Course Category: Webcast Recording

Leveraging Video for Donor Stewardship

Developing videos for your donors can seem daunting, especially when you have a lot to say and only 60-90 seconds to say it. However, using video as a tool to communicate not only meaningful information but also gratitude to your donors can change the game in your stewardship efforts. Producing videos that show gratitude and impact for your donors not only ensures a great initial impression, but it will also give you the opportunity to ensure that your donors stay engaged with your institution for years to come. Join us online to learn how you can use video in your stewardship process by choosing appropriate messaging and tone, as well as knowing how to coach speakers to showcase their passion. During the webcast, you will hear how Towson University has used ThankView technology to communicate gratitude to their new donors. You will leave this program with newfound knowledge on how to strategize and develop your own stewardship videos.

Fostering Curiosity as a Creative Leader

Curiosity drives learning. Yet for many of us, it is not uncommon to feel constrained in our curiosity. Fear of failure, reticence to challenge the norm, intolerance to ambiguity, or simply forgetting the power of curiosity can limit leaders in their ability to deal with complex problems. When we do not push beyond our limits and develop a curiosity mindset, we often miss out on the most valuable opportunities that can move us, our students, and our institutions forward.   Join us online and learn how to reframe the way you confront and communicate complex problems, so that you and others remain open to new possibilities and invite curiosity thinking. In this webcast, you’ll learn how to ask questions that invite possibilities, use data to broaden perspectives, and encourage the sharing of new ideas. You’ll also get tips on how to validate different ideas and create a sense of belonging as you foster diversity of thought, perspective, and experience within your team.

See Something, Say Something: Building Your Capacity to Respond to Bias

Witnessing inappropriate and/or biased behavior can be uncomfortable—but the discomfort is likely tenfold for the person actually experiencing it. We all have an active role to play in creating more inclusive and equitable environments on campus, however, responding appropriately can be daunting at first and it takes practice.   Join us for this training to raise your own self-awareness and build confidence so that you can intervene appropriately during challenging situations whether they be with students, colleagues, or leadership. 

Declined Grant Proposals: Analyze Reviews and Create a Plan for Resubmission

On average, it takes three submissions before a faculty member will get their proposal for funding accepted by a grant agency. To complicate matters, the reviews that accompany the rejection are often complex and contradictory, so it can be difficult to know how to move forward – especially when many faculty get little help interpreting reviews. As such, many faculty members, especially junior faculty, simply give up on the proposal too soon and do not put effort into revising and resubmitting it. When this happens, important research may be left undone, the institution cannot meet its strategic goal of growing research, and faculty find it difficult to publish in top journals and stay on track for promotion and tenure.  Join our expert instructor to learn how to review and analyze your declined grant proposals with a fresh perspective – one that will give you confidence in how to best move forward with your declined proposal, as well as all future proposals. Our expert will guide you through the process that will teach you how to:  Objectively assess your individual reviews   Identify patterns and uncover the most critical feedback  Anticipate hidden weaknesses   Identify both the root causes and underlying conditions preventing an award  Develop a plan for resubmission   If you’re looking to better understand the proposal review process and put yourself in reviewers’ shoes, this webcast is for you! 

Navigating Work-Life Balance as a Woman Leader in Higher Education

The stresses of the past year have hit women especially hard. From taking on extra work to helping family members and managing the logistics of remote learning for their children, women’s workload — both mental and physical — has dramatically increased during the pandemic. We have heard time and again from women that they are in need of strategies that help set healthy boundaries in their personal and professional lives.   In this 60-minute webcast presented by Melody Blake, Provost and Vice President for Academic & Student Affairs at Wesleyan College, you will learn how to manage a never-ending to-do list by prioritizing, communicating, and delegating what needs to be done. Our time will be divided between setting healthy boundaries at work and at home, as well as managing your time.   

Defining Your Role as Chief of Staff

The role of Chief of Staff in relation to the President or other leader varies on many factors, such as how new your President is to the role and how involved they want you to be with decision making. Join us for this one-hour webcast to learn how to: Determine the needs of your President Communicate the parameters of your role to stakeholders and the institution Balance the nuances of being accessible to colleagues with the sensitivities of your role

The Inclusive Leader’s Approach to Accountability

We’ve all said or done something at work that unintentionally upset or offended someone. We may shy away from holding ourselves and others accountable for resolving the situation because we want to prevent further harm that comes from the shame or disappointment associated with admitting a mistake. But inclusive leaders see things differently — they recognize and embrace the responsibility to repair harm and make others feel appreciated when things go wrong. Join us online and learn how to model accountability in a way that repairs harm by fostering inclusion. In this webcast, you’ll get tips and language you can use to encourage reflection during a growth opportunity that arises when you or someone you know has behaved or communicated in an exclusionary way against a cultural or identity group (i.e., race, gender, sexual orientation, disability, age, experience level, etc). You’ll walk away feeling more confident to:

Anti-Oppressive Practices in Clinical Education

Clinical practitioners and the educators who train them should be prepared to work with individuals from a variety of racial, cultural, and socioeconomic backgrounds. However, critical conversations around bias, marginalization, and oppression are all too often relegated to the background of – or completely absent from – coursework in clinical disciplines. In many disciplines, most clinicians come from outside of the underrepresented communities they work within. The failure to include a strong basis of social justice understanding within their training can result in clinicians who are underprepared to effectively provide culturally appropriate treatment, support, and advocacy for each of their clients. Anti-Oppressive Intervention has become a core piece of the clinical curriculum within the Department of Communication Sciences and Disorders at MGH Institute for Health Professions. Join us for a one-hour webcast where our expert instructor, Indigo Young, MS, CCC-SLP, will share how incorporating an Anti-Oppressive Intervention approach into clinical education can be used to reduce disparities in both education and healthcare. You will learn about the model MGH uses and how it can be applied in various clinical settings to give clinicians concrete tools to be more effective in providing each client with the best possible care.

Teaching Your Service Learning Course Online

We know that high-impact practices support profound learning by promoting student engagement and real-world experience. Among those high-impact practices, service learning courses help students achieve a deeper understanding of course content. They can also shape their personal values and civic responsibility through reflection and participation in an organized service activity that serves community needs (Bringle, Hatcher, McIntosh, 2006). For these compelling reasons, many faculty members, divisions, and entire institutions had plans to offer robust service learning courses only to be disrupted by the global pandemic. However, it is still possible to teach service learning courses that are just as impactful in the online environment. Join us for this webcast, where our expert speaker—who has over a decade of experience teaching service learning courses online—will share example-based best practices to help you keep students engaged, serve community partners, and ultimately create dynamic learning experiences.

Centralized and Integrated Leadership Development: A Model from Columbus State University

To ensure your faculty, staff, and students are prepared for the future of the workplace and are well positioned to become the leaders of tomorrow, it is vital to invest in their leadership development today. You likely already have many leadership development programs across your campus, but they might operate separately from each other, reach limited audiences, or struggle to self-sustain. A more effective way to offer leadership development is to create a single program that is easily accessible, inclusive to all, and embedded in the fabric of your everyday work. Join us online and learn how Columbus State University has done just that. No longer is their leadership development distributed across multiple departments across campus — instead, they have created a self-sustaining, centralized, and integrated model that embeds leadership training throughout the university. By having faculty, staff, and even students sit side-by-side to share perspectives, they are breaking down barriers and uniting the campus community. In addition, they extend their reach into the larger community by training and collaborating with organizations and business leaders. The benefit of a model like this is that all faculty, staff, and students receive the same message: that their leadership development is important and […]