This video course is for all faculty and staff who are not designated as Officials with Authority by the Title IX Coordinator. It will provide you with useful conversational strategies that allow you to have an informed conversation with anyone who discloses an incident of sexual harassment with you.
If you’re a tenure candidate with expectations around published research, you likely face daily temptations to deprioritize your scholarly writing––especially when you’re passionate about teaching and service. To resist these temptations, you must create a roadmap for your writing projects and embark on a daily writing practice that ensures steady progress. In this video course, Moira Killoran, Director of Coaching at Academic Impressions, will help you reframe scholarly writing as a sacred task in which you must set and achieve clear, measurable goals each week. You will learn four ways to set boundaries and make time for your writing, including strategies for how to say “no” gracefully. You will also get strategies and tools to plan your writing on a yearly, monthly, weekly, and daily basis.
As a Title IX investigator, you play a critical role in building a solid foundation for each case—including identifying and compiling relevant evidence for the decision maker. We created this video course to highlight the five fundamental skills you must have to fairly and equitably conduct and manage sexual harassment investigations and feel confident in your role. In this video course, you’ll learn how to: This video course is ideal for:
We know that when learners feel psychologically safe—when they feel they won’t be judged, punished, or humiliated if they make a mistake or say something wrong in class—they are more likely to take academic risks, experiment, trust, openly share ideas, and engage in collaboration. Join Amber Dailey-Hebert in this video course to learn strategies to create a psychologically safe learning environment through your lesson planning, intentional community building, and classroom processes and structures. You will learn how to increase class cohesion, decrease fear, and take actionable steps to create an environment in which learners feel safe to express their authentic identity, develop a sense of reciprocal trust and interconnectedness with the class community, and, most importantly, improve learning and performance outcomes.
In order for your students and colleagues to feel that they are a part of an inclusive environment, they must feel whole, seen, and affirmed. Intersectionality is a theoretical framework that illustrates how social identities are interconnected and create overlapping systems of oppression. By having an intersectional mindset when engaging with your students and colleagues, you are better able to demonstrate that they can be their full selves. Having this kind of mindset requires us to engage in critical reflection and take action to remove barriers that obstruct our students’ and colleagues’ pathway to success. This course will take a foundational approach to help you: This course is designed for anyone interested in learning about the concept of intersectionality within a higher education setting. This course is most beneficial to anyone unfamiliar with the concept of intersectionality or interested in exploring the application of this concept within the context of higher education. This course is part of our foundational Diversity, Equity, and Inclusion series—an intentional collection of personal development and skill building trainings—which provide education and awareness-building, self-reflection, and ways to speak up and take action.
Amidst the competing demands of teaching and service, academics are always under pressure to find time for their scholarship. During these uncertain times, with daily routines disrupted, the challenge of maintaining scholarship work is even more critical. Many academics are struggling with the competing priorities of remote learning, student and university needs, and their own isolation and break from writing and research routines—all while managing changes to their own daily lives. As a member, you now have the opportunity to take advantage of the new On-Demand Virtual Writing Café, a tool that provides support to help you dedicate focused time each day to your writing tasks.
Department budgeting requires more than just tracking revenue and expenses in a spreadsheet. This video course presents you with the tools, tips, and knowledge you need to plan for, create, manage, and communicate about your department’s budget in a strategic and meaningful way, ensuring the needs of your students, faculty, and staff are fully met. You will learn how to: Approach decision-making in a way that supports your department’s highest priorities Communicate with five essential partners to drive the right levels of engagement, trust, and collaboration Approach budget cuts in a way that mitigates fear and instead creates opportunity within your department The principles of budgeting shared in this course can be implemented by any Department Chair or Program Director responsible for overseeing a budget. This video course will be especially beneficial for chairs who are new to budgeting and/or those who have received little training on the subject.
Academic leaders and faculty members often cite the importance of interpersonal skills when leading an academic unit, managing a research team, or functioning as a productive member of any team or unit in academia. However, emotional intelligence and self-awareness are less commonly mentioned as predictors of success among academic teams. In this video course, department chairs and faculty will discover the connection between emotional intelligence and individual, team, and department results. Through Daniel Goleman’s four pillars of emotional intelligence, you will get ideas for how to: You will learn Daniel Goleman’s four pillars of emotional intelligence and informally assess your skill in each of these pillars. Once you have a greater awareness of how you “show up” for yourself and others, we’ll offer simple suggestions for how you can manage yourself and your relationships more productively.
This training is based on 2020 Title IX regulations and has been retired. Please visit our Title IX Trainings Page to view all current Title IX trainings. Whether you have the designation of “Official with Authority” (OWA), “Responsible Employee,” or “Mandatory Reporter Employee” under your institution’s Title IX policies and procedures, you have a responsibility to report to your Title IX Coordinator any alleged incidents of sexual harassment. This includes witnessed harassment as well as incidents shared with you by students, faculty, or staff. Failure to report as an OWA can trigger legal liability. This video course will prepare you to comply in your role as a mandatory reporter of sexual harassment. We will clarify your reporting duties under the new Title IX regulations, and we’ll roleplay a conversation in which a student discloses to her professor an alleged incident of harassment. You will leave with 6 strategies for ensuring safe and productive conversations when students and employees share details of sexual harassment with you.
We have partnered with Steve Riccio, one of Academic Impressions’ Success Coaches, to bring you this video course and help you take back control of your day-to-day schedule by empowering you to focus on the priorities that matter the most to you. Through a combination of self-reflection and skills-practice activities, you will transform the way you manage your time by learning how to:
