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5 Leadership Lessons Hidden in the Coronavirus Crisis

by Mary Hinton (opens in new tab)

Especially for those who are deliberate planners by nature, the rapid velocity and pressure of the current crisis can be turbulent. In this article, the president of the Hollins University offers higher-ed leaders the perspective of five leadership lessons or gifts that we can (re)learn in the midst of this chaotic moment. by Mary Hinton, President, Hollins University (recently President of the College of Saint Benedict) Existing in a Space of Chaos I am, by nature, a planner. As a college president, and in many other jobs I’ve held, strategic planning has been central to my work. Visioning, thoughtful deliberation and the opportunity to engage in proactive scenario planning and pitfall analysis are my favorite types of work. Suffice it to say, this year has challenged my nature in every way. Like many leaders, I find myself not only needing to rapidly think through what is best for my own campus community but also needing to react quickly to declarations and decisions coming from the federal and state governments, the state department of health, and other college leaders. For nearly everyone, and especially for those of us who thrive on deliberate planning, this season has been punishing. This crisis has […]

Creating a Safe Space in Your Class During a Crisis

You’re in class (online). Your students are in class. And all of your minds are on COVID-19, quarantine, and making ends meet. How can we as instructors step back, break down the sense of isolation and hopelessness, and use the sharing of our experiences of crisis to create a safe space for students to grow and learn?  by Marina Hofman, Ph.D., Palm Beach Atlantic University These are traumatizing times. Discouragement, uncertainty, and loss are sweeping across our nation—and our students are navigating uncharted territory in their lives. How can we connect with our students and bring them hope during this unprecedented crisis? Many of our students are distracted and scared. Many of our faculty are, too. How do we create space in our classes for both faculty and students to speak their stress and fear and find hope in moving forward together amid uncertainty? Faculty connection to students is essential for student learning and engagement even at the best of times. During this current pandemic, it is more important than ever. Safe to Be Vulnerable I made the decision early in my career to share my own story of fear, loss, and uncertainty with students. I do this in recognition […]

Student Success and Retention in the Time of Coronavirus

by Daniel Fusch (opens in new tab)

We know many of our faculty have had a big transition to make, as institutions have moved courses online rapidly in response to COVID-19—but it’s a huge transition for many of our students, too, especially those who have never taken an online course or who have limited access to the Internet now that campus is closed. What are some ways we can help students succeed and persist when plunged into this new world? On March 25, over 900 higher-ed professionals from institutions all over North America attended one of our free COVID-19 Critical Response webcasts. It was an opportunity to hear from a leading expert on student retention—and to share ideas among their peers, hearing what other institutions are doing and what you could be doing. You can sign up to get the webcast recording (and chat transcript) here, or explore our rapidly growing COVID-19 Critical Response series—some of which are free for everyone, while others are free for our members. COVID-19 has forced institutions to pivot and adapt in unprecedented ways. If you’re like most, you are laser-focused on your own campus responses and have been craving a space to connect with others, ask questions, and share ideas with […]

Call for Book Chapters: Thriving as Women in Leadership in Higher Ed

SUBMISSIONS HAVE NOW CLOSED. This is a call for submissions for brief chapters for inclusion in a new book on practical strategies for thriving as women in leadership in higher education. THRIVING AS WOMEN IN HIGHER-ED LEADERSHIP | BOOK | CALL FOR SUBMISSIONS Academic Impressions, which designs and hosts the Women’s Leadership Success in Higher Education conference several times each year as well as a series of over a dozen webcasts on women’s leadership success, is soliciting chapters for a new compendium on supporting women’s leadership in higher education to be published in late 2020. For this book, we are looking for specific lessons learned, practical strategies, or essential skillsets. These are brief chapters; we are looking for text between 1,500-2,000 words. Submissions are due May 31, and we are only accepting a limited number of submissions, so we encourage you to respond quickly. SUBMISSIONS ARE NOW CLOSED. List of Topics This list is not exclusive or comprehensive, but we are especially interested in seeing chapters that support women in higher education in succeeding in the following areas: Impostor syndrome Perspectives from women of color How women who have power/authority can advocate for underrepresented women Authenticity in leadership/discovering your unique […]

New Faculty: Making the Transition from Graduate School to a Primarily Undergraduate Institution

by Sarah Seigle Peatman (opens in new tab)

The vast majority of new college and university faculty members receive very little training for their jobs, and often very little training once they have their jobs. How can we support their transition from graduate school to a primarily undergraduate institution (PUI)? Every year thousands of higher-education faculty members begin a job for which they have had little or no training. According to the Carnegie Classifications of Institutions of Higher Education, over 88% of higher education institutions serve primarily undergraduate students. However, in most disciplines, Ph.D. training programs provide minimal preparation for a career at a teaching-focused institution. The truth is that the vast majority of college and university faculty members receive very little training about how to do their jobs, and often very little training once they have their jobs. This disconnect between the training provided in most Ph.D. programs and the skills necessary to thrive in most careers in higher-education can lead to frustration and job dissatisfaction. …To explore the ins and outs of this issue, we sat down recently with Mark E. Basham (Regis University) and Pamela I. Ansburg (Metropolitan State University of Denver), who are in the process of writing a book in hopes of easing […]

The Chief of Staff and the Presidential Transition

In this series, we’ve talked about how the chief of staff can operate as an effective liaison, what qualities presidents desire in the chief of staff, and where new chiefs of staff could look for resources. Now, in our seventh article, we want to ask: How does the chief of staff’s role change during a presidential transition, and what key steps does a chief of staff need to take? In this series of articles, experienced chiefs of staff offer critical advice on managing the chief of staff role. We will share their answers to questions such as these: Contributors to this series include: We hope you will enjoy the series and share each article with your peers. If you find these articles useful, please consider attending and learning from these and other experts at these virtual trainings: Today, here is the seventh installment in our series: 7. What Steps Does the Chief of Staff Need to Take During a Presidential Transition? Academic Impressions. What are one to two key steps chiefs of staff must take in order to best serve their institution during presidential transitions? What sometimes gets missed? Karen Whitney, President Emeritus, Clarion University. To best serve the institution during a […]

When the Chief of Staff Needs to Handle a Crisis

In this series, we’ve talked about how the chief of staff can operate as an effective liaison, what qualities presidents desire in the chief of staff, and where new chiefs of staff could look for resources. Now, in our sixth article, we want to ask: What are key skills that chiefs of staff need to build in order to best handle crises on campus? In this series of articles, experienced chiefs of staff offer critical advice on managing the chief of staff role. We will share their answers to questions such as these: Contributors to this series include: We hope you will enjoy the series and share each article with your peers. If you find these articles useful, please consider attending and learning from these and other experts at these virtual trainings: Today, here is the sixth installment in our series: 6. What Skills Does the Chief of Staff Need in a Crisis? Academic Impressions. What are key skills that chiefs of staff need to build in order to best handle crises on campus? Chris Romano, Ramapo College. Here are 3 skills that are essential for chiefs of staff to have in order to best handle crises on campus: Karen Whitney, President […]

Tackling the Challenge (and the Stigma) of Student Food Insecurity

by Heather Fernandez (opens in new tab)

In 12 years, the number of food pantries on college campuses has grown from 1 to 700. However, due to the cultural stigma of facing hunger, the existence of a food pantry, by itself, does not solve the issue of student food insecurity. In early 2019, the Hope Center reported that up to 45% of today’s higher education students face food insecurity. Many colleges and universities are responding to this alarming number by creating on campus food pantries to meet students’ dietary needs. In 2007, the College and University Food Bank Alliance knew of only one food pantry operating on a college campus. As of October 2019, the Government Accountability Office estimated that this number had grown to more than 700! While this growth is remarkable, the existence of a food pantry does not guarantee that food-insecure students are receiving the assistance that they need. The cultural stigma associated with facing hunger in the United States, of being seen by their peers receiving free food, can discourage students from utilizing on-campus pantries. The fear of stigma leaves administrators tasked with pantry operation with some difficult logistical choices: While conducting research into the many challenges of addressing food insecurity in higher […]

Our Lost Colleges

by Marcel J. Dumestre, Ed.D. (opens in new tab)

Amid rising public doubt about the continued accessibility of US post-secondary institutions, university leaders need to think differently about how they operate. Until that happens, our colleges will remain lost in a fog of cultural skepticism about higher education. Here are questions every institution’s leaders need to be asking. A friend’s daughter applied to 10 universities last year. All of the institutions offered admission. But financial aid packages were a different matter. One top-ranked state university sent her an offer with this punch line: your net tuition for this year is 0. Wonderful, but the breakdown included $2,500 for work study and a $59,000 loan requirement. In other words, she would have nearly free tuition, room and board, while in school, but after graduation a $236,000 student loan debt would become due. How could an admissions officer craft such an insensitive and misleading financial aid letter? William Bennett claimed to know the answer. In 1987, as Secretary of Education he wrote a combative NY Times op-ed titled “Our Greedy Colleges.” He argued that higher education has no incentive for operating efficiently because government guaranteed loans cover escalating tuition prices. His contention became known as the “Bennett Hypothesis.” Thirty years later, […]

Looking at 2020: How is Annual Giving Changing?

by Brian Daugherty (opens in new tab)

Many annual giving shops struggle with stagnant or underperforming annual giving programs, trapped in traditional approaches that work a little less effectively with each passing year. As we look forward, we wanted to invite a panel of experts to share their perspective on the changing landscape of annual giving. We asked three questions of Dan Frezza, associate vice president for lifetime philanthropic engagement and annual giving at William & Mary; Molly Robbins, director of institutional advancement at Gladwyne Montessori School; and Melissa Rowan, assistant vice president for strategic initiatives at Iowa State University: Here is what they shared with us. They will also be speaking on these topics in depth at our next Institute for Annual Giving. 1. How is the landscape of annual giving changing?  Dan Frezza. Annual giving at one point in time was considered the “first stop” for higher education fundraising.  Inarguably, this was the case due to many factors.  Ranging from career trajectory to pipeline development, it all began with annual giving, and the horizon seemed more impressive to the onlooker than the foreground. Not much has changed in today’s modern world of fundraising – with the exception of one critical difference.  Investment in annual giving […]

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