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.
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.
Empathy and compassion are critical for high-performing academic leaders, but institutions often undervalue these leadership competencies due to implicit gender bias. Let’s look at how to counter that tendency. This is the second in a series of articles on challenging androcentrism in higher education. by Rosalind Spigel, Organizational Development Consultant and Leadership Coach, Spigel Consulting In this second article, we’ll look at one set of leadership traits we identified earlier in the series: empathy and compassion. We’ll examine: How Empathy and Compassion are Linked to Leadership and Team Performance As the idea of emotional intelligence has become more accepted in the years since Goleman, Boyatzis, and McGee began publishing their research on it, acceptance of empathy and compassion as leadership competencies has also become more common. As a leadership competency, empathy is defined as the ability to: Compassion moves beyond understanding to action, such as acting in someone else’s interest. In the human systems that are our colleges and universities, managing conflict, coordination, and relationships is paramount. Leading with empathy and compassion inspires trust, and trust strengthens relationships at the individual, team, and system levels. We know that addressing conflict with an empathetic skill set — including listening, openness, and understanding — […]
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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 […]
Hate speech incidents are a growing concern on college campuses and can come in many forms: Controversial keynote speakers and event topics Disruptive student demonstrations Anonymous hate speech written on campus property Register for this webcast to learn how to respond to hate speech incidents in ways that serve students, leadership, faculty, and staff. In these moments, you may feel torn between advocating for the students and acting on behalf of the institution. We’ll help resolve this conflict by sharing policies and procedures that create safe spaces for students while encouraging holistic institutional responses.
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.
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.
Dr. Renay M. Scott currently serves as the Vice President of Student Success at New Mexico State University. She began her career at New Mexico State University in 2014, as the 9th president the of Doña Ana Community College, an NMSU branch campus. She moved to the Las Cruces campus in 2018, and from her role in the Division of Student Success has also served as senior womens’ administrator for Athletics plus interim provost and graduate dean. Dr. Scott previously held administrative positions in two-year and four-year, public and private institutions including serving as provost, vice provost and dean. She served as department chair and associate department chair at Central Michigan University where she attained the rank of professor in teacher education. Dr. Scott’s leadership blends service, teaching and coaching. As a servant, she ensures the success of others by communicating expectations, supporting individuals through utilization of their strengths, and developing collaborative, risk-taking spaces to allow for innovation. As a teacher, Dr. Scott supports her team’s development through assessment, feedback, and guidance, leading to reflection to support person growth in leadership, management, decision making, and conflict management. As a coach, Dr. Scott believes in establishing an aspirational vision and supporting […]
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.
