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Title IX: Recent Changes and What They Mean for You

February 2015. The Office of Civil Rights (OCR) recently released three documents to provide guidance for the Title IX Coordinator role at colleges and universities: One that clarifies the Title IX Coordinator role One that outlines Title IX Coordinator responsibilities A 30-page Title IX resource guide To help your institution understand the crux of these new clarification efforts, we interviewed two experts on Title IX — Bev Baligad, Director of Student Compliance and Training/Student Title IX Coordinator at Lansing Community College, and Scott Warner, partner at Franczek Radelet P.C. Below, Baligad and Warner discuss the three main takeaways from these important documents and critical steps your institution can take to help you apply the OCR’s recommendations. Key Takeaways from the OCR Documents Lisa LaPoint: Based on the new guidance, what do you consider to be the key takeaways? Bev Baligad: There are three main takeaways, relating to authority, support, and knowledge: Authority is really important. The OCR doesn’t really want people to just meet technical compliance with the federal regulations; they are looking for institutions to actually give Coordinators the means and authority to appropriately deal with the discriminatory behavior, if found. Support is also big. Institutions need to start making sure the […]

How Faculty Can More Effectively Support Adult Doctoral Students

by Gina L. Peyton

Have you ever opened your email inbox the day after an assignment is due and received an email with the subject line entitled “request for extension of time”? My first thought is “Here we go,” but then I immediately switch my thought process to: “Be objective; my students are adults completing their doctoral degree.” I work with online doctoral students in the school of education for a not-for-profit private university. The average age of our doctoral students is 47 years. These students are adults working in their specialized fields completing their terminal degree to further their professional endeavors. For the most part, they are professionals working full-time, and are married with children ranging from infants to college students to college graduates with families of their own. These individuals are not students in an undergraduate program, fresh out of high school and still deciding “what they want to be when they grow up.” Adult students have many issues in their lives other than completing their doctoral degree. They deal with work deadlines, mortgages and bills, aging parents, sick children, divorces and child custody, to name a few examples. When a doctoral student reaches out to me for help or for a little […]

Advising: 3 Ways to Effectively Assist Students during High Traffic Periods

by Sue Ohrablo, Ed.D.

This article is an excerpt from Sue Ohrablo’s acclaimed book High-Impact Advising: A Guide for Academic Advisors, which you can find here. This week marks the end of yet another hectic week filled with long days, endless phone calls, appointments, emails, and walk-ins. There are times when I get frustrated that I have to answer yet another question about when commencement invitations will be sent out or what the course number is for a particular class. This is not advising. At least, this is not the advising that keeps me motivated and makes me feel like I’m positively contributing to a student’s academic journey. However, as I look back on the past weeks, I also have to remember the student who was sobbing softly on the phone as she articulated her frustration with a professor whom she felt was harassing her, or the student who proudly shared with me the details of her new job, or the student who referred to me as “The Oracle” just because I am always there to provide answers and direction. As I held these discussions, emails kept coming and the phone kept ringing. I knew I didn’t have the time to focus so intently on […]

The Library of the 21st Century

by Patrick Cain

Here are four key tenets of 21st century academic library design – and a checklist of key areas to consider under each. This past month in Philadelphia, nearly 60 library administrators, academic leaders, and facilities personnel gathered to discuss trends characterizing modern library spaces. These participants in our 2 ½ day Academic Library Planning and Revitalization Institute reached consensus on four key areas needed in order for modern academic libraries to better serve student users. From there, we collectively brainstormed how to provide these four key items through both physical design and programmatic choices. We want to share with you the product of that group brainstorming exercise: (View large version) While library revitalization projects do vary significantly in size and scope, institutions with diverse academic missions and student populations were in agreement that these four core principles must be accounted for in facility design. And while many of the individual ideas on this template are hardly new, it is exciting to have participated in a group of 60 leaders of library revitalization projects who worked to bring these ideas together into one template for library visioning. We hope that you can use this map of our participants’ vision for library facilities to start […]

Debunking 5 Myths: How Feasible is a Shared Services Model in Higher Ed?

by Stephanie Avallone

and by Ronn Kolbash, Assistant Vice President of Shared Services, University of Chicago With rising tuition, research dollars shrinking, and state budget allocations being reduced, the higher education industry has important cost issues to address. To manage this, a growing number of colleges and universities are adopting a shared services model for various activities and transactions. However, the higher education sector is relatively new to the adoption of such a model, and there are already a number of frequently voiced myths that, if believed, can leave an institution hesitant to implement shared services. These myths need debunking. Myth 1: We’re unique. We’re different from the corporate sector. In some ways yes, and in some ways no. While there are many facets of higher education that are “unique” or “different,” and while our core mission is different, our business activities are similar. Like any other organization, higher education must hire and pay staff, submit tax filings, reconcile accounts, manage budgets, purchase and pay for goods and services, reimburse employees, monitor compliance, etc. And like any other organization, higher education wants to direct the majority of their human and financial resources to their mission-critical work (in our case: teaching, research, and practice). While I […]

6 Things Presidents and Chancellors MUST Do to Prepare for a Crisis

by Cindy Lawson

INTERVIEWS WITH PRESIDENTS AND CHANCELLORS This article was adapted from interviews conducted during the course of preparation for chapter 3, authored by Cindy Lawson, in Managing the Unthinkable, Crisis Preparation and Response for Campus Leaders, edited by Gretchen M. Bataille and Diana I. Cordova, Stylus Publishing, LLC. 2014. Throughout my long career in public relations both at a Fortune 500 company and at five different higher education institutions, I have had the privilege of working with some great presidents and chancellors.  Together, we faced a number of crises, including a tuberculosis scare, a chemical lab mishap, a natural gas explosion, fires, electrocutions, kidnapping, active shooters, bomb scares, rapes, plane crashes, multiple deaths resulting from car crashes, tropical storms and hurricanes, drownings, suicides, murders…and many more. With each crisis came lessons learned – for individual responders, for the president/chancellor and for the institution as a whole. I interviewed several of those (now ex-) presidents and chancellors about the various crises each experienced.  I asked them what advice they would give other presidents and chancellors in terms of preparing for any type of crisis. Following are their, and my, top six suggestions: For more ideas and suggestions for senior leaders during and after […]

Inside the Transformational Gift

by Daniel Fusch

Recently, the Rady School of Management at the University of California, San Diego, announced a $100 million transformational gift from local philanthropist Ernest Rady. It is the largest single commitment ever made to a business school the size of the Rady School, and the gift is intended to empower the Rady School to engage in competitive recruitment of top faculty on a par with Harvard, Stanford, and other major US business schools. At AI, we had the opportunity to speak with both the Rady School’s dean, Robert Sullivan, and the donor, to get a unique dual perspective into the transformational gift. What we learned matches what we have seen with many other transformational gifts. These gifts are a product of: 1. A Shared Vision The story of the Rady School is a compelling one. The school was established in 2003 in the midst of the California/Silicon Valley recession; its dean, Robert Sullivan, arrived from a career leading long-standing business schools at UNC-Chapel Hill and Carnegie Mellon. Sullivan came to UC San Diego with a very specific vision for the school — that it would provide a hub for entrepeneurship and would empower small business growth in the life-sciences, genomics, and […]

Leading through a Rough Spring in the Recruitment Cycle

by W. Kent Barnds

April is a torturous month, certainly the cruelest, for admissions leaders across the country. It’s especially hard on those who work in extremely competitive markets and endeavor to finish the recruitment cycle by early May. Directors, deans and vice presidents receive calls, office visits and notes from presidents, provosts, trustees, CEOs, any number of colleagues, all asking the same thing: “How are the numbers?” Sometimes that age-old question is replaced by an inquiry about the discount rate or the more ominous “Do you think we’ll make it?” Most admissions professionals I know put their best foot forward and gracefully answer the questions. But the pressure does take a toll, and I know because I’ve been there. These queries have a trickledown effect that can result in a less than ideal working environment for admissions counselors, the very people who need to stay energized during this important time of year. Given these circumstances, I have found a few ways to keep admissions staff members motivated and focused through this difficult period: 1. Regularly update people across campus. I’ve found it helpful to provide recruitment updates periodically throughout the enrollment cycle. Forecasting bad or good news in a clear way is always […]

Metrics for Corporate Engagement: Evaluate Impact, Not Quantity

by Lisa Cook

Multiple offices on a campus may establish corporate partnerships, which can make the issue of metrics for corporate engagement a complicated one. For example, the engineering school might track metrics of a company that partners with them to offer student internships and recruiting opportunities. But if that same company also funds research through that institution’s business school, and supports the institution’s philanthropic goals through a third office, just looking at the recruitment data alone may not reveal the true impact of the partnership — to the detriment of the relationship. Keeping track of a company’s partnership impact allows institutions to be more strategic in cultivating those relationships. Metrics that measure impact may show strong partnerships with philanthropy and recruitment, and also highlight a potential for additional partnerships related to research funding, technology transfer, or student mentorship opportunities. Impact data can focus on the quality of existing partnerships and the potential for new engagement opportunities to strengthen and expand already-successful relationships. Reinventing Partnership Metrics Here is an example. Over the years, Aquinas College has cultivated 1,400 corporate partnerships; now, Kathy Kremer, the dean of curriculum, explains that the challenge is to focus on impact rather than just the quantity of corporate […]

FT/PT Faculty Ratio: How Maricopa Plans to Improve Student Success by Increasing Full-Time Faculty

by Lisa Cook

RELATED ARTICLE: How Maricopa is Improving Student Success through Comprehensive Support for Adjunct Faculty During the recent recession, the Maricopa Community College District shifted more classes to part-time adjunct faculty as a cost-cutting measure -– a trend that was mirrored nationwide. Unfortunately, that move typically has a negative effect on student retention and completion rates, according to the Center for Community College Student Engagement. Now Maricopa is working to reverse that trend and move to a 60:40 model in order to improve student success outcomes. We talked with Chancellor Rufus Glasper, Executive Vice Chancellor and Provost Maria Harper-Marinick, Faculty Association President Keith Heffner, and Eddie Genna, who served as Faculty Association president as the initiative was being debated, to understand how and why Maricopa is making this transformative change and what they need to prioritize to accomplish it successfully. Changing the FT/PT Faculty Ratio from 90:10 to 60:40 Maricopa originally established a 90:10 full-time/part-time faculty ratio when the community college district was created in 1962. According to the ratio, 90 percent of daytime courses would be taught by full-time professors, and the remaining 10 percent by part-time adjuncts. Evening classes would also be taught primarily by part-time adjuncts. By 2012 […]