July, 2009

Academic Leader - July, 2009 - Full Issue PDF
…

Killing Institutional Zombies
By Jeffrey L. Buller, PhD
In popular fiction, zombies are often described as “the undead,” once lifeless bodies that have been reanimated through supernatural forces. Since they are essentially walking corpses, fictional zombies are almost impossible to “kill,” and just when you think that all the danger has passed, they suddenly rear up again in their never-ending search to consume your brain. Unfortunately, higher education has its share of zombies, too. These are the rumors, doubts, or signs of mistrust that arise periodically and prove impervious to logic or argument.

Make It Happen: Developing and Implementing Experiential Learning Programs
By Jill Austin, DBA, and Deana Raffo, EdD
A significant challenge for educators is preparing students to be able to apply their knowledge and learn to solve problems, to think, and to develop a capacity to be lifelong learners. Faculty and staff at Middle Tennessee State University (MTSU) have developed two experiential learning programs: Experiential Learning Scholars Program (EXL) and Leadership Studies. While these two programs are different in structure and scope, we approached their planning and implementation in similar ways.

The Role of Critical Reflection and Research Evidence in the Development of Best Practice
By Ronald De Vera Barredo, PT, DPT, EdD, GCS
Educational literature is replete with information on reflective thinking and reflective practice. The ultimate goal of critical reflection is improvement. Professional development and practice improvement begin with a frank analysis of current practice and a search for better, more effective alternatives.

What Faculty Can Do about Declining Enrollment
By Russ Olwell, PhD
Faculty can be very resistant to the idea that they need to do anything to address enrollment. More than once, I have witnessed faculty at department meetings telling the assembled crowd, “Faculty should not be held responsible for enrollment.” At my own institution, enrollment questions are lobbed at the people who staff admissions, marketing, and retention, but these are not considered core issues for faculty and academic departments to handle. I would argue that enrollment issues present faculty with some real pressures as well as opportunities to learn about aspects of the university that usually remain hidden from view. In order to think more clearly about enrollment, faculty need to learn more about marketing efforts on their campus, about the possible students available to recruit, and about the educational needs of the communities that they serve.

I Think I’ll Call My Department
By Doyle D. Carter, EdD
Who do students, faculty, and alumni call when they need something from the university? If Suzie needs an official copy of her transcript, that’s easy; she calls the registrar. If Sammy wants tickets to the football game, he calls the ticket office, of course. But what if Janie needs to know how to apply for graduate school or Johnny wants to collaborate with the university on a community project? Who do they call then? For these questions and thousands more like them, many, even most, will contact someone in an academic department, probably the department of their major.