Finding the Instructional Value in Peer Review Discussion Boards
In their article on the effect of instructor participation in online discussion boards, Margaret Mazzolini and Sarah Maddison (2003) asked if, “online instructors [should] be encouraged to take a prominent ‘sage on the stage' role, a more constructivist ‘guide on the side' role, or an ultra-low profile as ‘the ghost in the wings'” when they are facilitating asynchronous discussion boards. Fifteen years later, we are still debating this same question.
A friend of mine posed a question that I’ve been grappling with: “Why are so many college and university presidents so … bad?” The question caught me off guard since many of the college presidents I meet are hardworking, creative, dedicated leaders. But I knew exactly what he meant. Increasingly, the faculty and even many midlevel administrators at colleges and universities are finding themselves dealing with presidents and chancellors who appear to view faculty members as though they were the enemy, micromanage colleges and departments within an inch of their lives, alienate one group of institutional stakeholders after another, and then depart from the institution after five or six years, leaving others to pay the bill for the damage they’ve done. The fault lies, I believe, in something I call bottom-line leadership.