Those charged with leading diversity, equity, and inclusion work centrally at their institutions must maintain a delicate balance with their academic partners. On one hand, they must build strong relationships across colleges, schools, and departments that encourage engagement and trust in the programs, services, and resources the central DEI office provides. On the other, they must hold academic units accountable by taking deep-dive conversations into data, metrics, and planning to ensure regular and meaningful progress toward DEI goals. Watch this free discussion-based webcast recording to learn how to best collaborate with deans, department chairs, and faculty in central DEI work. Through this facilitated dialogue with Marsha McGriff, Associate Vice President for Inclusive Excellence at Ball State University and Kristin Deal, Director of the Office of Diversity, Equity, and Inclusion at the University of Denver, you will gain ideas from our panelists and your peers on how to: You will leave with a deeper understanding of how other central DEI leaders across higher education are navigating the collaboration with unit-level partners.
In our many conversations with chiefs of staff and those who serve in similar roles, we have heard that a primary need for this audience is to connect with others who do similar work and discuss strategies and solutions that help you succeed. This first “unconference” for chiefs of staff is intended to create this type of grassroots connection. We invite you to fill out this optional form if you have a topic in mind. Please also let us know if you would be willing to lead a conversation around your suggested topic. If you don’t have a topic in mind or just want to connect with others, please feel free to simply attend!
Stress and burnout are at an all-time high. As faculty contend with their usual obligations of teaching, research, and service, COVID-19-era challenges have exacerbated issues of work/life balance, family caregiving responsibilities, and mental health strain. In seeking to support faculty well-being, faculty affairs and academic leaders are grappling with how to: Join us for this free webcast recording to examine these and other related questions. Through this facilitated dialogue you will gain valuable ideas and learn how other institutions across higher education are supporting faculty through this difficult period.
Effectively onboarding and supporting first-year faculty — both tenure-track and non-tenure-track — is challenging to get right even under the best of circumstances, and the events of 2020 have made this even more difficult. Between moving orientation programs online, reworking faculty mentorship programs, building community and connection to the university virtually, and helping new faculty manage stress and burnout during the pandemic, academic leaders have accomplished no small feat. Join us for this webcast recording to reflect on what you got right, what lessons you learned, and what takeaways you’ll carry forward into the next semester when it comes to supporting your first-year faculty. Through a facilitated dialogue with Andrea Romero, Vice Provost of Faculty Affairs at the University for Arizona, and Gary Meyer, Senior Vice Provost for Faculty Affairs at Marquette University, you will have the opportunity to gain ideas from other institutions across higher education as to how you might support your first-year faculty more effectively in the new year.
To ensure a fair and contextual evaluation around faculty promotion and tenure during COVID, many colleges and universities adjusted their P&T processes this past year. In many cases — compelled by the ongoing pandemic and the inequities it has brought to light — conversations about further revisions to promotion and tenure criteria are ongoing, centering around questions like: If you are an academic leader who is leading or involved in such conversations at your institution, we invite you to join us for a free recorded webcast to examine these and other related questions. Through a facilitated dialogue with Matt Kinservik, Vice Provost of Faculty Affairs at the University of Delaware and Gabe Paquette, Vice Provost of Academic Affairs at the University of Oregon, you will gain valuable ideas and learn how other institutions across higher education are approaching this process.
To assess physical health, medical professionals mind vital signs such as body temperature or pulse rate to help you course-correct and become healthier. Similarly, what if a fundraising operation could assess its philanthropic health through philanthropic vital signs to cultivate more giving from donors and prospects? Join us online for this free webcast recording to get an overview of the four cornerstones of philanthropic health: appreciation, affiliation, agency, and accountability. You will learn more about Jim Langley’s Vital Signs Philanthropic Health Assessment offered through Academic Impressions and how you can use this for your own philanthropic check-up. You will leave the webcast with sample questions from the assessment that offer a preview of your shop’s overall health.
Today’s higher education environment demands more equitable and inclusive practices, so it is more important than ever that leaders are attentive to their overall campus climate. As a campus leader, you may be asking yourself questions like “How can I change or improve faculty culture?” or “How do we, as a campus community, handle the inequities that show up in our policies and procedures?” These are difficult yet critical questions to consider if you are trying to raise awareness, institute a strategy, or make lasting change to create a more inclusive campus environment. Join us online for a recorded discussion that will help you take a more intentional and anticipatory approach to managing and improving your campus climate. Through practical guidance from our speakers, you will leave this webcast better able to: Our experts, Dr. Myron Anderson and Dr. Kathryn Young recently published their book, Fix Your Climate: A Practical Guide to Reducing Microaggressions, Microbullying, and Bullying in the Academic Workplace. You can purchase it here.
Universities invest considerable funds into recruiting new faculty. For research faculty, the startup package can frequently be in the range of $500,000 to $1,000,000. In addition, new faculty require additional time, mentoring, and support. While rates for achieving tenure vary depending upon disciplines and institutions, success rates for this investment in new faculty can be as low as 10% at some schools and on average about 50% overall. Despite the investment, thousands of higher education faculty members begin a job every year with little or no training. In fact, in most disciplines, Ph.D. training programs provide minimal preparation for academic careers. This disconnect between the training provided and the skills necessary to thrive in most academic careers can lead to frustration and job dissatisfaction. Given the large initial investment and the lack of previous skills training, it is prudent for academic leaders to support first-year faculty beyond orientations, especially when it comes to balancing teaching and research workload. Expert faculty coaches with extensive experience in higher education can provide a safe, supportive environment for faculty to explore challenges and development opportunities that are necessary for their career advancement.
In this free webcast, we’ll share findings from a multi-year, longitudinal study specific to higher education—find out what really matters to employees in terms of career growth and development. Discover: In our study, we found that even in environments with very limited funding for professional development, intentional and structured conversations between supervisors and staff about their development made a significant difference. Today, with an increasingly distributed, disconnected, and diversified workforce, HR leaders in higher education must approach employee satisfaction and engagement differently than in the past.
In this free webcast, we’ll share findings from a multi-year, longitudinal study specific to higher education—find out what really matters to employees in terms of career growth and development. Discover: In our study, we found that even in environments with very limited funding for professional development, intentional and structured conversations between supervisors and staff about their development made a significant difference. Today, with an increasingly distributed, disconnected, and diversified workforce, HR leaders in higher education must approach employee satisfaction and engagement differently than in the past.
