoting itself and its strengths to external audiences. No matter where your institution currently stands, the same steps can be used when considering a wide-scale and new approach to branding. Here is an outline of seven critical steps to developing a robust brand strategy. 1. Identity Research and Analysis The first step in branding is knowing three elements about your institution: Only after you have been thoughtful about each of these steps, can you start to use your research to build your platform. In this step, you can truth-test your perceptions about your institution with the most important people you want to engage. Doing this helps senior leaders fully see reputational gaps and why your targeting marketing and branding efforts will advance the university. 2. Define Marketing and its ROI After the first step, conversations with senior leaders, key champions and opinion leaders about what marketing is and is not able to achieve will help you manage expectations. In addition, this is the time to share […]

AMP UP: A Study of New Approaches to Math Remediation at Bergen Community College

by Lisa Cook, Daniel Fusch

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 18 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. 2015 was the second year of the First in the World grants. You can read our interviews with the 24 institutions that received 2014 grants here. More colleges are trying new approaches to math remediation to improve persistence and graduation rates for students who test into developmental courses, but there isn’t much data on which approaches prove most successful. To remedy this issue, Bergen Community College is partnering with Union County College in launching a new study funded by a $2.6 million First in the World grant to see which approaches to math remediation make the greatest difference to students. The project, “Alternatives to Math Placement, An Unprecedented Program” (AMP UP), will allow Bergen and Union County to compare the effects of various approaches. We talked to William Mullaney, vice […]

From STEM Pathways to STEM Highways

by Lisa Cook

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 18 colleges, universities, and organizations that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. 2015 was the second year of the First in the World grants. You can read our interviews with the 24 institutions that received 2014 grants here. In an effort to better engage and retain STEM students, California State University, Los Angeles is partnering with two other institutions to establish a STEM Education Consortium as a way to pool resources and improve STEM education. Institutions in the STEM Education Consortium will use the $2.8 million First in the World grant to target three issues in STEM education: We talked to James Rudd, Cal State LA professor of natural science and project director, to learn more about how these initiatives will open more STEM career pathways to students. 1. How the STEM Education Consortium Will Test High-Impact Learning Strategies […]

4 Ways Academic Deans Can Make the Core Curriculum More Effective

by Stanton Green

EARLIER ARTICLES IN THIS SERIES 4 Things Academic Deans Can Do to Help Students Succeed after Graduation4 Things Academic Deans Can Do to Connect Majors and Minors with Careers This is the third in my Academic Impressions series on “Things Deans Can Do to Help our Students after they Graduate.” This time, my focus is on how deans can use career development to enhance general education. Academic Impressions’ 2013 report, General Education Reform: Unseen Opportunities, reviews several exemplary general education programs that are driving increases in student retention and, to a somewhat lesser extent, graduates’ employability. In this article, I will consider more fully how infusing career and life preparation development into general education can support these important measures. The Tragedy of the Commons Since the general education core is not owned by any one discipline, it often finds itself without the required faculty champion. General education usually represents about 40% of a Baccalaureate curriculum that is up for grabs.  As such it becomes an academic example of The Tragedy of the Commons, where individual departments compete in a zero sum game. Disciplines capture curricular acreage that can lead to a degradation of the overall quality of educational grazing land. The […]

Creating a Written Professional Development Plan

by Daniel Fusch

In our second annual survey on The State of Professional Development in Higher Education, we learned that those who optimize the return on their investments in professional development (PD) are very intentional about making those investments. They don’t just go to the same events annually; they actively seek out new ideas for their department, and they write down their PD plans. Only 30% of managers in higher ed responding to the survey reported that their team members had written PD plans; the written PD plan is an emerging, but largely under-utilized best practice in higher-ed PD. A FREE RESOURCE What does a written professional development plan (PDP) look like? What should it include? You can download a complimentary PDP template here. Of those 30%, most update their plans on an annual basis. But we also discovered an intriguing minority who update their plans every six months. Only 23 managers who responded to our survey do this; that’s 4% of all managers who responded, and 14% of those who say their team members have written PDPs. But when we took a closer look at this minority who update their PD plans twice a year, we discovered that they report more ability […]

The State of Professional Development in Higher Education: February 2016

Professional development is a strategic asset to an institution, as it is a key engine for increasing the capacity of your team and for bringing in proven strategies from other organizations—allowing you to both avoid “reinventing the wheel” and to revitalize your work with fresh ideas. In late 2015, we surveyed 971 managers and frontline faculty and staff at colleges and universities, both to score this year’s investment in professional development against last year’s, and to uncover new findings and emerging stories of what teams that are leveraging professional development (PD) to move their institutions forward are doing differently—and what you can learn from them. In this report on our second annual survey, we will present: We hope you will enjoy this report and share it with your colleagues! Read the report. See Upcoming Leadership Development Workshops Designed Specifically for Higher Ed Professionals

Scorecard: How Do Higher-Ed Institutions Leverage Professional Development?

by Daniel Fusch

Professional development is a strategic asset to an institution, as it is a key engine for increasing the capacity of your team and for bringing in proven strategies from other organizations—allowing you to both avoid “reinventing the wheel” and to revitalize your work with fresh ideas. In late 2015, we surveyed 971 managers and frontline faculty and staff at colleges and universities, both to score the past year’s investment in professional development against the previous year’s, and to uncover new findings and emerging stories of what teams that are leveraging professional development (PD) to move their institutions forward are doing differently—and what you can learn from them. Our full, complimentary report (which you can read here), includes: Here’s a look at the scorecard:See full-size version How would your own institution, division, or department score? Can you use this scorecard to start some critical conversations at your office? Daniel Fusch, Ph.D.Director of Research and PublicationsAcademic Impressionsdaniel@academicimpressions.com See Upcoming Leadership Workshops