Category: Blog

Assessing the Training Needs of New Advisors

by Karen Thurmond (opens in new tab)

Karen Thurmond coordinates the day-to-day operations of the general education program (core curriculum), degree audit system (DegreeWorks), and an 24/7 system for academic advising appointments (AppointmentPlus) at the University of Memphis. She has written extensively for NACADA, and recently completed work with a team to automate the graduation process at The University of Memphis. Congratulations! You just hired a new academic advisor! Whether your new advisor has just graduated from a master’s degree with a specialization in academic advising, or is making a transition from another area of higher education, is on a college campus for the first time, or is a faculty member taking on new academic advising responsibilities, they have a lot to learn. Academic advising is a wide interdisciplinary activity that will challenge them personally, professionally, academically, emotionally, and physically. How will you prepare them for this challenge? You should be waiting for your new advisor on the first day with an agenda for their development into a quality academic advisor. This agenda will include the details the advisor needs to know to answer student questions and assist students with making and meeting goals, an understanding of what quality academic advising is and how it impacts student […]

5 Secrets to Developing a High-Performing Team in Higher Education

Higher education will face daunting and complex challenges over the next decade, and campuses will need high-performing teams, especially a high-performing senior team, in order to face those challenges. Building and nurturing a great team is a daunting and noble task for any leader. It takes courage and care, perspiration and aspiration, and investment of time and attention—all of which are in short supply on campuses. In this paper, Patrick Sanaghan and Jillian Lohndorf: Expose 6 potentially destructive myths about teams Help you create a new plan for developing a high-performing team, presenting 5 strategies used by some of the highest performing teams across sectors [not_logged_in] For a limited time only: We have opened up our leadership content to registered users. Please login or create a free account to read this paper. [/not_logged_in] [restrict] Read the report. [/restrict] You can also learn more at our prerecorded webcast, The 10 Differentiators of Exceptional Teams in Higher Education.   Check out the High Performing Teams Survey

The First Critical Outreach Point in Intrusive/Proactive Advising

by Joe Murray (opens in new tab), Casey Hudson (opens in new tab), Cory Phare (opens in new tab)

Gain strategies to engage and direct at-risk students on a path to success. The “intrusive,” or proactive, advising model helps advisors anticipate students’ needs and connect students to appropriate resources and support early in their academic careers. While intrusive advising can prove to be a complex and involved process, there are three major outreach points to keep in mind: Beginning-of-term Mid-term End-of-term As Joe Murray, director of university advising services at Florida Atlantic University, shares there are several tactics you can use at each of these points that have shown effective results for many institutions. Here are the tactics that will prove useful for beginning-of-term advising. How to Help before Classes Even Begin Many institutions now offer summer bridge programs for students who need extra help before fully matriculating, but what about students who need just a bit of college-prep work? What about first-generation students? Murray suggested some pre-term options for these students: Pre-Term Classes: When awarding financial aid, the federal government does not care exactly when your fall semester begins; it has simply designated August 1st as the beginning of fall term. So one creative way to help students who need a small amount of developmental education to become college-ready is […]

Worksheet: Rate Your Behavioral Intervention Team’s Effectiveness

When Did You Last Update Your Behavioral Intervention Process? by Louise A. Douce, Ph.D. (The Ohio State University), Gregory T. Eells, Ph.D. (Cornell University), Ruben Robles (University of Redlands), and Lisa LaPoint (Academic Impressions) After the Virginia Tech massacre in 2007, most higher-ed institutions established behavioral intervention teams (BIT) to better manage potential issues of student and campus safety. But have you updated your BIT?A lot has changed in recent years, including: Confidentiality limits and ways to work within them Formal processes and procedures for intervention and dismissal National and local standards for violence prevention If you haven’t kept your team’s processes and procedures up to date, your BIT may not be effective in keeping your students safe. To help you pinpoint areas where your BIT may need improvement, we offer the worksheet below and the following interview with experts Louise Douce, Special Assistant for Student Life at The Ohio State University; Greg Eells, Associate Director for Gannett Health Services and Director of Counseling & Psychological Services at Cornell University; and Ruben Robles, Associate Dean of Student Life at University of Redlands. Douce, Eells, and Robles suggest that there are three areas in which most BITs fall short: [wcm_restrict] Problem […]

Why You May Be Excluding Some of Your Most Loyal Donors From Recognition

PRACTICAL STRATEGIES FOR DEVELOPMENT This article is the third in a unique series by Heather Greig, senior associate with Bentz Whaley Flessner. The previous articles in this series were: Building a Strong Case for Support for Your Annual Fund 4 Keys to Building a Stronger Advancement Team by Heather Greig (Bentz Whaley Flessner) Over the last decade, many colleges and universities have launched programs intended to encourage annual giving through the recognition of donor loyalty. In every case that I can think of, these societies are recognizing consecutive giving, which makes sense—we want people to give every year. I am a long-time fan of the loyalty society and the value it can add to a program as part of a comprehensive donor retention strategy but that’s not what this article is about. This article is about what might be missing from the equation.   By defining loyalty as consecutive giving, we are in fact, excluding some of our most loyal donors from recognition.   Most likely, many of your major donors have not made gifts each year, and while philosophically, we strive to create a culture that promotes annual giving among our top donors, the reality is that there will always be […]

New Strategies for Funding Academic Research

by Ed Mason (opens in new tab)

A SERIES ON INNOVATIONS IN FUNDING ACADEMIC RESEARCH Ed Mason, president of EMNR & Associates, is writing this series to assist academic leaders in finding creative strategies to merge public/private funding for existing and new research initiatives. Mason has studied an array of collaborative partnerships between the two offices most focused on external funding (the development office and research & grants), and he will be sharing some of the models he has observed, as well as directions for the future. We hope you will join us for this innovative series: Increasingly, universities are compelled to develop new fundraising models because of several prevailing trends: Additionally, federal programs are beginning to ask for matching funds from either state or private sector. Searching for Other Sources of Funding Hybrid models of funding academic research — leveraging relationships in both the public and private sector — are the current reality for universities. Hybrid approaches to funding have multiple models: Funding agencies are supportive of the hybrid approach because it leverages community resources more effectively, disseminates research, expands outreach programs and lowers administrative costs for grant audits. The hybrid approach utilizes federal, state, private foundation, corporation and donor sources of funding for programs. To what degree […]

6 Reasons Faculty and Departments Need to Be Deeply Involved in Student Learning Assessment

by J. Joseph Hoey, Ed.D (opens in new tab)

A GUEST ARTICLE FROM J. JOSEPH HOEY J. Joseph Hoey, Ed.D, is the vice president of accreditation relations and policy with Bridgepoint Education; his portfolio of work includes regional and specialized accreditation and policy related to accreditation. He is co-author with Jill Ferguson and David Chase of the forthcoming volume, Assessment at Creative Institutions: Quantifying and Qualifying the Aesthetic, to be published in 2014 by Common Ground. In this article, he reviews: Developing a program and culture of effective student learning assessment is not sustainable without the support and involvement of the institution’s faculty. When faculty members are engaged in assessment, it sends a message of active leadership in academic quality to students, parents, legislatures, and external stakeholders. Faculty engagement in assessment enables innovation in teaching and learning through better understanding of what works and what does not, and serves to forge closer linkages with those who have an interest in hiring our students – employers, agencies, and even the startups that spring from within the engaged institution. 6 Reasons to Get Involved Here are six reasons why this involvement is both critical and beneficial to academic departments: PUBLIC EXPECTATIONS & DEPARTMENTAL REPUTATIONPublic expectations with regard to the quality of student […]

You’ve Just Issued an RFP: Here’s What Can Go Wrong Next and How to Avoid It

THE SECOND IN OUR SERIES ON RFPs, CAPITAL PLANNING, AND PUBLIC/PRIVATE PARTNERSHIPS This is the second in a series of articles by Neil Calfee. Currently the principal of NPC Group, specializing in the creation and negotiation of public/private Partnerships, Neil Calfee previously served as Arizona State University’s director of real estate development. He has over 15 years of experience in development and management of complex development projects involving partnerships between government entities and the private sector. Neil Calfee’s first article reviewed 5 mistakes institutions commonly make in writing an RFP document; you can read it here. Calfee’s new article, below, reviews 5 frequent mistakes made in the solicitation and evaluation of responses once the RFP has been issued. You may also be interested in his recorded training, “Creating Financial Expectations in the Housing RFP Process.” by Neil Calfee (NPC Group) In my first article on RFPs, you learned about how to avoid common mistakes made in issuing one. While the beginning of the RFP process is critical, it is only half the battle.  Administering the process effectively once the RFP is issued and then evaluating the responses can present some unique challenges, but getting these stages of the process right can pave the […]

Developing Your Campaign Reports: Getting It Right the First Time

by Ashlyn W. Sowell (opens in new tab)

Related articles:Spring Clean Your Major Gifts Portfolio4 Lessons Learned from Campaign Volunteers at Gettysburg College Today, Ashlyn Sowell, Gettysburg’s associate vice president and campaign director, with input from Gettysburg’s director of advancement services, walks you through the process of developing effective campaign reports — and discusses several sample reports. We hope you will find this article useful and share it with your colleagues. As we prepared for our campaign at Gettysburg College, we knew that we had to have accurate, easy to understand, and useful campaign reports.  In addition to the staff needing to know where we stood on our progress to goals, our president and the trustees were interested as well.  Here are a few tips based on what we learned that might help you to get yours right the first time! 1. Clean Up Your Data Our last campaign ended in 2004, but believe it or not, we had some outstanding data issues to clean-up.  You can imagine – pledges that had not been fulfilled or written off, pledges that had been extended, planned gifts that had not been recorded accurately, etc.  We all wish we did not have these niggling issues, but we do. We had also […]

Navigating the Challenges of Faculty Retirement Incentives

by Tunde Brimah (opens in new tab), Jennifer Faust (opens in new tab), Daniel Fusch (opens in new tab)

REVIEWING FACULTY RETIREMENT INCENTIVES This article briefly reports the results of an informal poll of academic deans and offers expert advice from Jennifer Faust, a former associate vice president for academic affairs who has extensive experience in faculty affairs administration, including strategic planning, labor relations and grievance handling, faculty policy, faculty and department chair training and development, and faculty personnel management. It is widely recognized that the professoriate in the US is aging; with no mandatory retirement age and on the heels of sometimes-devastating drops in financial markets, faculty members are opting to delay retirement. A recent survey conducted by TIAA-CREF found that nearly one-third of faculty surveyed expect to work until at least 70 years of age (as compared to 25% of workers in other fields). At the same time, most colleges and universities face dwindling budgets, a factor that favors the lower salaries of newly hired professors and adjuncts. In addition, some—though by no means all—tenured faculty are less productive in late career stages. These factors have led a number of academic deans to ask: how might we incentivize faculty retirements? Asking Academic Deans About Their Approach In March 2014, Academic Impressions conducted an informal poll of about […]

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