Category: Uncategorized

Using Thinking Aloud Strategies to Create Equity in Distance Learning

By Prof. Dr. Eugene AllevatoWoodbury University In education, equity means to ensure that every student has an equal chance for success based on their specific needs. Due to the recent pandemic, the transition to distance learning has caused the achievement gap to widen requiring new tools and strategies to reduce barriers, especially to underrepresented groups. Think aloud is a strategy that enhances student’s comprehension and intellectual growth by removing these barriers. By expressing one’s thoughts while reading, students develop their reading skills because they can acquire information from what they read, add to their knowledge, enlarge their way of thinking and reasoning to advance toward academic excellence. In addition, this strategy provides a better way to assess students’ learning. Before the pandemic, considering that social interaction is fundamental in the learning process, I was not in favor of online instruction because I thought that physical proximity was necessary for engagement and learning. Once I was forced to transition to virtual instruction and adapt to new technology and different tools, I realized the significance of online instruction. In fact, distance learning implementation, has the potential to cause disengagement and disconnect between teachers and students, due to the perceived lack of communication, […]

Starting a Women’s Leadership Mentoring Program

Co-Authored by Faculty and Staff at the University of IdahoVanessa Sielert, Professor and Director, Lionel Hampton School of MusicKatherine Himes, Director, McClure Center for Public Policy ResearchErin Chapman, Clinical Associate Professor, School of Family and Consumer SciencesKathryn Schiffelbein, Director of Diversity, Inclusion and Outreach, College of Engineering Starting a program of any type can be daunting. Doing so with little to no experience and resources may seem impossible. Yet the importance of this work and a shared vision brought us together to create a community for women to connect and thrive. We built the Athena Women’s Mentorship Program in autumn 2018 with the support of Athena, the professional women’s organization at the University of Idaho. The intent of the Athena Mentorship Program is to promote and facilitate mentorship for women and/or female-identifying staff and faculty at all University of Idaho campuses. The program graduated its second cohort in December 2020 and launched its third cohort in January 2021, fully online. The program follows a calendar year schedule, provides monthly formal gatherings and bi-weekly informal coffee chats for mentees with mentees and mentors with mentors, and requires that mentorship partners meet monthly based on their personal schedules. The year begins with […]

What I Have Learned as a Campus Leader During the Pandemic

by Mary Hinton

In June 2020, I was part of a group of higher education leaders interviewed by New York Times columnist Emily Bazelon regarding our expectations for what college would be like in the fall in the midst of a global pandemic. In this roundtable conversation, we explored questions regarding navigating COVID in classrooms and residence halls; the risks to students, faculty, staff, and how to limit exposure; how technology can assist us in early diagnosis and contact tracing; and more. Perhaps the numerous interconnected items we discussed should have signaled that leading during COVID, perhaps more than at any other moment, would demand collaborative, connected leadership, but that was not top of mind at that moment. In fact, because I was transitioning between presidencies last summer, I had seen up close how two institutions were responding to the pandemic and felt equipped to make predictions about how COVID would unfold on college campuses. However, as most leaders recognize, for our own benefit and that of our institutions, it is important that we take time to reflect upon our vision, our actions, and our progress. As Steve Jobs famously said, “You can’t connect the dots looking forward; you can only connect them […]

Five Guideposts for Successfully Navigating the Tenure Process

By Emma White JD, MAAssistant Professor and Department Chair, English, University of Hawai`i, Maui College Navigation and cartography may be overused clichés, but they helped me through tenure’s stormy seas. And the process of obtaining tenure is an especially stormy sea for women in particular. Data from the American Association of University Women shows that only 27% of tenured faculty among four-year institutions are women. Women faculty—especially women faculty of color—also face additional barriers in the form of systemic sexism, racism, and isolation based on the marginalized identities they hold. I cannot solve most of the challenges women face around promotion & tenure in one article, but I can share some of my own experiences in hopes of helping other women faculty along in the process. I applied for and was awarded tenure while pregnant with my first child. Over the five-year process to gain tenure, I followed a highly effective strategy that helped me improve my teaching, align with my goals, and manage my stress. I’ve since had the honor of mentoring other women through the tenure process, and as I look back on how I navigated my own, several guideposts emerge. Accept that you need a map and […]

Creating a More Just and Equitable Hiring Process for Higher Ed Staff

Eric Silva MSE Assistant Director TRIO Student Support Services at Metropolitan State University of Denver Ally Garcia EdD Assistant Dean for the Center of Equity and Student Achievement and the Director of TRIO Student Support Services at Metropolitan State University of Denver Higher education, since its inception, has been exclusive in who can pursue higher levels of learning and engagement. This oppressive truth not only has subjected students to pain and trauma, but also the faculty and staff who work within those ivory towers. In order to interrupt, and hopefully change these marginalizing spaces, it is paramount that institutions of higher learning acknowledge, assess, and devote resources and time to deconstructing practices, policies, and procedures which have been normed on the exclusionary nature of higher education. This position often toys with the theoretical question of the overall mission of higher education and its connection to serving the public good. The following work was our form of resistance to normative hiring structures within Student Affairs. Although not exhaustive, the work below may help guide you and your institution on its own journey of assessing and changing current hiring and promotion structures to truly serve the public good. The process In the […]

Advancing a More Equitable Transfer Agenda: Lessons from the City University of New York

Chet Jordan, Ph.D., Dean of Social Sciences and Professional Studies, GreenfieldCommunity College We often neglect silence. In our quest to preserve and uplift success, we shy away from what isn’t there, from who and what was left behind, and from the stories that got lost along the way. It is beautiful to celebrate the grit, determination, and ability of those who cross the finish line but there is kaleidoscopic complexity in each individual who never comes into the camera’s view. One of the largest subgroups in the American higher education system is comprised of transfer students. Although students transfer in various directions throughout the system, a vast majority attempt to transfer from community colleges to four-year institutions. Recent data show that 31% of students who first enroll at a community college transfer to a four-year college within six years (Shapiro et al., 2019). Astonishingly, close to 80% of community college students hope to earn a bachelor’s degree, yet 60% who enroll in a community college with the hope of transferring to a four-year institution fail to do so. With these numbers in the foreground, it becomes imperative to interrogate the silence. The reasons why community college students struggle to achieve […]

Scholarly Productivity and the COVID-19 Pandemic: Cultivating Community in a Remote Writing Group

Dr. Carol Anne Constabile-Heming, Professor of German, University of North Texas. Because of the isolation that resulted from the emergency shut down of colleges and universities as a response to the spread of COVID-19 in the spring semester, the sense of community that ordinarily germinates organically on college and university campuses all but vanished. This, coupled with disruption to the operations of scholarly organizations that normally host annual conferences and professional development opportunities, has acted as a barrier to scholarly productivity for many faculty members. This is especially true in the case of women and minoritized faculty who are shouldering the majority of caregiver duties, including caring for sick family members, supervising home schooling, shopping, cleaning, and cooking. In the midst of the often-impossible demands this places on one’s time, energy and focus, scholarly activity—most especially writing—can easily fall to the bottom of the incredibly long task list. Faced with my own uncertainties and concerns about moving my research projects forward, I longed for a way to recreate the serenity of summer. Summer break, for me, typically involves travel to archives in Germany, where I spend a minimum of four weeks concentrated on writing. I knew I was going to […]

Reflections From 14 Years as a Department Chair

By Gordon E. Harvey, Ph.D., Distinguished Professor & Department Chair,Jacksonville State University Thinking about becoming a department chair? Here’s what I wish someone had told me when I started. As a junior faculty member, I envisioned a life of teaching and writing, but never one of supervision and leadership. To be sure, I still teach and write, but not at the volume of my pre-chair days. And the solitary lifestyle of the scholar is one I haven’t lived since 2007. I’ve been a department head for a total of almost 14 years for two universities, one as an internal appointment and the other an external hire. I have served far longer than I expected: the momentum and the need to finish what I started has kept me in this position. As I look back, there are several things that—had I sought a mentor or known about them at the outset—would have better prepared me to lead a department. I had no idea what I was doing when I first became a chair. Scared and anxious, I was afraid to make mistakes, I checked email incessantly, and I second-guessed every decision. I put myself under so much stress that it took […]

If You Want to be a Creative Leader, Cultivating Curiosity is a Good Start

by Jason Lane

Share this article and webcast with colleagues. Curiosity drives learning.  Indeed, curiosity is what brought many of us to work in higher education. We’re trained to be curious – at least within certain domains. Even Albert Einstein revealed that “I am neither especially clever nor especially gifted…I am only very, very curious.” Yet for many of us, it is not uncommon to feel constrained in our curiosity as we take up leadership roles.  Fear of failure, lack of training, reticence to challenge the norm, intolerance to ambiguity or simply forgetting the power of curiosity can leave leaders limited in their ability to deal with complex problems. When we do not push beyond our limits and fail to foster curiosity as a leader, we often miss out on the most valuable opportunities that can move us, our teams, our students, and our institutions ahead.  For example, many mid-career and senior leaders in higher education began their leadership journey during periods of seemingly ever expanding domestic and international enrollments. Those conditions allowed for many institutions to manage through problems by enrolling more students and/or raising tuition. Today, many colleges and universities are facing significantly declining revenue streams, fewer enrollments, increased international competition, and rapidly shifting student interests. Looking forward, institutions that thrive, not just survive, will […]

How the University of North Florida Integrated Academic and Student Affairs

By Daniel Moon, Associate Provost and Professor, University of North Florida Higher education institutions are facing pressure to increase student success measures and become more efficient. Each of these can present significant challenges for universities but having to solve both challenges simultaneously can be daunting. The COVID-19 pandemic has only served to add layers of complexity and urgency to this challenging puzzle. A potentially powerful mechanism for addressing this challenge is integrating Academic Affairs and Student Affairs into one cohesive unit. Doing so at the University of North Florida has contributed to all-time high retention and graduation rates, and yielded more than $2 million in savings and reallocation. The challenges we faced Higher education is focused on student success now more than ever, with unprecedented layers of accountability to students, parents, boards, and others (e.g. see Kelchen, 2018). This accountability is increasingly tied to a university’s bottom line. For example, most states have a performance-based funding mechanism that explicitly ties funding to student success measures. The COVID-19 pandemic has intensified the challenges that students face in pursuit of their degree, making this problem even more urgent for universities to solve. Significant shifts in improving student success measures require a more […]