Author: bradystanton@ai_azuread

The Antidote to Pandemic Disillusionment: Shepherding Your Community with Intention and Care

By Mary Dana Hinton, Ph.D.President of Hollins University As part of our opening State of the University address, a tradition on many college campuses, Hollins University faculty and staff had the opportunity to learn together in a variety of small group settings. Besides hearing information about the university and how we are performing, we also used the moment to engage in shared professional development by choosing from nearly a dozen learning sessions. These ranged from an overview of our general education revision process to discussions about community engagement and outreach, enrollment, and more. As few leaders may be willing to confess, but all will understand, I chose the session on mental health and wellness. If ever there was a time to seek as much mental health support as possible, it’s now. Even if it means being vulnerable in front of my community. In this educative session, the facilitator shared an interesting model of disaster/trauma response. While the COVID-19 pandemic may not properly fit the definition of disaster, it has certainly been disastrous, and traumatic, for many. As I looked at this model, it felt like an accurate and affirming reflection of my lived experience, my interior life, and my leadership […]

Managing Change During COVID-19: Equipping supervisors for change in a time of unending uncertainty

By Amanda Morrow, SHRM-CP, Human Resources Business Partner, Rice Universitywith editing contributions from Melinda English, Rebecca Gould, and Susann Glenn Panic Over one year ago, the isolated whispers of a novel coronavirus grew into a boisterous, full-blown pandemic alarm that reverberated across the globe. As a result, universities and colleges worldwide were suddenly tasked with leading their staff, faculty, and students through unprecedented challenges and unforeseen complications. We, here, at Rice University in Houston, Texas, were no exception. On March 5, 2020, our Crisis Management Team alerted the campus that a staff member who had been under quarantine with a possible case of the coronavirus has tested positive for the disease. While swift action was taken to isolate the affected individual and those with whom they had contact, this news catalyzed sudden and wide-reaching action across campus. As the implications of SARS-CoV-2, a highly contagious, airborne disease, began to take form, the Human Resources (HR) team sprang into action. Our team immediately began supporting efforts to close down the campus to only essential personnel; to provide critical guidance to supervisors as they sent most (if not all) of their employees-home to work fully remote; to redesign how work was being […]

Why Free College Isn’t Enough

Eileen L. Strempel, UCLA Stephen J. Handel, College Board Eileen Strempel and Stephen Handel are authors of a book released in 2021 titled Beyond Free College: Making Higher Education Work for 21st Century Students. In their book, Eileen and Stephen share a compelling case that post-secondary degree or certificate is essential to participation in our American democracy and economy. In their recently released book Beyond Free College: Making Higher Education Work for 21st Century Students, Eileen Strempel and Stephen Handel shift the conversation from college access to degree completion, and make a compelling case that a post-secondary degree or certificate is essential to participation in our American democracy and economy. Focusing on today’s transfer students at a time when 36 million Americans have earned some college credits but no degree, Strempel and Handel introduce us to the plight of the neo-traditional student—27% of whom are also parents. Drawing upon extensive research, the authors offer a strategic guide to the policies that deliver the best return on investment in rebuilding the American economy post-pandemic, both in terms of national public policy and for college leaders seeking action steps for their campus. At a time when free college has gained remarkable popularity, […]

Shining a Light on Diversity & Inclusion Lessons from a small, residential, liberal arts college striving for big change

Jennifer Bonds-RaackeProvost & Vice President of Academic Affairs, St. Norbert College Billy Korinko(Content Expert), Director of Cassandra Voss Center, St. Norbert College Introduction The need to reevaluate our Diversity, Equity, Inclusion and Belonging (DEIB) work at St. Norbert College came into focus as systemic racism, violence and outrage led to devastated cities, communities, families and lives all around us in 2020. For some, these events were an overwhelming representation of their lived experiences while for others, headline after tragic headline revealed our collective failure to advance equitable opportunities for all people. In response—just as many organizations and communities have done over the past year—we at St. Norbert have begun to take an honest look within and around these issues. In partnership with our newly formed Faculty and Staff Coalition of Color (FSCC), we are asking ourselves tough questions and engaging in dialogue in new ways. We’re challenging our current programs and practices and putting new cultural, strategic, operational, and educational practices in place to help redefine the future of DEIB for our students, faculty, and staff. As we’re actively exploring these questions, it occurs to us that the answers we’re finding may be all too common in higher education. While […]

Marginality and Mattering: A Framework for Diverse Alumni Engagement

Gia GallimoreM.Ed., Director of Diverse Alumni EngagementWisconsin Alumni Association (WAA)University of Wisconsin, Madison Upon entering the alumni relations profession, like so many, I entered with years of student affairs experience, which provided me an understanding of how to develop meaningful relationships with those who would one day become alumni. Having the opportunity to explore and implement student programming grounded in theoretical framework helped me realize the strong connection to alumni relations and engagement work. While it may seem unorthodox to some alumni relations professionals, student affairs theories are simply human development studies that provide a framework and common understanding for varying ways to support students as they matriculate through institutions. So, why not explore how to apply student affairs theoretical frameworks to enhance alumni relations and engagement among your constituents? The Wisconsin Alumni Association (WAA) diversity initiatives are developed to engage alumni with the alumni association through program/event participation, volunteering, and philanthropic giving. The strategies implemented since joining the team in 2017 have focused on providing intentional and inclusive engagement opportunities using Nancy Schlossberg (1989) Marginality and Mattering Theory. The Marginality and Mattering Theory examines the importance of providing ways for students to understand they are supported and valued by […]

Retention through Onboarding: How Hiring Managers Can Foster a Sense of Belonging

Sydney AndringaExecutive Assistant to the Vice President of Institutional Advancement, College of Saint Benedict Valerie JonesExecutive Director of Alumnae Relations, College of Saint Benedict Heather Pieper-OlsonAssociate Vice President of Institutional Advancement, College of Saint Benedict Julie ReitmeierExecutive Director of Advancement Systems, College of Saint Benedict In January of 2014, the Institutional Advancement Team at the College of Saint Benedict, a Catholic, Benedictine, liberal arts college for women in central Minnesota, faced a unique and complex set of circumstances. A brand new, first time, president was six months into her tenure; the vice president of institutional advancement (IA) had resigned and announced plans for a pair of interim vice presidents to lead the department; the college had just announced a $100 million comprehensive campaign; and the IA department had recently hired or was in the process of hiring four new staff members on a 24-person team. The president gave us, the senior leadership team in IA, a directive: create stability for the department and focus on retention of the current team. To create that stability and retain our workforce, we focused on creating a sense of belonging for all current and future staff members by creating an extended onboarding process. Not only would the […]

Discovering and Acting on Your Students’ Post-Pandemic Online Preferences

by Rebel Smith, A. Graham Peace

We oversee an undergraduate program consisting of approximately 2700 students in a typical college of business at a large, public land-grant institution. Being a business school, we constantly look for ways to adapt to the changing environment and to find opportunities to make our operations more efficient and effective. Applying these basic business principles to academia is becoming more necessary in an environment of declining student populations and increasing costs. The Covid-19 pandemic caused a major disruption in the way academia operates, and such disruptions often lead to fundamental changes in the environment in which an organization exists. Those that adapt quickly have an opportunity to take advantage of these changes, but those that assume things will “return to normal” are often left behind. You don’t want to be the shop renting videotapes in the era of the internet, and you don’t want to be the school focusing primarily on classes held in brick-and-mortar facilities when many of your students have spent a year taking courses online. We were certain that the disruptions caused by the pandemic, especially a year of almost fully online instruction, would lead to changes in the educational desires of our student population, and that identifying […]

Adopting a Peer Supervision Model to Enhance Student Support

Christie Maier, M.Ed., Associate Director, Transformative LearningUniversity of Kentucky Doing more with less It’s a message many in higher education have received before: “do more, with less.” Whether it’s a need to expand services with no additional funding or an impending budget cut, student support units often must be creative with their program models to meet student demand with limited resources. This was the case for the learning center at the University of Kentucky back in the late 2000s when the drop-in Peer Tutoring Program expanded to support all 100 level math courses, as well as many 100 & 200 level science and business courses. The resulting demand required professional staff to develop a student leadership position to provide supervision and administrative support for the Peer Tutoring Program. Student Program Coordinators (SPC) are undergraduate students who have worked for the learning center in some capacity, often as a peer tutor or front desk staff, for at least a year. These emerging leaders have demonstrated their ability to successfully balance their time, communicate effectively, as well as work on a team and are ready to take on additional responsibilities. SPCs work 20 hours per week and have three primary responsibilities: on-duty […]

How Rush University Established a Mentoring Program for Women Faculty that Can Serve as a Model for Other Universities

Susan Chubinskaya, PhDVice Provost for Faculty Affairs, Klaus Kuettner Professor for Osteoarthritis Research, Professor in the Departments of Pediatrics, Orthopedic Surgery, and Internal Medicine at Rush University Amarjit S. Virdi, PhDDirector of the Office of Rush Mentoring Programs, Associate Professor in the Department of Anatomy and Cell Biology at Rush University The Challenge As a private, nonprofit healthcare institution offering certificate, undergraduate (very few), graduate degrees, and postgraduate training, Rush University (RU), an academic arm of Rush University Medical Center and Rush System for Health in Chicago, has almost 2000 faculty, and 52% are women. Since July 2006, we’ve been invested in developing systemic mentoring programs for our faculty, beginning with the Rush Research Mentoring Program (RRMP), which helps early career faculty develop and lead independent, extramurally funded translational research programs. Building on the framework of the RRMP, we’ve subsequently developed other mentoring programs, such as Rush Educational Mentoring Program (REMP), mentoring program for postdoctoral fellows through Rush Postdoctoral Society (RPDS), and, recently, our Rush Women Faculty Mentoring Program (RWMP). All these programs provide tremendous resources to faculty, offer continued education credits, and are optional, though participation in these programs is highly encouraged. Gender equity and diversity is one of […]

Do not waste your faculty’s time: How deans can help transform end-of-semester feedback into lasting, meaningful action

by Paaige K. Turner

“Will my students read these suggestions?” “Will they learn from and apply my feedback?” When I was a faculty member, the above questions nagged me and other colleagues as we spent hours grading final papers and projects. I carefully crafted feedback to identify strengths and offer suggestions, even linking to course readings and resources. I hoped students would reflect on my comments to replicate the positive or modify their behavior. But at the end of each semester, I watched the pile of graded work sit in a box. At first, it was a cardboard box outside my office. Today it has become a virtual box in a learning management system. Students saw the end of the semester as the end of their learning, and I began to wonder whether grading final projects was worth my time. Do your faculty feel the same about their administration? Are you letting faculty innovations “sit in a box?” This year, faculty implemented unprecedented innovations as they pivoted to deliver online or hybrid educational experiences while adjusting to dynamic CDC guidelines as well as mounting mental and physical health challenges. They rewrote syllabi, modified assignments, and built and rebuilt online modules. At the end of […]