Concurrent Sessions

The Leadership in Higher Education Conference represents the leading thinking on strategic issues in higher education today. Concurrent sessions are peer selected in several ways. After an open call for proposals, the conference advisory board members choose selected presentations through a rigorous blind review process. Outstanding presenters from the previous conference—as evaluated by conference attendees—return as invited presenters with either an updated or reprised version of their top-scoring presentation. Finally, the advisory board determines trends or topics not addressed by the general sessions and creates content in these areas.

Track: Best Practices for Deans and Department Chairs

Invited Session

Why Do I Lead the Way I Do? Creating a Leadership Philosophy

Gretchen Oltman and Vicki Bautista, Creighton University

Leaders in higher education must have a clear sense of identity and vision in order to lead effectively. However, every leader, experienced or new, has traveled a unique path to leadership. Through the development of a personal leadership philosophy, academics can articulate their leadership beliefs and values to their colleagues and employees. When charged with leadership positions, the varied expectations of today’s higher education landscape calls for a clear direction on how one will lead in times of uncertainty and constant change.?Furthermore, there is no clear expectation for how and individual in academia can develop a leadership philosophy that is poignant, meaningful, and applicable to the higher education setting. The session will introduce a framework developed for leaders in higher education to explore how one's personal history influences decisions today.

Learning goals:

  • Explain the purpose and benefits of a leadership philosophy for those in higher education settings
  • Distinguish the nuances between a teaching philosophy and a leadership philosophy
  • Summarize the components of a leadership philosophy
  • Review examples of leadership philosophies
  • Create a working draft of a leadership philosophy

Invited Session

Managing Conflict All Around in Academia: How Do I Handle This?!

Seena Haines, The University of Mississippi School of Pharmacy; Jenny Van Amburgh, Northeastern University; and Susan Stein, Sue M. Stein Consulting, LLC.

Effectively handling conflict in academic environments is a crucial component of establishing a collaborative culture. We need tools that help us differentiate the complex interactions that make up a conflict, that assist us determining the roots of conflict, and that provide us with reasonable options to remain focused on the forces that motivate the behavior of all participants, including ourselves. Prompt and effective conflict management methods can improve relationships and performance. Here, we will engage in solution-driven approaches to managing inevitable conflicts and confrontations that arise in higher education.

Learning goals:

  • Identify common causes which can lead to conflict
  • Determine participant's conflict style, given a case scenario
  • Examine participant’s experience regarding conflict resolution
  • Evaluate a conflict situation and explore possible step-by-step approaches to manage the conflict

Adjunct Instructor Oversight and Evaluation for a Large Online Program

Steve Gates, Dharma Jairam, and Kimberly Christopherson, Morningside College

Audience: Experienced department chairs

This session describes the growth experienced by a large online program and how a new oversight structure has improved quality. This program was historically staffed by part-time and adjunct instructors and has only recently been staffed by four full-time faculty. Learn about the specific challenges the program experienced and how the new structure has addressed these challenges. Participants will learn useful practices for: creating an effective oversight structure by optimizing available resources, utilizing faculty leaders, and creating a meaningful adjunct instructor evaluation system.

Brain Based Coaching Skills for Academic Leaders

Susan Robison, Professor Destressor

Audience: New department chairs

Department chairs often enter their positions with reluctance and little training. The interpersonal aspects of the job, (e.g. annual reviews, performance evaluations, or other difficult conversations with faculty) can be especially challenging to the inexperienced chair. In this workshop, learn several powerful brain-based coaching skills to increase your skills and confidence for leadership that matters: transformational conversations that build institutional collegiality, civility, and engagement. Participants will use a structure for shaping such conversations (ASK– ssess client motivation, set agenda, keep success continuous) to practice skills in dyads and then shape a facilitator/volunteer demonstration of these skills.

Critical Cross-cultural Communicative Competence for Academic Leaders

Abdelilah Salim Sehlaoui, Sam Houston State University

According to research, cross-cultural competence development is usually founded on traditional conceptualizations of what culture is. A fact-oriented approach is prevailing in school curricula and in most practices. This hands-on workshop emphasizes the importance of a critical incident and critical pedagogical approach in developing a critical cross-cultural communicative competence (CCCCC) in academic leaders. From a critical perspective, the cultural stereotyping, among many other cultural processes are presented with process-oriented activities that will be implemented with the audience. Participants will be given the opportunity to share strategies, resources, and recommendations for developing CCCCC in their contexts.

Secret Boss Training: How to Observe and Evaluate Teaching

Thomas Tobin, University of Wisconsin-Madison

Audience: New department chairs

From the author of Evaluating Online Teaching, this interactive session for department chairs, deans, and other campus leaders prepares participants to observe and evaluate the teaching practices of their colleagues in a consistent and informed fashion, one that relies on participants’ subject expertise as a foundation. Come to this session to take away four “secrets” of how best to observe and evaluate your colleagues’ teaching practices: identify teaching behaviors, know when to evaluate, assess in a measurable way, and learn how to evaluate tech-enhanced teaching.

Leading Strategic Change in the Academic Institution

Nancy Birch, University of Guelph-Humber

Audience: New department chairs

Major change initiatives are often the result of institution-wide strategic shifts. Departmental teams impacted by strategic change must adapt structures, services, and processes to flourish in this new context. This session will examine a major strategic change initiative with a focus on change design, action planning, and implementation processes. Participants will identify design considerations in a change management process; apply a creativity and problem-solving tool suitable the design phase of a change process; identify adaptations to a change model for higher educational contexts; and recognize change management best practices.

Managing Change from the Middle by Leaning into an Unknown Future

Jon Garon, Nova Southeastern University Shepard Broad College of Law

Audience: New deans

New technology, regulatory upheaval, changing student demographics, longstanding faculty expectations, shifting workforce demands, and ever-changing university operations leave deans and department chairs adrift within a sea of undifferentiated information and competing demands. Through insights developed in higher education and other industries, this program will help participants focus on the key drivers most important to foster positive change and department cohesion while enabling the leadership to succeed with the limited authority afforded to deans and department chairs. After attending this session, participants will be able to identify key drivers for effective change; provide concrete leadership strategies; increase department cohesion; and increase stakeholder buy-in.

Managing Difficult Conversations

Jill Hinckley, Landmark College

Audience: New deans

Deans are faced with managing multiple priorities, and with that, leading teams to produce timely and effective results. The best teams work together, have a clear sense of purpose, and are committed to taking action. But what happens when work stalls, and teams work at cross purposes, or individuals are not following through on their responsibilities? A successful resolution depends on a leader’s ability to manage conflict, understand conflict styles, and change thinking to change results. This session will focus on understanding how mental models influence our perception of others, and how strategic preparation for difficult conversations can improve outcomes. Participants will learn to enhance collaboration through respectful dialogue and understanding what has been promised; improve supervisor/employee relationships; recognize conflict styles and practice communication strategies for difficult conversations.

Maximizing Professional Learning Communities to Enhance Academic Achievement and Student Retention in Higher Education

Newton Miller and Angela Dallas, Ashford University

Audience: New deans

This session is intended to help leaders create a culture that unlocks the full potential of the professionals on their teams. After attending this session participants will be able to: establish a well-defined operational culture that enhances academic achievement and increases student retention; produce a tool for use in PLCs to awaken the leadership capacity on the team; incorporate the diverse experiences, cultural intelligence, and wells of knowledge individuals bring to the table thus creating culture of high-performance; and implement (PLCs) to build leadership capacity, stimulate creativity, and promote ownership across the full array of the work in which the team is engaged. This presentation will effectively empower leaders to empower the team.

Pure Heart Leadership

Shana Garrett, Walden University

Audience: New deans

Pure Heart Leadership is leadership approach that encourages an authentic style while recognizing the individuality and strengths of leaders. This leadership model was developed based on more than 20 years of professional experience within higher education while blending several key psychology theories of Carl Rogers and Albert Bandura into a mindfulness approach to working with others. This model is one of encouragement and empowerment and is truly rewarding in both self and team development. It provides both the leader and the mentee with an honest evaluation of how you present as a leader as well as connecting and leading others. Participants will learn to develop an Authentic Leadership Approach as a dean; learn strategies to develop faculty teams at several levels: chair, program director, core faculty; fin a mindful approach to managing teams within the academic environment; and how to extend the team collaboration across departments.

Track: Faculty Development

Invited Session

Herding Cats: Theory Based Approach to Developing an Engaging Faculty Development Program

Donna Qualters, Tufts University

In today’s fast paced, changing climate in higher education, it becomes difficult for faculty to find the time and motivation to engage in their own development.  Human resistance to change, combined with the stress of the modern university often frustrates both faculty and administration. This interactive session will use the theories of faculty development to outline a proven framework that participants will use to share ideas, techniques, and evidence based practices that provide the groundwork for a faculty culture that values the need to continually grow and develop as teachers and leaders.

Learning goals:

  • Understand the theories and strategic models of faculty change
  • Have an evidence-based framework in which to conceptualize faculty development on their campus
  • Understand institutional factors that impact development
  • Share ideas, programming and suggestions from other campuses to enrich their programming

Advisory Board Session

Beyond Carrots & Sticks: Reframing the Conversation about Online Instruction

Lolita Paff, Penn State Berks

A recent Google search for “faculty resistance to teaching online” produced 12.4 million hits. Conversations generally center on the barriers and risks, or incentives academic leaders use to get more faculty teaching online.  Instructor resistance often stems from a belief that what’s done in the classroom can’t be replicated online. Implicit in that thinking is a belief that what’s done face-to-face is inherently better.  What if we changed the narrative? Instead of assuming what’s done on ground is ideal, let’s treat online preparation as a means of improving resident instruction. Join us as we explore how preparing online instructional materials requires: closely examining classroom-based course design and exploring assumptions about learning. This ultimately leads to better instructional practice, regardless of setting. This interactive session addresses these issues along several dimensions: teaching persona and power distance, instructional clarity, student interaction, and learning assessment. Participants will explore the barriers and resistance to teaching online; compare and contrast the online and face-to-face settings regarding teaching persona, clarity, interaction, and assessment; and identify specific strategies academic leaders / faculty developers can use to reframe the teaching online conversation to increase faculty participation at their institution.

Advisory Board Session

The Independent Scholar: Managing, Motivating, and Supporting Contingent Faculty

Jennifer Patterson Lorenzetti, Wittenberg University

University faculties are increasingly populated by independent scholars–academics without a full-time affiliation with a single university. Often, these scholars construct a career path that does not include plans or expectations of being on the tenure track, opting instead for a combination of different gigs and goals that would appear alien to the traditional academic. Explore some of the key motivators of independent scholars and how academic leaders can work with these scholars to help them reach their goals. The session will include time for small group discussion of problems attendees have encountered. Participants will understand the challenges and opportunities facing the independent scholar; apply motivational techniques to help these scholars give their best and reach their goals; and brainstorm actionable solutions to problems confronting academic leaders.

New Faculty Mentoring in Higher Education

Kristen McHenry, East Tennessee State University

The transition to higher education can be less than seamless. Mentoring new faculty is a strategy to ensure continued professional growth, retention, and success in higher education. New faculty may feel overwhelmed in their new role. Mentoring can impact job satisfaction, self-efficacy, faculty turnover, job performance, and organizational commitment. We will review the literature including sense making, socialization, job stress and satisfaction, organization culture, and fit. We’ll also review and examine characteristics of both effective mentors and mentees, mentoring models, and best practices in addition to the potential institutional impact mentoring can provide. Participants will be able to describe the core components of organizational socialization; identify strategies for new faculty retention; discuss how job stress and satisfaction influence intent to remain in academia; and identify characteristics of effective mentors, mentees, and mentoring models.

Talkin’ ’Bout “Z” Generation

Karen Walker, Lebanon Valley College

Have you noticed that your students process information and respond differently from those in the past? Meet Generation Z. Providing an environment that is developmentally responsive to them is essential to their growth. In this session, participants will: reflect on and share what they know about and have experienced in working with Gen Z; compare and contrast what has been successful in the past and how that may not be the case with this generation; participate in small and large group activities and discussions; make a commitment to try at least one new strategy upon returning to campus.

Thrive: Strategies to Motivate your Mid- and Late- Career Faculty

LaNise Rosemond, Tennessee Tech University and Laura Cruz, Cruz Learning Consultants

You want your faculty to thrive, whether they are working for three months or thirty years. Recent research has highlighted the differences in the challenges faculty face across different career stages. While the best practices for pre-tenure academics are well-established, little attention has been paid to what you can do to foster their continued success after tenure—until recently. Join us to explore new evidence-based strategies targeted specifically towards the development of your mid- and late-career faculty. Learn more about how to get your stuck faculty moving forward; increase teaching vitality; and promote the well-being and productivity of your department. You will: learn how to “unstick” your faculty whose career paths may be stalled, lacking direction, disengaged or bumping up against walls; gain proficiency in managing the distinctive challenges and opportunities faculty face at different career stages; practice applying evidence-based, faculty development strategies targeted towards mid- and late- career faculty; and grow your leadership portfolio to include perspectives, practices, and research that can contribute to the vitality, well-being, and morale of all faculty in your unit.

Basic Principles and Practices for Teachers of Non-Traditional Adult Students

Joseph Flowers, Indiana Wesleyan University

This session is intended for faculty who may have experience traditionally aged college students, but are now transitioning to teaching non-traditional, adult students. This session will summarize the basic principles and practices of adult learning into what are called “The Three Radio Stations of Adult learning”: the WII-FM (What's In It For Me); the MMFG-AM (Make Me Feel Good About Myself); and the INAK-AM (I'm Not A Kid Any More). After participating in this session, participants will: be better prepared to teach non-traditional, adult students; have created a list of best practices utilizing adult learning concepts; and have a better understanding of what techniques for reaching adult learners work in the classroom.

Competence, Community, and Visibility: Innovations in Online Faculty Development

Dana Grossman Leeman, Simmons College

Teaching online can engender anxiety and fear in even the most experienced faculty. Online faculty need support and skills training to thrive as digital educators. Providing adjunct and full-time faculty with robust, varied, and practical professional development opportunities may increase their sense of competence, support their growth as instructors, and create connection with colleagues and students. In this session, we will identify faculty needs, provide faculty with 3–4 innovative approaches using experiential activities and discussion that are effective at catalyzing student engagement, fun, and will help faculty feel more effective in their work and more connected to students.

Creating a Flexible and Targeted Faculty Development Program for Adjuncts

Kimberly Christopherson, Steve Gates, and Dharma Jairam Morningside College

Providing quality faculty onboarding and continuing development is a challenge in online programs. This presentation describes how one large online program (over 100 adjuncts who help deliver over 100 courses each semester) created an on-boarding and continuing faculty development system that has helped to increase adjunct retention. In this session participants will learn the mechanisms for on-boarding potentially large numbers of new instructors, strategies for providing a number of continuing professional development opportunities for adjunct faculty who are geographically diverse, and how a new oversight system in our program has helped to direct faculty development programming.

Creative and Innovative Ways to Develop Adjunct Faculty

Cristina Gordon, Mount Marty College

Often, adjunct instructors are not fully included in professional development due to scheduling conflicts or lack of funds for compensation. Finding creative and innovative ways to provide the necessary professional development that will make a difference in the classroom is essential for consistency and uniformity of any program. In this session you will: experience ways to entice adjuncts to professional development; be exposed to essential tools to make adjuncts’ classes engaging and meaningful; discover how to create “returning customers” in your adjunct faculty; create a plan to engage your own adjunct faculty in professional development.

Cultivating Civility through Interpersonal Relationships and Emotional Intelligence: Implications for Workplace Success

Jeanne Wenos, James Madison University and Twylla Kirchen, Rocky Mountain College

This session explores the use of Emotional Intelligence (EI) to counteract workplace conflicts. Participants will review best-practice for responding to conflicts and reflect changes in culture to restore personal dignity. After this session, participants will be able to: define relational aggression and describe the impact of toxic work environments; identify lateral aggression forms and implement principles of EI to promote a workplace civility; recognize patterns of interpersonal conflict and reflect change in a dignified manner; and discuss the impact of interconnectedness within the academic community that contributes to excellence in quality of work, job satisfaction, and overall quality of life.

Track: Evaluation and Program/Department Assessment

Invited Session

Twelve Strategies to Promote Online Growth While Ensuring Quality

Brian Udermann, University of Wisconsin-La Crosse

There continues to be a tremendous amount of interest in online education, this interest is coming from students, faculty, and administrators. However, with increased interest and growth in online education come challenges as well. Who oversees online education on your campus? What policies and procedures are in place to govern online programming? What professional development opportunities are available to your faculty? What data can you collect and analyze to drive decisions related to online programming? How are you ensuring the quality of online courses and program? This session will cover twelve strategies you can implement on your campus to promote online growth while ensuring quality. After attending, participants will be able to describe a variety of challenges currently facing online education administrators, identify a variety of strategies to promote growth while ensuring the quality of online offerings, and formulate a plan to share these strategies on their campus.

Walk the Walk, Talk the Talk: Embedding Assessment in Departments

Jessica Lewis, Marymount University

Participants will discuss how a professional learning community culture can help departments collect, analyze, and effectively use data from their student learning outcome assessments. Leading through the assessment process is vital for meaningful, engaging, and significant discussions on making continuous improvement. Participants will: discuss the importance of creating a professional learning community culture within the department; identify strategies to help minimize isolation and maximize collaboration for assessment of student learner outcomes; analyze how Marymount University’ Education Department measures and reports its student learning outcomes; and explore strategies to analyze student learning outcome data to move the department forward.

Creating Effective Programmatic Assessment Processes for a Large Online Program

Dharma Jairam, Kimberly Christopherson, and Steve Gates, Morningside College

Higher education accrediting agencies focus on programs developing effective and useful assessment practices. Learn how an award-winning assessment process was quickly developed in a large online program and how this assessment program is vital to improving the quality of the courses and student support services. Participants will learn methods of developing assessment rubrics that provide useful and meaningful information, practices for conducting large-scale assessment workshops, practices for using assessment data to “close the loop,” and how to create and manage student support services for large number of online students.

Faculty Evaluation Tools for Face-to-Face and Online Teachers

Dan Keast, University of Texas of the Permian Basin

University administrators admittedly struggle with evaluating online faculty and programs. The online movement started after our training—and even our teaching careers! This session will provide attendees with high-quality rubrics to evaluate faculty teaching in the online environment, the blended/hybrid environment, and show samples of these measurements in a real course. Principles of good practice are essentially the same regardless of the modality: student-student contact, student-faculty interaction, student-content engagement, active learning, supplying prompt feedback, maximizing time on task, high expectations, and respect for diverse talents and learning styles. Identifying these in the online and blended courses is the new challenge.

Track: Special Topics in Academic Leadership

Invited Session

Leading an Institution-wide OER Adoption Initiative: Strategies and Tactics

Erik Christensen, South Florida State College

Using OER textbooks can reduce the overall cost of higher education by up to 30% while improving student success through higher grades and increased enrollment/persistence. Come and learn twenty strategies and tactics toward leading an institution-wide initiative to adopt OER textbooks which will increase access to higher education by making it more affordable for your students. 

Learning goals:

  • Explain what OER are
  • Explain recent national OER trends
  • Explain the value OER bring to students, faculty, and institutions
  • Identify twenty strategies on institutionalizing OER at your campus
  • Develop a strategy to institutionalize OER at your institution

Advisory Board Session

Rethinking Cultural Competence in Higher Education

Edna B. Chun, HigherEd Talent

This interactive workshop explores the role of faculty, department chairs, and academic leaders in building cultural competence in the undergraduate experience. Based on the findings of a survey of recent college graduates conducted for Rethinking Cultural Competence: An Ecological Framework for Student Development (Jossey-Bass, 2016), it explores key reasons why institutions of higher education have struggled with attainment of cultural competence. Due to the disconnection that students reported between mission and diversity experiences, the workshop introduces research-based integrative frameworks that create intentional approaches to cultural competence across multiple dimensions of the campus ecosystem. Through case studies and interactive exercises, the seminar will draw on ways that academic leaders and faculty can address salient issues related to cultural competence that enhance student learning. Participants will come away from the seminar with concrete examples of best practices as well as specific tools and rubrics that will enhance diversity learning outcomes and help build the competencies students need to thrive as global citizens and leaders. You will learn how to reflect on an overall diversity competency assessment for your institution; identify major fallacies regarding cultural/diversity competence; examine the most current, integrative frameworks for cultural/diversity competence in higher education; and explore salient issues and ways that faculty, department chairs, and academic leaders can support the attainment of student diversity competence.

A Seat at the Table: Black Women and Leadership at PWIs

Donnetrice Allison, Stockton University

Research indicates that Black women continue to be underrepresented in leadership and administration at Predominantly White Institutions of higher education (PWI). Research also indicates that Black women tend to be over-represented in positions related to university service, given the need for “diversity” on various committees and the need for mentorship of underrepresented students. As a result, Black women are pulled in many directions at PWIs. They are overworked and stressed, yet rarely rewarded and promoted. Participants in this session will gain an understanding of diversity initiatives, bias, and learn about inspiring change, access, and action.

Addressing Personal Well-Being: What Academic Leaders Need to Know

Gretchen Oltman and Vicki Bautista, Creighton University

Academic leadership is a lifestyle that interweaves a multifaceted connection between personal, professional, and administrative responsibilities. This complex relationship can challenge academic leaders to separate professional and administrative needs from their personal well-being. From managing numerous role ranging from mentor, teacher, administrator, visionary, colleague, and handling personnel issues it is imperative for academic leaders to consider their own role in promoting well-being for those they lead as well as themselves. In this interactive session participants will be introduced to multiple definitions of well-being, learn the connection between leadership practices and well-being, and explore strategies to promote well-being within an academic leadership setting for both themselves and those they lead.

Learning goals:

  1. Define well-being, with an emphasis on the academic leadership setting.
  2. Uncover the connection between academic leadership practices and well-being.
  3. Draft a reflective action plan to promote well-being for those they lead and themselves.

Advising Support for “Low-Income” Students: A Systemic and Holistic Approach

Vernicia Elie and Maitrayee Bhattacharyya, Brown University

Complex, social issues are reflected in the needs articulated by our “low-income” students, and we’ve begun to address questions of the university’s responsibility to respond. For the past two years we’ve systematically collected data to assess student needs and provided a holistic approach to financial support focused on students with the highest demonstrated financial need. This is a multi-division effort that looks closely at our structures. This has facilitated conversations and solutions that lie at the intersection of institutional culture, a student’s personal responsibility, and balancing the values of a liberal arts education with student expectations for rapid socio-economic mobility.

Capitalizing on the library’s competitive advantages: Re-framing the Academic Library

Susan Breakenridge, University of Oregon

What quality college or university doesn’t have a library? None. Libraries are an important part of our academic communities, but they can be taken for granted or their value underestimated. To build competitive advantages, we need to reframe how we view, use and value the library and capitalize on all it has to offer. In this session, participants will analyze common perceptions/stereotypes of libraries, discuss ways librarians can provide academic advantages, create disruptive ideas for libraries to add value to the communities, reframe academic libraries as competitive advantages.

Courageous Conversations: Fostering Diversity and Inclusivity Using Cultural Competence Dialogues

Mamie Thorns, Maureen Muchimba, and Joseph Ofori-Dankwa, Saginaw Valley State University

In pursuit of its goal to enhance diversity and inclusivity, Saginaw Valley State University (SVSU) conducted a campus climate survey in 2014. In response to the survey findings, SVSU set up cultural competence dialogues, held between June and November 2017. The purpose of this session is to describe the cultural competence dialogues, highlight major findings from the dialogues, and have an interactive discussion with session participants about best practices. After attending, participants in this session will be able to conduct useful dialogues, have suggestions for putting dialogue information into practice, understand changes that can be made in departments or divisions, and understand the administration’s role in fostering campus-wide inclusiveness.

Fostering Inclusive Teaching: A Systemic Approach to Develop Faculty Competencies

Janice Walker, Diane Ceo-DiFrancesco, and Mary Kochlefl, Xavier University

Motivated by climate survey findings and racist incidents on campus, Xavier University developed a two-semester Diversity and Inclusion Teaching Academy to strengthen faculty competencies related to inclusive teaching. Aligned with priorities articulated in a university-wide diversity strategic plan, the Academy needed to meet top-down administrative expectations, address student appeals for faculty training, and secure buy-in from faculty diversity experts. From our lessons learned, participants will be able to: identify the importance of leveraging stakeholders and data in a systems-wide approach to diversity and inclusion training; evaluate models for faculty diversity training; and, determine goals for implementation on their own campuses.

From Faculty Member to Academic Leader

Jonathan Gary and Hollis Lowery-Moore, University of Mary Hardin-Baylor

According to current research, higher education institutions need to nurture talented faculty members’ interest in becoming academic leaders. Future higher education leaders face unprecedented challenges of access, funding, affordability, and accountability. Higher education administrations need to develop systems to identify and develop leaders that understand both corporate and academic worlds. There is a dearth of information on mentoring programs focused on identifying and developing higher education faculty for administrative positions. Recently, June (2017a) stated that “with a shrinking pool of potential academic leaders, a growing number of institutions have moved to groom their own.” The purpose of this presentation is to highlight higher education institution programs designed “to cultivate institutional leaders, in most cases from among the faculty ranks” (June, 2017b, para. 8). Participants in this session will develop an understanding of the current lack of formalized mentorship programs for faculty who are identified as potential leaders or who desire to be future leaders in higher education; will develop an understanding that institutions need to have methods in place to assist faculty members to grow into future administrative leaders; will explore institutional leadership programs that mentor faculty to guide and prepare them for higher education leadership positions; and  will share leadership program ideas that develop a mindset of intentionality within those curious or determined to seek positions of higher education leadership.

Light Side/Dark Side: Using the Force to Navigate the Faculty-Staff Divide

Nicole Frank, Fort Hays State University

Faculty and administration relations are vital in campus operations yet cause persistent conflict. Faculty feel frustrated with decisions they feel precluded from, while administrators struggle with eliciting faculty participation. Paradigm differences lead to conflicts in priorities and funding. This session will review relevant research about divide issues and offer some concrete tips for building understanding. Participants will learn what research says about causes of faculty/administration divide issues; how managerialism exacerbates faculty/administration divide; how to discern useful conflict from toxic conflict; and participants will consider research-backed tips for improved collaboration.

Presidents Reveal Three Human Capital Practices that Drive Institutional Success

Jen Roberts, Difference Consulting

Influential university leaders are critical drivers of organizational culture and team performance which impacts everyone at the school, but strikingly, only 34 percent of university faculty and staff are engaged in their jobs. In this informative session, I will share the findings from interviews with 15 university presidents examining critical human capital trends in times of rapid change. This session provides a framework for determining leadership bench strength, steps to build multi-generational leadership capabilities, and ways to drive engagement and enhance culture to remain agile and competitive. Participants will assess their current institutional performance using a human capital scorecard. At the end of the session, participants will be able to identify the interconnection between leadership engagement and retention of key personnel in relation to institutional health and driving student success outcomes, learn how to assess and build the leadership bench strength within an institution,  discover the importance of early talent identification and intentional leadership development efforts, and explore how leadership involvement in university-wide culture assessment efforts can impact an institution’s levels of engagement and competitiveness.

The Listening Tour: Power Alumni Engagement and Design a Fundraising Roadmap

Ann Brill and Nancy Jackson, University of Kansas

A nationwide “listening tour” transformed our relationship with alumni, boosted our reputation with donors, and created a clear fundraising roadmap for years to come. It also invigorated our strategic and curricular planning and even our approach to renovating our historic building. In the process, we developed vibrant connections with corporations where our graduates want to work. We will show you exactly how to design and conduct a successful tour of your own.