Search Results for: meeting

Authentic Fundraising in a Virtual World (Virtual Workshop)

As a frontline fundraiser, you have likely honed your “fundraising voice” over time. You have learned to embody crucial tenets such as integrity, listening, and humility in ways that feel authentic and purposeful. As you continue adapting to a virtual workflow, have you considered whether your fundraising voice is deeply rooted in handshakes or face-to-face meetings? Have you felt less “yourself” while fundraising virtually? Join us online for an in-depth virtual training where our experts will help you adapt your fundraising practices to the online environment and become more successful. Our panel will help you determine key tenets of your own unique voice as a frontline fundraiser. Through small group roleplays, you will learn how to leverage these characteristics, and you’ll leave the training with clear next steps for fundraising more authentically in a virtual world.

Using the Net Promoter® System in
Alumni Relations

This webcast will show you how you can use a Net Promoter® question on your alumni surveys to determine which investments bring your alumni closer to and more connected with your university. By adding one question to your existing alumni surveys, you can: Move beyond measuring engagement by attendance Resource programming that meets the needs of both your alumni and university Focus efforts on the segments of your alumni population that are “promoters” Make a distinction between satisfied and intensely loyal alumni Identify the elements of your programs that really matter Our expert instructor, Jennifer Lynham Cunningham, will demonstrate how she was able to incorporate a Net Promoter® question on her institution’s post-event and alumni attitudinal surveys. Jennifer will also share how to collect and analyze this data with easy-to-use and inexpensive tools.

Taking a Proactive Approach to Leading Change

In the current environment, change is no longer an infrequent ‘initiative’ that needs managing—it is all around us, it is constant, and it is not going away. But this does not mean that leaders should give up their autonomy: In too many cases, we experience change as happening to us (reactive stance) instead of proactively shaping the change we want to see, and the pace at which we want it to occur. Join us online to learn how you can take a more proactive approach to change management. Through a combination of instruction, case studies, and group discussion, you’ll gain practical tools for convening others and accelerating progress on your change effort, even against the backdrop of meetings and committees that characterize decision-making in higher education. Specifically, you’ll learn how to: Assess your own influence and authority Identify and persuade your critics Discern when and where to spend relational capital Maintain focus on the bigger-picture goal

Career Services: Fostering Meaningful Connections Between Diverse Students and Employers

You know it’s important to put your employer partners in front of your diverse students. But events that reach the most students, such as panels and info sessions, may not resonate with your students as they have in the past. Join us online to hear how UNC Charlotte has created a targeted approach to matching employers with diverse students – one focused on sustainability and quality, not quantity. You will learn how UNC Charlotte: Created and uses a survey to assess their employer partners’ needs, so they can match students with intention Retooled an existing program (Career Treks), which brings students to employers so the students can witness the work involved, and as a result, better meets the needs of its diverse students and employer partners while also managing its own resources effectively Built a referral system with the student diversity groups on campus to make finding diverse students on campus quicker and easier for employers

Communication and Conflict Management: A Handbook for the New Department Chair

Effective communication will make or break a department chair. Get a primer on the essential communication and conflict management skills that every department chair needs.

Every department chair on your campus should have this handbook. Get a $15 discount on each copy when you buy 10+ copies.

Books are shipped within 7 days of receipt of payment. For immediate receipt of book, order PDF copy.

Make Your Alumni Board Effective

Posted on by Greta Bell

June 9, 2011. During a series of interviews with leaders in alumni relations earlier this year, Academic Impressions found that many alumni relations offices are struggling with their alumni boards or alumni association boards. While a working board can offer institutional leaders partners to aid in achieving institutional goals for engagement and giving, most boards are not filling this role. Among the common problems: Many boards remain too focused on specific tactics — such as reunion and homecoming Other boards have grown too large and unwieldy, preventing them from “getting down to business” Boards struggle to ensure that 100 percent of their members give to the institution and that their members model supportive relationships with administration To learn more about the characteristics of an effective “working board,” we turned to Gary Olsen, associate vice president of alumni relations and executive director of the alumni association at Villanova University, and Christine Tempesta, director of strategic initiatives with the MIT Alumni Association. Olsen and Tempesta shared their advice on the qualities to look for in board members and managing the board’s scope of responsibilities. Who’s on the Working Board? Olsen and Tempesta suggest these criteria for selecting board members who will be well-positioned to […]

A Diagnosis for Academic Advising: 3 Missed Opportunities

Posted on by Kenneth Soldink

Through a series of surveys and interviews with advising directors across North America, Academic Impressions has identified a number of frequently missed opportunities that prevent institutions from maximizing the effectiveness of academic advising to improve student retention and academic success. The following are among the most significant: Developmental Advising: Empowering the Student In developmental advising, the student is given the resources to self-audit progress toward the degree, or is sent a degree audit by the advisor prior to meeting. Then, the student’s time with the advisor is spent defining academic and career goals and problem-solving to address obstacles that are likely to arise on the way to meet those goals — rather than going over the course catalog. The strength of developmental advising is that it empowers the student to take ownership of their own goals and progress, and partners them with a professional who can help them plan ahead proactively. EMPOWERING STUDENTS TO SELF-AUDIT THEIR PROGRESSRead our member exclusive report on early alert programs to review recommendations for empowering your students to self-audit their progress and, if appropriate, self-identify when they are academically at risk. For this article, we interviewed two of the architects of Arkansas State University’s forward-thinking approach […]

Assessing the Training Needs of New Advisors

Posted on by Kenneth Soldink

Karen Thurmond coordinates the day-to-day operations of the general education program (core curriculum), degree audit system (DegreeWorks), and an 24/7 system for academic advising appointments (AppointmentPlus) at the University of Memphis. She has written extensively for NACADA, and recently completed work with a team to automate the graduation process at The University of Memphis. Congratulations! You just hired a new academic advisor! Whether your new advisor has just graduated from a master’s degree with a specialization in academic advising, or is making a transition from another area of higher education, is on a college campus for the first time, or is a faculty member taking on new academic advising responsibilities, they have a lot to learn. Academic advising is a wide interdisciplinary activity that will challenge them personally, professionally, academically, emotionally, and physically. How will you prepare them for this challenge? You should be waiting for your new advisor on the first day with an agenda for their development into a quality academic advisor. This agenda will include the details the advisor needs to know to answer student questions and assist students with making and meeting goals, an understanding of what quality academic advising is and how it impacts student […]

Reflections on Inclusive Supervision as an Assistant Dean of Students

Leading from the middle of an institution is a tough role. Managing both up and down while completing student-centered work requires self-reflection, empathy, and intention. Yet it can be accomplished in a transformative way that both honors the individual identities of your team and advances the goals and mission of your institution.  Join us for a discussion with Dr. Jenn Duffield as she reflects on how she navigated her role as Assistant Dean of Students & Title IX Coordinator leading a team of eight. Jenn will share how her role evolved over time, as well as the challenges and successes she experienced leading a team. She’ll also highlight the personal work she accomplished that informed her approach to inclusive supervision. We invite you to participate in conversation and share how you are working to develop your own sense of self as a leader and supervisor. We’ll discuss such aspects of leadership as:  You’ll walk away from this discussion with an opportunity to reflect upon how you can lead more inclusively, as well as with resources to help you to do so. 

Keeping Your Division’s Strategic Priorities Current

Posted on by Kenneth Soldink

Picture this scenario. Your institution undertook a lengthy and arduous strategic planning effort, to which your division responded with an operational plan, identifying a list of core initiatives intended to help meet the institution’s strategic goals. It is now two years later. Your division’s operational plan or action plan sits on a shelf (whether physical or digital). Some of the initiatives were pursued and met with varying success; some were not. Few attempts are made to refer back to that operational plan for your division — not because the initiatives outlined in it were ill-considered but because the environment and your awareness of what is on the horizon for higher education and for your institution has changed. Much of what was proposed in the plan is no longer relevant to the demands under which you work and the opportunities that are most critical to address. This is a fairly common scenario, and a symptom of an episodic, reactive approach to planning, in which identifying and resourcing strategic priorities for the division is treated as a completed process once there is a documented plan. Five years later, the process has to be repeated again in order to arrive at a substantially […]

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