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.
Within higher education, the debate related to the First Amendment and academic freedom—and whether or not they are a hindrance to diversity, equity, and inclusion initiatives—continues to be a polarizing topic. During these uncertain times, it’s more important than ever that campus leaders are armed with facts as well as critical perspectives, to assist them in their ability follow the law while also creating meaningful learning environments for faculty, staff, and students. This training aims to remove the assumption that diversity initiatives struggle to coexist within the parameters of free speech and/or academic freedom. During the session, we will explore and explain areas where the priorities of DEI and academic and political leaders overlap, rather than diverge. You will come away with a greater understanding of the interrelationships among the three and of how to offer support when the values of faculty, staff, or students remain in conflict.
To see high rates of productivity, retention, and satisfaction in your early career faculty, you’ll need a well-defined mentoring program. How should you structure your program for success? What services should you provide, and how should you customize for your department, school, or campus? Join us online to rethink your current faculty mentoring program or start building an intentional mentoring program from scratch. You will learn from Dr. David Kiel, who has helped create mentoring programs at The University of North Carolina at Chapel Hill in professional school units and Arts and Sciences departments. Drawing on his study of exemplary programs nationwide, he will share a comprehensive overview of effective mentoring programs – ones that resolve conflict and decrease faculty turnover.
Shared governance allows faculty and staff to contribute their opinions, insights, and best ideas for the benefit of the campus community. Shared governance also demands that faculty and staff collaborate in a way that is respectful to others, appreciates diversity of thought, and builds consensus. This requires you, as department chair, to create an environment that encourages a safe space for all participants. Join us online for a one-hour discussion to better understand how you can create an environment that encourages faculty and staff to contribute meaningfully to the shared governance process. Although the conversation will be responsive to the questions asked by the attendees, we anticipate discussing some of the following key questions: Come prepared to engage in dialogue, ask questions, and share insights that can help you and other department chairs to confidently navigate shared governance.
When you pronounce names incorrectly, you have an impact. People with non-Anglo or non-European names, which are perceived as being more difficult to pronounce, may feel anxious and excluded. When power dynamics are at play, students and perhaps even those you supervise, advise, or teach often avoid the conflict and resist making corrections or discussing the issue, which may leave them feeling as if they matter less. Join us for re-airing of this training to learn simple strategies for honoring the names of all those you encounter. Immediately after the re-airing, you will have the opportunity to engage in a live Q&A and discussion with the speaker, Zaragosa “Mito” Diaz-Espinoza, Ph.D. We will discuss a brief history and negative impact that mispronouncing names has on people–international students and individuals who are given names that are not common in North America. You will be provided with easy-to-use tools and strategies that will help you learn and retain the correct pronunciation of names. If you’re interested in creating a more inclusive environment by preventing and/or repairing harm to your students and colleagues, this training is for you.
Donna obtained her doctorate in experimental social psychology from the University of Kansas in June 2006 and her Master’s in applied social psychology from the University of Guelph, Canada, in May 2001. Her field of interest is diversity science and her program of research concerns the effects that cultural legacies of oppression have on psychosocial processes, which in turn shape human functioning (e.g., achievement, motivation, responses to inequity, and self-regulation) in ways that advertently or inadvertently justify and maintain social inequality. She has worked on large-scale initiatives to improve intergroup relations, including fostering positive attitudes towards immigrants, counteract hate groups’ recruitment of youth, and decrease intergroup conflicts in ethnically diverse schools. Donna has received NSF funding for her research and applied work concerning women’s and ethnic minorities’ participation in STEM fields. In 2009, she was a co-PI on an NSF EHR Core Research Grant that supported her research on intersectionality and broadening women’s participation in STEM fields. In 2017, she was a co-PI on a funded $125,000 CSU Chancellor’s Office mini-grant that supported the “Prejudice Habit Breaking” intervention to advance faculty diversity at CSUSB. She is currently a co-PI on an NSF ADVANCE grant (funded 08/2018) and as the Director, […]
Your story as an underrepresented woman in the academy shapes your approaches to conflict, problem-solving, and decision-making. The perspective of underrepresented women is unique, and yet, too often we discount that unique position – burying it or even rejecting it. Denying our story does a huge disservice to our leadership potential and growth and to those we serve. How can you begin to articulate your story to fully express who you are as a professional and become stronger and more effective? Join us online and learn how to define and share your unique leadership strengths in an authentic and credible way. You will practice identifying, storyboarding, and communicating your past experiences, motivations, and unique perspectives so that you leave with at least one story you can share with others to help you communicate your authentic self.
As you navigate the new Title IX appeal process, you might find certain aspects difficult or confusing. Are you prepared to navigate the mandated timelines effectively? What elements of the investigative process should you focus on when reviewing your case? How do you handle situations where the judgment of your colleagues might have been compromised? You likely — and reasonably — feel a lot of responsibility for objectively determining a final decision, both to provide a fair process for the parties and to mitigate the risk of litigation for your institution. Join us online and leave with the knowledge, strategies, and skills you need to feel confident in your role as an appeal officer. During this four-hour training we will cover the required skills and attributes of an effective appeal officer and provide practical opportunities for you to explore the different grounds for appeal, including procedural irregularity, new evidence, and conflict of interest/bias. Whether you are looking to enhance your confidence as a Title IX appeal officer or as a Title IX coordinator responsible for training your appeal officers, this training is for you. Upon completion of this virtual training, you will receive a certificate of completion for your time […]
Psychological safety is the belief that you will not be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes. When you have psychological safety, you have the freedom to be vulnerable. You can take risks without feeling a sense of failure or ridicule. Teams that have psychological safety are more innovative, creative, and cohesive because vulnerability will not be held against anyone. In times of confusion or conflict, leaders and supervisors often try to bring teams together by creating a common vision or by clarifying goals and processes. But before these steps can be effective, you need to ensure a high level of psychological safety within your team. Without that foundation, your team will not function as cohesively. Join us online for this two-part webcast series to learn how to foster a deeper sense of psychological safety within your team.
