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Naming Opportunities for Athletics: 4 Tips

Posted on by 25337pwpadmin@ai_azuread

Because the marketplace for public arenas and sports stadiums is now saturated with corporate namings and sponsorships, many corporations are turning increasingly to the higher education sector for naming opportunities. At the same time, many athletics departments in higher education are striving to become more entrepreneurial, particularly at institutions that have recently cut athletics budgets to preserve funding for academic programs. Yet often athletics directors focus almost solely on fundraising, neglecting the growing marketplace for athletics sponsorships. Though sponsorships are usually far smaller in dollar amount than philanthropic naming gifts, it’s important to realize that: “More corporations are seeing the value of aligning themselves with like institutions to build awareness of their brand. These opportunities deserve more than a cursory glance.”Vincent Duckworth, ViTreo We turned to Vincent Duckworth, partner and chief marketing officer at Vitreo, to learn more about how institutions can take advantage of this changing marketplace. Duckworth offers these four tips. Tip 1: Do You Have a Naming Policy for Your Athletics Naming Opportunities? Duckworth advises that your naming policy needs to provide guidelines around: This policy needs to be transparent and publically available. This ensures both that corporate sponsors can find you — and that you can […]

How Farmingdale State College is Engaging At-Risk Students in Undergraduate Research

Posted on by 25337pwpadmin@ai_azuread

A pilot project at Farmingdale State College is engaging both freshmen and transfer students in undergraduate research. Here are the details. SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 18 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. This was the second year of the First in the World grants. You can read our interviews with the 24 institutions that received 2014 grants here. Officials at Farmingdale State College, State University of New York, hope to boost degree completion of at-risk students by engaging them actively in undergraduate research. Their new project, “Creating Research Opportunities for Students,” will use their $2.9 million 2015 First in the World grant to mentor and prepare students for research and then offer a hands-on research experience with a faculty mentor, conducted both on- and off-campus. They project that the initiative will increase their four-year graduation rate by 20%. Familiar […]

How Rush University Established a Mentoring Program for Women Faculty that Can Serve as a Model for Other Universities

Posted on by bradystanton@ai_azuread

Susan Chubinskaya, PhDVice Provost for Faculty Affairs, Klaus Kuettner Professor for Osteoarthritis Research, Professor in the Departments of Pediatrics, Orthopedic Surgery, and Internal Medicine at Rush University Amarjit S. Virdi, PhDDirector of the Office of Rush Mentoring Programs, Associate Professor in the Department of Anatomy and Cell Biology at Rush University The Challenge As a private, nonprofit healthcare institution offering certificate, undergraduate (very few), graduate degrees, and postgraduate training, Rush University (RU), an academic arm of Rush University Medical Center and Rush System for Health in Chicago, has almost 2000 faculty, and 52% are women. Since July 2006, we’ve been invested in developing systemic mentoring programs for our faculty, beginning with the Rush Research Mentoring Program (RRMP), which helps early career faculty develop and lead independent, extramurally funded translational research programs. Building on the framework of the RRMP, we’ve subsequently developed other mentoring programs, such as Rush Educational Mentoring Program (REMP), mentoring program for postdoctoral fellows through Rush Postdoctoral Society (RPDS), and, recently, our Rush Women Faculty Mentoring Program (RWMP). All these programs provide tremendous resources to faculty, offer continued education credits, and are optional, though participation in these programs is highly encouraged. Gender equity and diversity is one of […]

Sherilyn Smith, MD, ACC

I partner with leaders to connect deeply with their own values and strengths so they can empower others to move their organizations to the next level of excellence. Sherilyn is Professor Emerita at the University of Washington, a retired academic pediatrician and an ICF Associate Certified Coach (ACC) with over 30 years of experience in academic medicine in the U.S. Her deep knowledge of the roles and responsibilities of academic faculty informs her coaching focus and approach. Sherilyn’s areas of coaching expertise include developing leadership skills, optimizing scholarly productivity (including grant writing and manuscript preparation), program development, navigating the promotion process, transitioning to retirement, increasing satisfaction with clinical responsibilities, enhancing teaching abilities and developing long-term career goals. Sherilyn’s coaching approach is person-centered and leverages appreciative inquiry, foundations of contemporary neuroscience and design thinking. She works with clients to identify their core values and individual strengths to co-create a safe space for productive experimentation toward achieving their goals. She is continuously exploring and leveraging concepts and techniques from a wide variety of leadership and coaching fields to meet her client’s needs. Sherilyn has successfully coached mid- and late-career faculty transitioning into new leadership roles, participating in institutional strategic planning, negotiating workplace […]

Challenging Androcentrism in the Academy: Why We Need to Value Empathy More

Posted on by Daniel Fusch

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 — […]

Retention through Onboarding: How Hiring Managers Can Foster a Sense of Belonging

Posted on by bradystanton@ai_azuread

Sydney AndringaExecutive Assistant to the Vice President of Institutional Advancement, College of Saint Benedict Valerie JonesExecutive Director of Alumnae Relations, College of Saint Benedict Heather Pieper-OlsonAssociate Vice President of Institutional Advancement, College of Saint Benedict Julie ReitmeierExecutive Director of Advancement Systems, College of Saint Benedict In January of 2014, the Institutional Advancement Team at the College of Saint Benedict, a Catholic, Benedictine, liberal arts college for women in central Minnesota, faced a unique and complex set of circumstances. A brand new, first time, president was six months into her tenure; the vice president of institutional advancement (IA) had resigned and announced plans for a pair of interim vice presidents to lead the department; the college had just announced a $100 million comprehensive campaign; and the IA department had recently hired or was in the process of hiring four new staff members on a 24-person team. The president gave us, the senior leadership team in IA, a directive: create stability for the department and focus on retention of the current team. To create that stability and retain our workforce, we focused on creating a sense of belonging for all current and future staff members by creating an extended onboarding process. Not only would the […]

How Faculty Can More Effectively Support Adult Doctoral Students

Posted on by 25337pwpadmin@ai_azuread

Have you ever opened your email inbox the day after an assignment is due and received an email with the subject line entitled “request for extension of time”? My first thought is “Here we go,” but then I immediately switch my thought process to: “Be objective; my students are adults completing their doctoral degree.” I work with online doctoral students in the school of education for a not-for-profit private university. The average age of our doctoral students is 47 years. These students are adults working in their specialized fields completing their terminal degree to further their professional endeavors. For the most part, they are professionals working full-time, and are married with children ranging from infants to college students to college graduates with families of their own. These individuals are not students in an undergraduate program, fresh out of high school and still deciding “what they want to be when they grow up.” Adult students have many issues in their lives other than completing their doctoral degree. They deal with work deadlines, mortgages and bills, aging parents, sick children, divorces and child custody, to name a few examples. When a doctoral student reaches out to me for help or for a little […]

How RIT is Building An Adjunct Community

Posted on by 25337pwpadmin@ai_azuread

MORE FROM RIT RIT’s strategic plan calls for the institution to become a “model of inclusive excellence for all faculty and staff in the areas of professional development.” Here are further examples of what RIT has been trying recently: Beyond Workshops: How RIT Incentivizes Faculty Development “George”: How RIT is Encouraging Interdisciplinary Collaboration When thinking about a student issue or working on a syllabus, faculty members often seek the advice of a colleague — usually by just walking to the office next door. For adjunct faculty, however, the colleague next door has often left for the day and administration offices may also be shut. Adjunct faculty often operate largely on their own, and have a difficult time meeting colleagues who can provide feedback and support. When institutions deliberately build adjunct communities, this allows the faculty to support each other, helps make adjunct faculty feel appreciated and rewarded, and improves adjunct teaching and student success in the classroom. The Rochester Institute of Technology is working to build an adjunct community to foster the kinds of relationships that many full-time faculty and staff take for granted. We talked with Anne Marie Canale and Cheryl Herdklotz, Faculty Career Development Consultants, to learn more about the […]

Powered by Predictive Data: How Central Carolina Community College Will Identify and Support At-Risk Students through Proactive Coaching

Posted on by 25337pwpadmin@ai_azuread

For boosting completion rates for at-risk students, how much of a difference can structured student coaching make? Here’s what Central Carolina Community College is trying. SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 18 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. This was the second year of the First in the World grants. You can read our interviews with the 24 institutions that received 2014 grants here. Central Carolina Community College set out to improve completion rates for at-risk students by embedding success coaches in targeted departments in Spring 2013, as part of a larger initiative funded by a 2012 Title III grant that included launching a College Success Center, adding the team of success coaches, and implementing an early alert advising system. The addition of coaching has already led to a 13 percent increase in student persistence. Now, with the help of a $9.2 million […]

Weathering a Year of Increased Student Price Sensitivity

Posted on by 25337pwpadmin@ai_azuread

Jon Boeckenstedt, associate vice president of enrollment management at DePaul University, and Joseph Russo, director of student financial strategies at the University of Notre Dame, offer advice on assessing price sensitivity as you look to weather the next year. What No One Should Be Doing Boeckenstedt advises against one common scenario in which a cabinet member asks enrollment management to begin with expenditure assumptions and then determine how much tuition must increase to meet the expenditures. Now more than ever, Boeckenstedt suggests, universities must assess what their market is willing to pay for the services they are offering. You may be charging too much (and straining your financial aid resources to take up the slack), or you may be charging too little. You need to know. You also need to distinguish between price sensitivity for different schools (for example, your business school versus your school of education) and for different classes (it may be advisable to consider distinct fee increases for freshmen versus returning students). “Identify what you can reasonably charge and then decide what you can do with that revenue. Don’t start with how much you need to spend.”Jon Boeckenstedt, DePaul U If you are approached by your president […]

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