Search Results for: meeting

What is Space Flexibility? How Do You Balance It with Efficiency?

Posted on by Kenneth Soldink

Funding for higher education ebbs and flows based on government support and tuition revenue. When the dollars flow, we have the tendency to spread our wings. New capital infrastructure adds valuable square feet that are filled quickly, whether they are needed or not. These periods of space affluence are generally short but they favor a high degree of space and timetabling flexibility for faculty. In some cases, this flexibility lends value to teaching and learning but in many others, it is simply a case of hoarding, serving wants more than needs. So, what is space flexibility? Space flexibility is more than just adding square feet to a school’s footprint.  Flexibility can include scheduling two spaces at once to be able to move fluidly between two types of lessons (such as lab and lecture). It can include a space that is designed for both classroom lecture and student project work. It can also involve flexibility in faculty schedules, such as not teaching before 10:30 am or not teaching on Friday afternoons. Any behavior that contributes to lower room or seat utilization rate can be attributed to space flexibility. Space flexibility can provide value but it comes at a cost that few […]

The Great Resignation or the Great Joy in Higher Education: Emerging Lessons from the Pandemic

Posted on by Brady Stanton

I. Introduction The Great Resignation, the Great Attrition, the Great Disengagement, and the Big Quit are a few of the names for the phenomenon occurring throughout different industries, including higher education.1 Higher education is not immune from this great exodus and is at a turning point as retention of faculty, administrators, and staff is more important than ever.2 What’s joy got to do with it?3 Can it drive those who work in higher education to stay, leave, or return?4 Money is not enough by itself to retain workers.5 Over the last two years, higher education, like other industries, is facing a fundamental shift in how people view their work, their employer, and their life.6 Perhaps this is an opportunity for the Great Joy: to (re)discover joy in your work; reevaluate what you want from work, be open minded, and possibly reinvent how you work, where you work, who you work with, and what you work on. This article explores the challenges higher education faces as the pandemic continues to alter attitudes on work. It then offers some strategies to (re)discover joy in work. Finally, it discusses ways to maximize joy in work. II. The Struggle Exhausted, isolated, disconnected, burnt out, […]

Deans Summit: Maintaining Strategic Focus Through Financial Challenges

While higher ed is facing waning enrollments and funding paired with increasing expenses and demands, deans must lead the charge in making their colleges, schools, or units more financially viable while remaining relevant in a rapidly evolving landscape. Deans who are best prepared to meet these demands are creating a culture of creative problem-solving, efficiency, and innovation, and we have partnered with three of them to provide a collaborative space where deans can come together and strategize around their toughest challenges. Join your peers in this four-hour summit to: Think creatively about sources of funding Align programs to market demand and workforce changes Better leverage your existing resources and stakeholders Find innovative opportunities for growth Create the conditions for a more sustainable future You will hear from leading experts and explore new approaches to the crises your school or unit is facing. Infused with small group sessions and solutions-focused brainstorming throughout, you will leave this virtual training with short term strategies to survive and long-term strategies to thrive.

Incorporating Trauma-Informed Practices into the Classroom

The Adverse Childhood Experiences (ACE) study in the nineties taught us the prevalence of traumatic experience in society, as well as how trauma influences lifelong learning, health, and behavior. Researchers have found correlations between high ACEs scores (indicating more traumatic experience) and learning or behavior problems, lower grades, and a higher rate of academic failure. While mental health is not a new issue to higher education, the COVID-19 pandemic and other unprecedented events have significantly impacted college student mental health and stress levels. It has therefore become increasingly vital for faculty to understand the effects of trauma and stress on the minds and behaviors of students so that they can tailor their pedagogical approach to better meet their students’ needs. Join us for a virtual training where our expert speaker Heather Rist will walk you through the effect of trauma, how it presents in the classroom, and how to implement classroom management techniques to reduce the risk of re-traumatization. You will learn to identify the signs and symptoms of trauma, as well as how to calm someone experiencing heightened trauma symptoms and to then connect them with appropriate care and resources on campus.

Handling Institutional or Program Teach-Outs with Dignity

For students and staff, institution and academic program closures often come with little warning. They can trigger shock and grief. If you’re an institutional leader, these same closures can leave you feeling disoriented and unprepared. How do you shift your focus from retaining students to getting rid of students? For something so complex, how do you ensure optimal outcomes? Join us online and learn how to prepare yourself for the shift in thinking that comes with managing a teach-out. You’ll hear from Dr. Chris Davis, who led a successful teach-out at Western International University (WIU). Upon completion of the teach-out, WIU had retained 97% of its employees and exceeded goals for both revenue and expenses. You’ll leave with tips for: How to communicate with your students and staff to reduce chaos and confusion How to question and manage expenses to meet your financial goals How to keep students and staff engaged with minimal frustration

Making Your Campaign Successful

Posted on by Greta Bell

Meeting campaign goals in this economy remains a challenge, and recent news emphasizes how few institutions are exceeding campaign goals this year (a very different story than in 2007-08). Many institutions are just barely meeting their goals: Pace University recently celebrated the close of a seven-year capital campaign with a $100 million goal; the amount raised: $101.1 million Carleton College closed a $300 million campaign last month; the amount raised: $300.4 million The Cygnus Donor Survey (pdf link) released this summer also speaks to the continuing reticence of major donors. In this philanthropic climate, how can institutional development officers plan an effective campaign? We turned to Jim Langley, founder and president of Langley Innovations, and past vice president of advancement at Georgetown University, for his advice on campaign strategies during the recession. Fundraising by Objective While it is common to invite funding to meet dollar goals for particular categories of institutional needs (e.g., financial aid, endowing faculty, programmatic initiatives), Langley suggests that in this philanthropic climate, it is essential to fundraise by objective, not by category: An example of funding a category: setting a dollar amount to raise for financial aid An example of funding a strategic objective: identifying an enrollment target, the number […]

2 Ways to Move Students Out of Academic Probation

Posted on by Kenneth Soldink

Moving at-risk students out of academic probation quickly is a worthy challenge—and at Western Michigan University, two recent retention efforts at the Haworth College of Business (HCoB) have seen positive outcomes in this regard. Students who complete HCoB’s Phoenix Success Course as well as mandatory study hours in the University’s new award-winning Bronco Study Zone are retained at a rate of approximately 73%. Compared to students who do not participate in these two efforts, this rate represents a 32% increase in retention. HCoB is one of nine Colleges at Western Michigan University with an enrollment of approximately 3800 undergraduate students and 400 graduate students, and its success in these new initatives provides valuable clues for other institutions. Let’s take a closer look. 1. The Phoenix Student Success Program Launched in 2013, The Phoenix Program is a holistic student success and engagement program implemented to intercept a high dismissal rate for undergraduate students on academic probation, whereby approximately 59% of students on academic probation in HCoB were being dismissed at the end of their first probation semester. The program includes initiatives across several touchpoints throughout students’ academic careers. These initiatives include: One main component of the Phoenix Student Success Program is […]

Adjunct Faculty: A Department Chair’s Guide to Orienting New Instructors

Posted on by Daniel Fusch

Department chairs are busy people, and hiring and onboarding adjunct faculty is just one of many tasks on their plate (sometimes right before the start of a new semester). To make it easier, here is a checklist of essential information that chairs should share with new adjunct faculty when hiring them, including course syllabi, textbooks, learning outcomes, encouraged pedagogical approaches, grading philosophy, and where adjunct faculty can go on campus for other resources. by Teresa Focarile, Boise State University As a department chair you have a lot of responsibilities, and hiring and onboarding adjunct faculty is just one of them. Introducing these new instructors to their courses, as well as to department and university culture and resources, can be a big task, particularly if your institution does not have a robust new adjunct faculty orientation program. Adding to the challenge is the fact that adjunct faculty don’t all have the same level of experience in the classroom, or the same history with your institution, so it’s not always possible to have a one-size-fits-all process for getting them ready to teach. That said, there are a few key points that are important to cover in an orientation session that will be […]

Optimizing Your Use of Student Information Systems

Posted on by Kenneth Soldink

READ THE WHOLE SERIES:Developing a High-Performing and Productive Advising Department In the first two installments in the series, “Developing a High-Performing and Productive Advising Department,” I’ve discussed strategies for identifying, assessing, and meeting student, staff, and advisors’ needs. In this installment, I will discuss best practices to successfully implement some of the key strategies identified in this series by maximizing the use of technology through creative use of student information systems (ERPs). Understand Your Student Information System / ERP I encourage advising administrators to learn, in as much detail as possible, their student database system. While we commonly rely on experts in our IT departments or super users within our departments to provide us the data we need, advising administrators are the only ones who can effectively articulate the needs of their constituents to the programmers who are to retrieve data. When there is a gap between the end user (academic advising department) and the programmers (who may be experts in the use of software but know little about the needs of the advising department), data is often inaccurate and unusable. Understanding how to “speak the language” of the ERP system the institution uses allows advising administrator to creatively solve […]

Fundraising Planning: Taking a Longer-Term Approach

Posted on by Kenneth Soldink

Experienced chief development officers know that budgeting and staff planning must take into consideration agreed-upon fundraising priorities and goals. We also know that fundraising plays a role in achieving the campus leader’s overall strategic vision. Since most campaigns or projects require more than one year to complete, budgeting and planning beyond a year at a time makes sense. Why don’t we actually do this? So, if we believe this works best, then why don’t we do it? Or, if we try, what gets in the way of following through on a longer-term approach? Has any of the following ever happened to you? You secured input from your team of fundraisers and written approval from the campus leader on your five-year plan and then: Given these common pitfalls, can we really commit to longer-term planning? I believe we can. But I have found that doing so requires communication, execution, focus and flexibility. Communication and relationship-building are the keys to the success of any development operation. We know this to be true when relating to our donors and other external constituents. Do we value it and demonstrate it internally within our organizations, especially during our planning process and execution? Ask yourself the following questions: […]

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