In his 26 years of practice, Mr. Lewis has been involved with projects across the US and abroad. These include facilities such as the Osborne Center for Science & Engineering at the University of Colorado, Colorado Springs, the Michael B. Enzi STEM Undergraduate Laboratory Facility at the University of Wyoming, and the Tracy Hall Science Center at Weber State University. John’s current work includes the Daniel Felix Ritchie School of Engineering & Computer Science + The Knoebel Center for the Study of Aging at the University of Denver, Johnson Hall at Oregon State University, the Aerospace Engineering Sciences Building at Metropolitan State University of Denver, and the New Science Building at Tennessee Tech University. As laboratory consultant, John is responsible for laboratory programming, planning and design, and managing production. He is also in charge of planning, coordinating and supervising the development of Program Drawings and Design Criteria, Design Development and Construction Documents. This includes, but is not limited to, interviewing users in work sessions, interpreting data collected in user meetings, advising the building engineers, and developing project specifications.
Currently, academic leaders are rethinking their programs to meet the realities of student demands in a post-Covid environment. Some universities have sunset entire departments and programs, while others have taken programs hybrid or fully online. What is right for your division? And how do you gain faculty buy-in for the tough decisions you need to make? It is important to remember that programs are not solely measured by their monetary value; this makes program prioritization a challenging task that requires an inclusive, holistic approach tailored to the realities of each institution. Join us online to learn how to standardize the process of assessing the return on investment (ROI) of your programs across your division. Hear from our expert, Kelly Ball, Associate Dean for Graduate Studies, as she demonstrates how to develop an inclusive ROI approach that accounts for mission, margin, and market. Participants will learn how to lead faculty and other stakeholders through this complex and necessary process, resulting in academic prioritization plans that create a resilient curriculum.
As we move our instruction online in response to the COVID-19 crisis, we feel immense pressure to create quality learning experiences. We find ourselves grasping for strategies to engage our students in our new online environment. “Engaging” is a buzzword that appears in our faculty meetings, higher ed articles, and social media posts, but many of us are still seeking practical examples. What does it mean to teach an engaging online course? We can break down such an online learning experience into three core components: an engaging instructor, an engaged community of peers, and engaging course materials. Our goal in quality online education is to build and foster a collaborative knowledge-building and knowledge-sharing community of learners. Join us for a workshop in which you will learn and practice strategies in all three components of engagement: Strategies to become a more engaging online instructor How to foster a knowledge-building and knowledge-sharing community How to develop and leverage engaging course materials
In this report: Most college and university administrators know the story of how demographics are shifting in this country. They don’t need the latest data from NCES — they see it every day on their campuses. Nontraditional students now make up a significant majority of college enrollment. But many institutions, especially regionally-focused public and private four-years, did not make the decision to intentionally serve this market. They are reacting to the demand as opposed to being out in front of it. Adult students have different experiences, expectations, and educational goals than traditional-age students. Institutions that successfully serve this market have retooled enrollment policies, course offerings, and student support services, and have even begun thinking of ways to earn their support as alumni. That’s why we’ve gathered a host of experts from across the institution to help you better meet the demands of this growing population. We hope their advice will be useful to you. Read the report
Overseeing a staff of more than twenty, Mitz leads the team that aims to meet alumni where they are in their lives by providing meaningful connection points to the university and to each other, which is achieved through affinity-based offerings and niche programming, volunteer opportunities around the world, broad-based and high-end events, and a comprehensive communication plan. During her career at Marquette, Mitz nationalized the award-winning CIRCLES networking program, a self-sustaining initiative that has generated multiple major gifts for the university. She developed quantifiable metrics to measure engagement and better define how to bring value to alumni. Mitz was also instrumental in planning one of Marquette’s most successful programs to date, which honored the former university president and raised millions for scholarship aid. She joined the Marquette University advancement staff in April 2005. Prior to coming to Marquette, Mitz served as a campaign manager at the Leukemia & Lymphoma Society, where she led a team of five that raised approximately four million dollars per year for cancer research. Before she began working in the nonprofit sector, she was a forecaster and market researcher for Procter & Gamble.
Much of the curriculum in higher ed is initially designed as if learners are “neurotypical” and then adapted for those who don’t meet that mold. This leads to many students seeking campus support services outside of the classroom in order to achieve academic success. Neurodiversity (or learner variability) applies to all students. Essentially, neurodiversity is the idea that neurological and learning differences among people are the result of naturally occurring variations within the human genome. Rather than looking for a cure to “fix” neurodiverse behaviors, neurodiversity focuses on accommodating and supporting the diverse population. Human brains all learn differently; therefore, neurodiversity should be regarded as the rule, not the exception. In this webcast, Dr. Elizabeth Coghill from East Carolina University will describe: How ECU’s Pirate Academic Success Center promotes the success of diverse learners by infusing the curriculum with universal design for learning principles and academic technologies, How she, her staff, and a network of peer tutors equip students to be independent and empowered learners by role modeling learning techniques and supports, and The unexpected outcomes of UDL and technology application integration, especially the role it plays when campus learning goes exclusively online.
June 2011. Nearly one-half of higher-ed administrators gave their institution a C, D, or F letter grade when assessing their campus’s commitment to their development as a leader. Higher ed institutions are facing impending waves of retirement at all levels of the institution and across all sectors of our industry. In an increasingly competitive marketplace, how institutions capture and transfer knowledge and identify and develop the next generation of leaders will be key determinants of their futures. Recent research by Academic Impressions suggests that institutions have yet to meaningfully address this problem. In a survey conducted of a broad range of administrators, 40 percent of respondents indicated that their institution was not actively preparing for the upcoming retirements. Many industries with aging workforces face similar challenges. Fortunately for higher education, the private sector is much further along in tackling the problem and has many lessons to offer. That’s why we’ve asked experts from both higher education and the corporate sector to share their insights and expertise on these critical issues. We hope their advice will be useful to you. In This Issue Read this full report (PDF). See Upcoming Leadership Workshops
Through skill matching, creativity, feedback, and a bit of calculated risk, Audra has devised strategies that result in higher productivity, longer tenures, and employees who are grateful and engaged. We all know that fundraising is a relationship business, and the longer good employees stay, the more money they raise. Audra has worked professionally in higher education fundraising for the last 18 years. From managing phonathons, to frontline development work in billion dollar campaigns, Audra has led teams to meet and exceed fundraising goals. Driven by a passion to empower philanthropists to make the most meaningful impact, she has raised more than $60M for education. Led by the belief that philanthropy done right is a whole lot of fun, she currently serves as Vice President of Advancement at Semester at Sea. During her career, she has been a vocal advocate for women in Advancement, with a focus on strategies to retain women in the workforce and achieve gender parity. She has also contributed to articles on sexual harassment in fundraising in CASE Currents, spoken at regional CASE conferences on dealing with inappropriate donors, and held workshops for teams about sexual harassment. Her management approaches encourage collaboration and performance. As a mother […]
Derek Jones joined the Center for Innovation and Change as Faculty Director in June 2021. He is Associate Professor of Cognitive Science and has directed the Cognitive Science program at UE since 2013. Dr. Jones has held many faculty leadership positions during his time at UE, including Director of the First Year Seminar, Vice Chair of the Faculty Senate and Co-Chair of the UE Mission and Core Values Workgroup. He received the College of Arts and Sciences Dean’s Teaching Award in 2019. In June of 2023, Dr. Jones will begin his role as Director of Field Innovation, where in addition to overseeing UE’s “ChangeLab” experiential education programming, he will develop social innovation programs for rural high schools in southeastern Indiana and Kentucky. Dr. Jones graduated from the University of Evansville with a BA and a BFA in 2003. He served as an officer in the Army after graduating, and then went on to earn an MA from the University of Houston in 2007 and a PhD in Philosophy from Indiana University in 2013. His current research interests include the psychology of creativity, expertise, technology, and embodied cognition, and he has published a book and several articles on related topics. A […]
Meet the first ever Metaversity Director, Dr. Muhsinah Lateefah Morris. A BS chemistry graduate of the HBCU Clark Atlanta University. She obtained an MS & PhD from the Harvard of the South, Emory University in Biomolecular Chemistry. Dr. Morris has been part of and leading Morehouse’s Metaversity project since the Spring of 2021. She’s won awards for Teaching Excellence at Morehouse College, Best Emerging Technology and Innovation from CBRE, First Place Unconventional Innovation in Industry by T-Mobile, and Educator of the Year for 2022 by STEM Women Atlanta. She resides in McDonough GA with her husband and five sons. One of her sons has autism and she advocates for the entire autism community as a member of the Community Advisory Council and advocacy Ambassadors for Autism Speaks. She’s a VR pioneer in education and is transforming learning globally. She is affectionately known as Dr. M.O.M. (Molder of Minds) by all her students. She continues to mold the minds of educators and students globally in the Metaverse. She is a member of the XR Advisory Council for the XR Association and Futurist Council for Jobs for the Future (JFF). Her goal is to authentically transform the educational system for our future […]
