Dr. Michelle Payne serves as Vice Provost for Academic Leadership and Faculty Affairs at Boise State University. As Vice Provost she is responsible for coordinating programs and services in Academic Affairs that support the career development of faculty and the growth of effective academic leaders. She works with partners across Boise State and Idaho to provide leadership development programs for Academic Affairs; support faculty shared governance processes and policies; facilitate healthy department cultures; manage faculty personnel processes; and contribute to Boise State’s strategic goal to foster thriving communities. Dr. Payne facilitates Boise State’s biweekly New Academic Leaders Program, manages programming for regular meetings of the Academic Leadership Council (department chairs, deans, and associate deans), and is a member of the planning team for the inaugural Idaho Academic Leadership Academy, which is funded by the Idaho State Board of Education. Dr. Payne is a Professor of Writing Studies and has a Ph.D. in English, Composition, and Literature from the University of New Hampshire, an M.A. in Composition and Rhetoric from Florida State University, and a B.A. in English Literature, with a minor in Creative Writing, from Miami University in Ohio. Prior to serving as Vice Provost, Dr. Payne served as chair […]
Many educational institutions benefit from large matching or challenge gifts (not to be confused with corporate matching gift programs). A donor makes a gift or pledge with the expectation that the advancement shop will raise the same amount of funds from other donors. For example, a donor may pledge $50M to a new building project if the development staff can raise an additional $50M from other donors. These are exciting opportunities because they show your biggest donors that you care about growing the impact of their giving, but you also know they require a lot of hard work and careful management, often on a tight timeline. You probably have more questions than answers on how to manage these campaigns. Join us online to learn how to show your biggest donors that you care about growing the impact of their giving. You will hear from two experts who can answer your questions and provide best practices on how to successfully approach match and challenge gift campaigns. In this training, you’ll learn how to: Secure and cultivate donors who wish to provide a challenge gift as well as matching gifts. Structure a matching gift campaign that meets the development goals for both […]
The 2020 Title IX federal regulations require live hearings to include a cross-examination of both parties by the other party’s Advisor. This revised process brings certain challenges. First, cross-examination can feel overwhelming, and even traumatizing to survivors of sexual assault who must recount and relive their trauma in front of others. Second, the process can feel debilitating to both parties, as their credibility and character appear under attack. Third, cross-examination can produce anxiety in the Advisor, who may struggle to navigate such emotionally charged conversations. Mismanaging cross-examination and witness preparation or lacking the tools to assist participants through the revised process can compound an already stressful situation. Join us for this webcast to learn how you, as an Advisor or Hearing Panelist, can have a more positive impact on the cross-examination by preparing both parties to endure the process. During this training, you’ll acquire a toolkit of simple yet profound grounding and communication strategies that you can use to engage your witnesses and make them feel as safe and comfortable as possible throughout the process. No two witnesses are the same and as such, your approach to cross-examination cannot be one-size-fits-all. Our expert will give you the toolkit you need […]
As VDFA, Marie coordinates many aspects of faculty work life, including organizing the New Faculty Orientation, assembling mentoring committees for pre-tenure faculty, preparing summary reports for the Provost Office regarding the tenure and promotion processes of individual faculty members, meeting individually with faculty regarding any concerns they may have, and providing support services for faculty during the retirement process. She is responsible for creating faculty development workshops and events as well as nominating faculty members for external awards. Marie also is a Professor of Psychology and Education in the Department of Counseling and Clinical Psychology. She is the author of three books, including a newly published title exploring the experiences of women in STEM fields, and over 65 publications dealing with multicultural issues in counseling and psychology. Marie previously served as Associate Editor of The Journal of Multicultural Counseling and Development, and is the Book Series Editor for the American Psychological Association (APA) Division 44. She previously served as the 2015 President of the National Latinx Psychological Association (NLPA), President of the Council of Counseling Psychology Training Programs, and Vice-President for Education and Training for the APA Division 17. Dr. Miville is an APA Fellow (Divisions 17 and 45). Prior […]
Digital Recording – 60 minute recording
Stephanie and colleagues developed and launched the CSS in 2003 as a comprehensive academic support services resource for faculty, staff, and students. Academic Advising, Career Services, Counseling Services, Disability Services, and Learning Services comprise the CSS. Stephanie is a member of the college’s Enrollment Management and Retention Committees and chairs the Campus Wellness Network (CWN). The CWN’s members include faculty and staff who meet on a regular basis and determine interventions for students at risk. She also teaches and advises in the college’s First Year Seminar (FYS) program, specifically developing an intensive advising seminar program in conjunction with the assistant director of academic advising. She provides annual training for FYS faculty focusing on developmental advising issues and fostering advising relationships. In 2007, she was recognized as an Outstanding First-Year Student Advocate national semifinalist by the National Resource Center for The First Year Experience and Students in Transition. Stephanie coordinates the fall and spring Early Warning Program (EWP) and academic probation student support programming. Prior to joining Elizabethtown College in 2001, Stephanie was an academic advisor at the University of South Dakota’s Academic Advising and Testing Center (1993-99). She and colleague Lucky Huber piloted the initial Freshman Seminar Program.
Lisa is currently a doctoral student pursuing a PhD in Educational Studies at the University of Windsor. Her work is within the stream of Cognition and Learning, where she is exploring online communities of practice as a medium for professional development for student affairs professionals. She is also the National Chair of the NASPA Technology Knowledge Community (TKC), a community of practice of over 900 members across North America with an interest in technology and higher education. Her past work has included the creation and development of the Leadership Educators and Resource Network (LEARN), an online community of practice launched through the Canadian Association of College and University Student Services (CACUSS) serving leadership educators across Canada. Her work meets at the intersections of technology, assessment, student affairs, learning & development, and leadership, exploring idea(l)s of success both personally and professionally. Her work experience includes positions in career services, new student orientation, leadership development, and experiential education. Lisa has also served as a volunteer for numerous professional associations and initiatives, including a team lead for the ACPA assessment planning initiative and a member of the Next Gen program committee for ACPA 2016, the first ACPA convention held in Canada.
In an era in which half the post-secondary institutions in the U.S. are facing enrollment declines, performance assessment and continuous improvement in admissions has never been more critical. Even those institutions with strong enrollments, experienced staff, and strong market position need to take the performance assessment process seriously. Why You Need to Do it Right Many of those who have worked with me over the course of the past 20 years will tell you I take performance assessment seriously. I believe one of the most important roles of a leader is to honestly, constructively and actively assesses performance of those who form the team. However, like most leaders, I had to learn how to assess performance, think carefully and adapt. Everyone has a different approach to performance assessment, and some will reject the notion that such assessments even have value. Those who cannot find value in this process,—or choose a superficial method like simply judging by the numbers, or having an annual conversation to ask “how’s it going”—are missing out on what can be a rewarding and integral part of effective talent development. It’s a leader’s job to mentor and develop talent. My master’s thesis focused on the performance assessment […]
Krissy leads the development and implementation of competency-based and performance-based programs. Over the past several years, she has led multiple programs through the research, design, development and implementation of various institutional programs, along with outside corporation and district partnerships at both the undergraduate and graduate level. Previously, Krissy was a curriculum and instruction coach for a local school district where she worked with teachers to create high quality curriculum and diversified instructional practices to meet the vast array of student learning needs within the district. Jones also has experience instructing students ranging from kindergarten through the master’s level. Some current publications include: “Formative Classrooms: Shifting the Focus of Assessment in Higher Education”; “Innovative Program Delivery: Performance-based Education”; and “Effective Course Design for Student Success.” Jones also completed a case study on CBE for her Ph.D. from the University of Washington.
Wendy is responsible, with the advisement of the major program committee, for the curriculum of the management program at UW-Stout, and is charged with aiding students in meeting all requirements of the program. She is also a lecturer in the operations and management department on topics including online and interactive television delivery of courses. Wendy is president of Stout Community Adult Career and Technical Educators and serves on the the UW-Stout Senate of the Academic Staff, College of Management Council, and Faculty Senate Finance Committee. Wendy also assists with strategic planning for customized instruction programs and prior learning assessments and has been a trainer for prior learning assessment at UW Extension and UW Colleges. She has published on adult women learners and technical college graduates earning four-year degrees. She has also spoken at regional, national, and international conferences on such topics as online advisement, distance education student satisfaction, and adult student retention.
