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.

Look for sessions in the tracks: Academic Leadership and Professional Development, Administrative Leadership and Professional Development, Diversity and Inclusion, Program and Department Evaluation and Assessment, Faculty Hiring, Development, and Assessment, Institutional Culture and Climate, Special Topics in Academic Leadership.

Academic Leadership and Professional Development

Invited Session
Leading an Equitable Department or Unit
Annie Soisson and Donna Qualters, Tufts University

Almost every higher education institution is trying to diversify and retain faculty who are more representative of their students, and of the overall changing U.S. demographics. This diversification requires serious conversations about how we evaluate scholarship, service and teaching among applicants, and how we can more equitably lead departments once we have hired diverse candidates. This session will help leaders explore the leadership needs of a diverse department, assess their own current department practices in relationship to equity and inclusion, and begin to create a plan to address areas that need attention to create a more equitable environment. By the end of the session, participants will understand the characteristics and challenges of leading an equitable department/unit and generate ideas for moving forward to create more equity in their department/unit.

Audience: Department chairs, program directors, lab directors, deans

Invited Session
Pure Heart Leadership
Shana Garrett, Walden University

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.

Audience: New deans

Invited Session
Faculty Still Resistant to Online Education? These Five Strategies Can Help!
Brian Udermann, University of Wisconsin - La Crosse

Even though online courses and degree programs continue to increase at many institutions in higher education, a significant number of faculty still remain resistant to the idea of online learning, and reluctant to teach in this modality. While this is a topic that university leaders have been addressing for some years now, many have not made the progress they would have liked to. This session will cover five strategies university leaders can utilize to help create a culture of acceptance of online education on their campuses and reduce faculty resistance to online learning. After this session, participants will be able to describe how involving faculty early and often in decisions and initiatives related to online learning can increase faculty buy-in, identify how experienced online faculty can be used in professional development opportunities for faculty exploring teaching online and the benefits of doing so, describe how making data-driven decisions related to online education can help reduce faculty resistance to online learning, and identify the benefits of university leadership being open and transparent when it comes to decisions related to online education.

Academic Leader as Coach: Brain-Based Skills for Transformational Conversations
Susan Robison, Professor Destressor

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/dean. 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.

Easing the Burden of Tenure and Promotion: Team Writing Approach
Cheree Y. Wiltsher, Sundra D. Kincey, and Errick D. Farmer, Florida A&M University

In higher education, scholarly pursuits have traditionally been an individual undertaking towards meeting the imperative to publish or perish. Collaborative initiatives in research and writing can prove beneficial to both faculty and the institutions they represent; yielding the collective desired results. While there may be challenges to initiating and even maintaining scholarly collaborations, the potential for significant tangible accomplishments can be a worthwhile incentive. This presentation provides a model used by faculty and administrators at a single institution for establishing a viable academic writing team with demonstrable results; easing the pursuit of tenure and promotion and generating scholarly activity on behalf of the institution.

Fostering Meaningful Teaching and Learning Mentorship Relationships in Academia
Isabelle Barrette-Ng and Lorelli Nowell, University of Calgary

By fostering connections between faculty, mentorship for teaching and learning development forms strong networks in today’s ever-changing higher education landscape. It also leads to the development of reflective practice and educational leadership which in turn improves student learning. To support intentional approaches to initiating and fostering mentorship, we created and published an evidence-based mentorship guide for teaching and learning. Through this presentation, we will share the guide and invite attendees to identify best practices to develop and sustain mentorship; explain how mentorship fosters educational development; and explore how to support mentorship in teaching at their own institutions.

Social Learning: A Reflective Practice in Faculty Development
Shantell Strickland-Davis, Central Piedmont Community College

Faculty development plays an important role in higher education, supporting and providing opportunities for faculty growth. An effective faculty development model should improve faculty skill and knowledge, influence perceptions of their abilities, and provide them with opportunities to share and learn from one another. There are few studies that speak to the effectiveness of specific models and how said model(s) may influence faculty efficacy. In this session, the presenter discusses social learning theory as a theoretical framework, and the results of a study that implemented a program grounded in opportunities for building on and improving faculty efficacy.

The Importance of “How” in Faculty Salary Equity Studies
Carol Marchetti and Margaret Bailey, Rochester Institute of Technology

Salary outcomes and pay practices are influenced by institutional structures and systems of power, are closely related to the quality of work life, and inform our knowledge of what (and who) is important to the organization. A salary equity study at an institution of higher learning can shed light on its pay structure. Undertaking and completing such a study shows that academic leaders are attentive to possible inequities in pay. But HOW these studies are conducted and discussed is just as important as the study itself and may ultimately have a bigger impact on the university. The learning goals of this session are benefits of salary equity studies; the “win-win” of collaboration between faculty and administrators; trust—elusive but essential; and starting a healthy campus discussion around salary.

Building a Faculty Wellness Program Conducive with Academic Missions
Jim Kendall, Vanderbilt University Medical Center

Vanderbilt University developed a successful Faculty Wellness Program within their internal employee assistance program (EAP) to elevate psychological resilience and meet the needs of faculty who are coping with stress, depression, addiction, and other behavioral issues. Services include assessment, counseling, performance coaching, leadership consultation, and critical incident stress management interventions. Learning objectives for this session include: increase understanding of the emotions impacting faculty well-being; discuss how using targeted EAP programs support academic missions; clarify the role of academic leaders in managing stress to foster wellness, productivity, and satisfaction; and provide an overview the continuum of services that support university faculty.

Emotional Labor: Staying Resilient, Working Well
Susan Robison, Professor Destressor

With the satisfaction of connection often comes the challenge of emotional labor, the work that supports colleagues, faculty and students struggling with emotional difficulties that threaten to interfere with work or studies. Drawing on recent findings from neuroscience, this practical workshop offers new models for explaining the origin and function of emotions. In addition, this workshop provides a set of strategies to structure emotional labor as well as strategies for increasing your own resilience and prevent burnout. The workshop materials can be adapted for your own faculty who engage in this important responsibility of connection with students.

Secrets of Successful Educational Leaders: 4 Strategies For Increasing Employee Trust
Courtney Plotts, CASEPS

What makes a distinctive leader? Many distinctive leaders develop emotional intelligence in order to create successful working environments. But, how can we ensure that our faculty and staff are perceiving our efforts? In this interactive workshop we will explore educational leadership practices through the framework of emotional intelligence. Participants will discuss, create, and learn specific strategies to increase positive employee perceptions and outcomes in the higher education setting.
After completing this workshop educational leaders will be able to:

  • Recognize alternative methods for motivating faculty members
  • Apply various strategies in order to create trust amongst faculty members and colleagues
  • Demonstrate various consensus strategies
  • Increase the perceived levels of trust, support, and emotional intelligence within a higher education learning cohort
  • Increase pathways for culturally responsive management

Administrative Leadership and Professional Development

Advisory Board Session
Stealth Mentoring through a Personal User's Manual
Stephanie Delaney, Renton Technical College

How do your employees and colleagues learn how to work effectively with you? Usually through trial and error. A personal user’s manual creates a direct method for effective communication and allows you to share key information about what helps you to be an effective professional. When you model great leadership, your colleagues want to be like you. By making your leadership practices and influences more transparent, you’ll help your team to better understand you and, if they wish, to adopt your leadership model in their own way. In this hands-on session, the presenter will share her own use of the personal user’s manual, including how it helped during a recent transition to a new college. Additionally, you'll see a sample, receive a template, and have time to begin creating your own personal user’s manual.

Advisory Board Session
Seven Practical Branding Strategies for Women in Higher Education
Tanjula Petty, assistant provost of academic affairs, Alabama State University

Research reveals that women in higher education constantly continue to be an underrepresented population at the administrative levels of leadership in the positions of dean, chief academic officers, provost, and president (Gallant, 2014). There are many women who are aspiring to leadership positions in higher education. Additionally, there are numerous motives identified by researchers for the persistence of the underrepresentation of women in the top ranks of leadership in higher education institutions. Experienced leaders will share practical advice to women pursuing leadership roles in higher education that will lead to overcoming challenges and being successful in their respective careers.

The overarching goal of the session is to help women who desire to seek leadership roles explore their personal, organizational, and community spheres of influence and empower them to embrace practical strategies to maneuver successfully within institutions. To this end, the workshops and discussions will focus on the following five crucial areas for learning:

  1. Understand the importance of developing your niche in higher education
  2. Gain confidence in making career and leadership choices
  3. Understand the importance of building a support network
  4. Share and acquire useful tips and strategies
  5. Network with women with a variety of experiences

Beyond the Silos—Framing Tasks to Promote Collective Work Across Departments
Bruno Hicks and Franca Barricelli, Fitchburg State University

In higher education, “silos,” or organized academic groups, are often blamed for lack of progress. Silos are often seen as obstacles—groups of faculty so focused on their discipline that they cannot connect with others or see collaborative possibilities. But are academic groups really only hindrances? When people to come together to advance an institutional priority, how an administrator frames that task makes all the difference in inspiring faculty to move beyond their “silo.” Through a comparative case study using ecological and systems theory, the workshop offers insights into framing tasks to promote group identity while seeking emergent properties.

Building a Successful University-Wide Strategic Initiative
William Cummings, University of South Florida

This session provides a roadmap and practical advice for building university-wide student success initiatives to diminish the male graduation gap in higher education. The session is based on successful initiatives at the University of South Florida and is targeted for those tasked with leading or contributing to initiatives requiring campus-wide commitment. Participants will gain an understanding of how to turn an administrative assignment into broad institutional commitment; practical strategies for building cross-functional teams; dos and don’ts for engaging faculty; and building shared principles and a transparent process.

Emotionally Intelligent Leadership that Empowers, Moves Culture, and Creates Engagement
David Katz III, Mohawk Valley Community College

In this multi-dimensional, interactive, experiential, and fun presentation we will learn: leadership is about empowering others, and empowering other requires positive, safe, connected, and affirming relationships; as leaders we have a profound impact upon the emotional state of the people we engage with each day; and the neuroscience confirms that the affective domain powerfully impacts cognition, persistence, motivation, self-efficacy, and performance. We will then practice skills and model behavior that creates positive, motivated, engaged collaboration. The primary objective is to empower leaders by wrapping skill around these concepts to become even more transformational leaders.

The Department Chair: Responsibilities, Challenges and Opportunities
Anita Hazelwood, University of Louisiana at Lafayette

The position of department chair/head is an ever changing one. Department chairs must be experts at navigating the maze of administration in higher education and well as understanding the cultural norms of the department. Financial issues and talk of consolidations continue to plague universities and colleges and put increasing stress on department heads. Increasing problems with incivility and bullying among faculty is a new challenge for department chairs. In this session, we identify the roles/responsibilities of a department chair; recognize the challenges that face a department chair including budgets, mergers/consolidations, departmental culture and incivility; describe opportunities for the department chair including expanding diversity and encouraging inclusion, maintaining harmony among faculty, and nurturing and mentoring new faculty; and review the literature on the role of department chairs.

Diversity and Inclusion

Creating and Supporting an Inclusive Environment in the Online Space
Jessica Hoover, Baker College

Leadership must uphold standards for their faculty to create an inclusive online learning space, as it is imperative that we model ways to “see” and “hear” students in an online classroom to ensure we are reaching various learners. This session focuses on how leadership can prepare faculty to use different technologies, specific language choices, gender pronouns, and appropriate imagery to attain an inclusive learning environment. The learning goals for this session include creating an inclusive teaching environment; providing strategies and engagement techniques for supporting an inclusive environment; utilizing various teaching modes, technologies, and language choices; and modeling and training strategies.

Diversifying Leadership from Within: Developing Faculty and Staff
Gina Gibau and Shanna Stuckey, Indiana University - Purdue University Indianapolis

Given today’s increasingly diverse student population, higher education administrators must foster learning environments that embrace and enact the values of diversity and inclusion. Ideally, these environments should include an equally diverse faculty and staff. More importantly, diverse leadership plays a vital role in the sustainability of an institution. This presentation focuses on the design, implementation, and assessment of a leadership development program for women and racially and ethnically minoritized faculty and staff. The program represents a successful case of how institutions can forward their goals of diversity and inclusion by diversifying the ranks of leadership in an equity-minded way.

Hidden Disabilities: Navigating the Need for Disability Support on Campus
Dina Leland and Patricia Violi, University of Nevada, Las Vegas

All students in higher education are expected to manage coursework and personal responsibilities. Students with disabilities can be at a disadvantage without eligible accommodations in place. This session presents information on students with disability-related barriers in a post-secondary environment focusing on students with learning disabilities, ADHD, mental health disorders, and Autism; discusses The Americans with Disabilities Act Amendments Act (ADAAA) requirements for eligible accommodations; discusses some of the most common eligible accommodations and their application in the classroom and other university settings; and explores the strengths and weaknesses of the fastest growing population on college campuses: students on the Autism Spectrum.

The Anatomy of Social Justice Education: A Framework for Educators Working with Non-Dominant Group Students
Bret Cormier, Southeast Missouri State University

This study examined the impact that high expectations, creating a sense of urgency, and leadership had on the behavior, attitudes, values, and beliefs of principals in the development of strategies to address low academic and behavioral expectations that perpetuate the achievement gap. The study looked at the process of how a school is transformed from being a low-performing school with few appropriate functional systems to becoming an exemplary school that has numerous functional systems.

This session presents the findings of a qualitative research study utilizing the data gathered from interviews with forty administrators from National Distinguished Title I Award school districts, elementary, middle, and high school campuses that were Title I, Part A status for the past three years; 40% or more of the student population was low-income; met Adequate Yearly Progress the past two years; achieved a campus rating of Exemplary last year; and achieved a campus rating of Exemplary or Recognized for the previous two years. The study sought to examine the aspects of culture and climate on these campuses that contributed to student success. The results of the study showed that administrators had developed a set of practices that focused on providing students with an education that was largely influenced by developing a social justice focused mission.

Program and Department Evaluation and Assessment

A Professional Community Taskforce: Building Stakeholder Relationships for Program Improvement
Mary Lou Miller, Kim Boyd, Chancey Bosch, and Kezia Daniels, Oral Roberts University

In addressing CAEP Accreditation Standards, the Oral Roberts University College of Education (ORU COE) assessment committee invited stakeholders from various constituencies to participate in a formative assessment event on ORU’s campus in January of 2019. Over 87% of those invited participated, including P-12 public and private school administrators, teachers, and parents, as well as ORU COE teacher candidates and graduate students. This session describes how the assessment committee selected potential stakeholders for optimal participation, detail the structure and facilitation of the two-day event, and discuss potential program improvements based on recommendations from the taskforce.

Building a Curious Mindset for Assessment: What’s Involved?
Jessica Lewis, Marymount University

In this session, participants will work on brainstorming who the various stakeholders are, what skills, resources, and data are needed, and what challenges can exist throughout their own unique assessment process. Successful processes start out with a vision of the purposes of assessment and understanding your why as well as how others may perceive it will impact how meaningful it will be for all those involved. Participants will discuss the definitions and purposes of assessment; create a brainstormed mapping of the stakeholders, skills, resources, data, and challenges involved in the assessment process; and identify potential processes to help maintain assessment as a collective, shared responsibility.

Go D.E.A.P. to Improve Outcomes—Department Evaluation and Assessment Program
Richelle Rennegarbe, Kelli Whittington, and Jan Albers, McKendree University

Effective program/departmental assessment and evaluation requires a multifaceted approach, implementing metrics varying from student feedback, requirements of accrediting bodies, to advisory committee insight from prospective employers and leaders in the field. Join us to explore the DEAP approach created to gather meaningful data, analyze data, and apply the findings in program improvement to achieve improved programmatic/departmental outcomes. Most importantly, elevating the student experience in an engaging and productive learning environment. By the end of the presentation, attendees will identify at least one useable method of expanding current program/department evaluation and assessment projected to impact student experience/outcomes; they will actively participate in best practice discussions involving program/department evaluation and assessment; they will gain insight on expanding their own evaluation and assessment process to achieve broader analysis of the program/department function; and they will appraise examples of real and relevant program/department improvements grounded in the Community of Inquiry that were made based on evaluation and assessment findings.

Strategic Plans, Outcomes, and Evaluations: How Do They Support Curricula?
Eva Rodriguez, York College/City University of New York

Healthcare professional programs must maintain accreditation status by collecting program data on: strategic plan, outcomes, core curriculum threads, and faculty development plans. This workshop presents a healthcare program’s documents that were designed to support curriculum design and program outcomes to help participants assess their own program documents. Learning objectives include recognizing how the program’s strategic plan supports program evaluation plan and the outcomes; explaining how core curriculum threads are related to their program outcomes; recommending changes in their program’s strategic and evaluation plans; and the role of faculty development plans as it supports program evaluation data collection.

There and Back Again: A Tale of Demonstrating Improvement
Skip Kastroll, Liberty University

This session presents a functional program level assessment model that uses mature program learning outcome assessment data to demonstrate improvement in residential and distance education programs. This model includes an assessment design that foresees a two-part action plan. The first part attempts to document improvement plans; the second to determine if improvement was actually attained. We will present two case studies to illustrate how this process works. Further, we will show the way this was successfully documented and judged as compliant in the institutions 2016 SACSCOC off-site reaffirmation report.

Faculty Hiring, Development, and Assessment

Advisory Board Session
Meeting Faculty Where They Are: Promoting Innovative Pedagogy Across Campus
Oliver Dreon, Millersville University

In this session, we will discuss a multi-faceted professional development approach to promoting innovative pedagogy across campus. Recognizing that the diverse needs of the campus community requires multiple approaches to build faculty capacity, Millersville University has structured complimentary professional development opportunities to meet faculty “where they are.” This session will outline each of the professional development activities and discuss how the structure and focus address different faculty needs.

Invited Session
Secret Boss Training: How to Observe and Evaluate Teaching
Thomas Tobin, University of Wisconsin – Madison

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.

Audience: New department chairs

Adjunct Faculty Training & Resources: Supporting Adjunct Faculty Leadership
Sara Kellogg and Katie Fischer, Concordia University, St. Paul

Institutions are increasingly relying on adjunct faculty. Effective onboarding and ongoing support are necessary to both support this unique faculty population and enhance the student experience by ensuring adjunct faculty have knowledge and resources regarding faculty roles, responsibilities, and culture of the institution. This presentation provides a framework for a collaborative, university-wide onboarding course and ongoing support resources, both of which prepare and support adjunct faculty for successful leadership of their courses.

Are You My Mentor? Faculty Mentoring and Implications for Tenure
Karen Etzkorn and Ashton Braddock, University of Tennessee System

The purpose of this research was to investigate the perceptions and beliefs about mentoring held by tenured and tenure-track faculty across one system of higher education as it pertains to promotion and tenure. By attending this session, participants will gain an understanding of interest in and perceptions of faculty in mentoring relationships; influence of faculty mentoring on tenure and employee satisfaction; benefits and challenges of different mentorship program designs; and programmatic aspects necessary for the institutionalization of junior/senior faculty mentoring programs to achieve optimal outcomes.

Coaching: Developing your Faculty, One Conversation at a Time
Carla Swearingen, John Brown University and Dian Christian, Dian Christian Consulting LLC

Do you see developing faculty who are enthusiastic about their long-term careers as vital to the health of your institution? Coaching, founded on theories of adult learning and evidence-based practices, is an effective approach to supporting faculty. Widely accepted in the business sector, coaching is just as applicable in higher education. The agenda is set by the faculty member and is therefore individualized, learner-centric, and purpose-driven. We cannot teach you to become coaches in one hour, but you will become knowledgeable of basic coaching principles that will enhance supportive relationships with your faculty, one conversation at a time. At the end of this session, participants will be able to: summarize the basic principles of coaching; understand the benefits of a coaching approach; formulate coaching questions; and employ coaching practices in a conversation.

Developing and Evaluating Teaching Effectiveness
Jennifer Todd and Tonya Buchan, Colorado State University

Teaching is a multi-faceted, complex endeavor no two instructors approach in the same manner, making the evaluation process for administrators a challenging, often daunting task. During this session, we examine the components of effective teaching and offer a Teaching Effectiveness Framework that outlines a definitive and customizable evaluation process that supports the development of teaching excellence. Participants will be able to construct a common definition of effective teaching; identify the overlap and interdependence of components for effective teaching; build conceptual links between teaching effectiveness, goal-setting, and departmental culture; apply the framework to their own institutional needs.

Ensuring Excellence: Training, Mentoring, and Affirming Adjunct Faculty
Jennie Harrop and Rae Casey, George Fox University

Proper training and affirmation of adjunct faculty is critical in order to ensure uniformity, rigor, and excellence. In this session, participants will hear how one university with nearly 50 adjunct faculty formed an Adjunct Faculty Management Team, developed a multi-module online training course for new instructors, systematized regular online and classroom observations of adjunct faculty, and launched a mentorship program—all with only a handful of regular faculty available to help.

Meaningful Measurement: Do Student Evaluations Track Teaching Effectiveness?
Katy Shorey, Northeastern University

Student evaluations of teaching (SETs) are the primary tools for measuring instructor effectiveness. However, there is a large and growing literature documenting two major problems with SETs: (1) student evaluations of teaching demonstrate bias with respect to gender, race, and other factors unrelated to teaching (i.e. perceived age of the instructor, perceived attractiveness of the instructor, perceived difficulty of the course, whether the course is required/elective, and time of day the course is scheduled) and (2) SET ratings don’t correlate strongly with student performance or student learning. These findings have motivated a national conversation about measurement of instructor effectiveness and the meaningfulness of statistical data collected from student evaluations. In response, there is a movement throughout higher education toward alternative measurement tools. This topic is especially important and timely for academic leaders engaged in faculty development, assessment, mentoring, and promotion.

Mid-Career Faculty Development through Peer Mentoring
Jenepher Lennox Terrion, University of Ottawa and Lynne Texter, La Salle University

To sustain vitality within academic departments, leaders must find ways to support faculty at all stages of the career lifecycle. One approach to encourage continued professional development is the establishment of mentoring relationships. There are many formal and informal mentoring opportunities for assistant professors on the tenure track, but once tenure has been achieved, faculty may be exhausted, disillusioned, or unclear about how to continue their career development. Programs that support mid-career development are thus necessary. This panel will explore the challenge of midcareer faculty development; propose solutions; enable participant reflection; and share best practices.

Student Success Forecasting: Preliminary Impact of Qualitative, Faculty-Projected Outcomes
Michelle Love, Western Governors University

In an effort to increase course faculty focus on student success and improve outcomes, the College of Business at Western Governors University implemented a student success forecasting process requiring course faculty to qualitatively forecast student success outcomes on a monthly basis. Student success forecasting by course is intended to increase faculty accountability and mass-customized instruction, student support, and attention to at-risk students throughout the term. Learn how we implemented the forecasting expectation and about the impact to term-over-term and year-over-year student success metrics, as well as key cultural lessons in implementing and monitoring expectations.

Institutional Culture and Climate

Building a Learning Organization Culture
Charmayne Mulligan, Davenport University

A survey of 180 academic leaders revealed four areas for improvement in leadership: more emphasis on organizational learning, improved communication with stakeholders, placement of the right leadership, and overall structural changes within academia. To build organizational learning, create a more positive culture, and manage change, participants will be given an overview of the academic learning organization framework and hear about concrete strategies for building learning organizations in six areas: learning, communication, measurement, problem-solving, structure, and vision. After the session, participants will understand: basic learning organization principles, challenges that exist in these areas, strategies for creating a positive institutional culture, and how to apply learning organization theory in higher education.

Culture of Continuous Improvement: Challenges and Solutions
Joseph Alsobrook, Deb Ayres, Marilyn Abbott, and Annie Alameda, Lindenwood University

Engaged and high-performing faculty, staff, and administrators are central to success for any college or university. Including many lessons learned and unexpected surprises, this session traces Lindenwood University’s journey to promote a culture of continuous improvement. From collaborative definitions of quality, to faculty and staff fellowships, to integrated solutions for performance evaluation, data collection, promotion, and development, discover how comprehensive support for the professional and personal success of all employees can support essential institutional and student outcomes. Participants will identify cornerstones of continuous professional improvement cultures; describe the importance of evidence and self-reflection in evaluation processes; evaluate innovative solutions for common employee development and data reporting challenges; and connect institutional, employee, and student outcomes.

How to Leverage the Absolute Power of Organizational Culture
Stephen Dunnivant, Tallahassee Community College

Organizations that thrive understand the supreme value of culture. Successful organizational cultures tend to be led by passionate communicators who drive the core of the culture. These leaders believe and follow transparency as they constantly build trust and empower members. In this unique session participants will learn how to conduct “Culture Mapping” and align this with their strategic planning. The session includes free tools to assist organizations on how to begin leveraging the absolute power of their organization's culture.

Institutional Culture and Leadership in Shaping Student Success
Ed Cunliff, University of Central Oklahoma, Brad Williams, Oklahoma State University, and Jessica Rimmer, Giant Worldwide and MidAmerican Christian University

Student success and organizational efficiencies are enhanced by effective organizational leadership and culture. This interactive panel presentation views three organizations that have taken different paths to the intentional creation of cultures of student success. Directionality of leadership will expand vision and encourage those who might challenge and improve their student success climate.

Investing in Continuous Improvement for a Culture of Research and Innovation
Silvie MacLean, Fanshawe College

The context of higher education is changing and solutions to today’s challenges require new ways of learning, innovation, research and even teaching. Introduced is a multi-perspective continuous improvement (CI) cultural framework that change catalyst leaders can use to implement experiential learning (EL) across institutions. Participant leaders will: understand barriers that exist that may be preventing EL across the culture; implement mechanisms to increase socialization for CI towards building collective values across the organization; build capacity for communicating CI to bring about change; formulate and spread plan to reinforce communication and sustain changes through a collective commitment.

Protecting Your Culture Through Understanding Toxic Leadership
Stephanie Hinshaw, American College of Education

Leaders have an accountability to protect the culture and climate of their organizations. One of the ways in which they can accomplish this is through identifying leaders who are negatively impacting their teams and organization. Toxic leaders leave followers and organizations worse than when they found them (Lipman-Blumen, 2005). These leaders are more concerned with power, prestige, and their own image than doing what is right for others or an organization (Kets de Vries, 1993). The goals of this presentation are: defining toxic leadership, learning how to identify toxic leadership, discuss strategies for handling toxic leaders and repairing the culture after they are removed.

The Campus Civility Project: Promoting Emotionally Intelligent Conversations
Emily Moore and Elizabeth Lewis, Wake Technical Community College

As part of a Campus Compact Fund for Positive Engagement Mini-Grant, Wake Technical Community College launched the Campus Civility Project: Emotionally Intelligent Conversations in 2017. This project is based on the premise that emotional intelligence is a prerequisite for civil conversations. A key element of the project is an online course that provides faculty, staff, and students with tools and resources to use as they work to build a culture of civil discourse. Attendees will learn how they can incorporate elements of this project on their own campuses to cultivate a climate that values all members of the campus community.

Special Topics in Academic Leadership

Advisory Board Session
Students these days…Strategies to Promote Self-Directed Learning
Lolita Paff, Penn State Berks

Stroll the hallways or stop by the faculty lounge and you’re likely to hear at least one conversation starting with “students these days…”

It is discouraging when we see students making poor learning decisions. They don’t come to class or arrive unprepared. They turn in work that’s hastily completed or filled with errors resulting from multi-tasking. During class they distract themselves and others by texting, tweeting or surfing online. Deadlines are missed and excuses are offered. Administrators and faculty typically try to prevent or limit these unproductive behaviors by establishing policies that punish the offenses.

But are policies the only or best option? Join us for an interactive session focusing on strategies. These approaches, for faculty and administrators in large and small settings, across a range of disciplines and institutional contexts, are designed to help students make better decisions along the path toward becoming more self-directed learners.

Advisory Board Session
Open Educational Resources: What does the research say?
Oliver Dreon, Millersville University

We will examine the published research on Open Educational Resources (OER) and their impact on student success. The session will also review the research on faculty adoption of OERs and describe obstacles to adoption that have emerged.

Advisory Board Session
The Purpose of an Education: Understanding the Cyclical Nature of Higher Education History and What it Means for the Decades Ahead
Jennifer Patterson Lorenzetti, Hilltop Communications

We are living in a time in which the purpose of university education seems to have changed. The focus on educating a well-rounded human being has been supplanted by educating one who is ready to hit the ground working. However, we've been here before. The history of higher education is the story of pendulum swings between educating for workforce development and focus on classic and newly-defined elements of a liberal education. In this presentation, we will examine those historic swings with an eye to lessons we can learn as we plan the next decades of curriculum and institutional focus.
Attendees will:

  • Understand the historic tension between workforce development and liberal education
  • Explore predictions that history allows us to make about the future of curriculum and institutional focus
  • Discuss changes seen at their own institutions to allow the group to develop an overall sense of the current state of colleges and universities and how this fits in with historical theory

Advisory Board Session
SHARED GOVERNANCE: What Does It Mean in Our Rapidly Changing World of Higher Education?
Robert Cipriano, Academic Training, Leadership & Assessment Services

Although shared governance is widely recognized as a foundation of higher education, there remains a striking diversity of opinions regarding exactly what shared governance means and how it should be practiced at specific colleges and universities. In other words, has shared governance merely become a catchphrase that has radically different meanings to different people?

Never has the need for effective academic governance been greater than in today's highly challenging and rapidly changing environment. Rising expectations for promotion and tenure leave less time for faculty members to actively participate in shared governance effectively and actively.
This highly interactive presentation addresses the following themes:

  • The operational definition of shared governance
  • Fundamental principles and themes in shared governance
  • Guidelines about the various roles and responsibilities of the faculty, the administration, and governing board
  • Who are the parties responsible for shared governance at a college or university?
  • The role of shared governance in institutional decisions (about such issues as academic freedom, decisions about the curriculum and budget, tenure, and so on) of a college or university
  • How a proper understanding of shared governance can lead to better deliberation and decision-making

Invited Session
Well-Being and Well-Thinking: How to Stay Healthy in Academia
Seena Haines, The University of Mississippi School of Pharmacy, Jenny Van Amburgh, Northeastern University, and Susan Stein, Sue M. Stein Consulting, LLC

Literature demonstrates substantial symptoms of burnout evident in a variety of professionals and students enrolled in professional degree programs. This is correlated with higher rates of depression, job dissatisfaction, and intent to leave the position of employment. This session will explore strategies and solutions aimed to improve work life balance, individual and organizational vitality, and foster job satisfaction. Relevant solutions provided can apply to diverse settings in the workplace. Participants in this session will discuss the internal and external drivers that impact individual and organizational wellbeing in the workplace; review techniques of applying the principles of motivating people and creating vitality through workplace appreciation strategies; and develop and individual and organizational development plan to implement selected strategies in the respective workplace settings.

Invited Session
Considering Your Personal Well-Being: What Academic Leaders Need to Know
Vicki Bautista and Gretchen Oltman, 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, both emerging and veteran, to separate professional and administrative needs from their personal well-being. In managing numerous roles ranging from mentor, teacher, administrator, visionary, and colleague, and handling personnel issues, it is imperative that academic leaders consider their own role in promoting well-being for those they lead, as well as for 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 for those they lead.

Cross-Functional Faculty Peer Shadowing to Improve Culture and Outcomes
Michelle Love and Tricia Polley-Culberth, Western Governors University

In order to adapt student support for an evolving, rapidly growing population and to improve community-of-care effectiveness, the graduate faculty in the College of Business at Western Governors University implemented a systematic, cross-functional peer shadowing protocol where full time subject-matter expert faculty job shadow program-focused mentor/advisor faculty and vice versa on a bi-monthly basis. The protocol was intended to increase collaboration, develop teaching and intervention strategies, and improve interdepartmental culture. Participants will learn how we structured, gained buy-in, and monitored this protocol as well as how the peer shadowing experiences impacted faculty performance, collaboration, and student outcomes.

Fundraising for Academic Leaders: Strategies for Deans and Department Chairpersons
Craig Hlavac, Southern Connecticut State University

As traditional revenue streams continue to wane, academic leaders at colleges and universities are frequently expected to acquire new sources of support. Deans and even department chairs are being asked to actively court private funds from corporations, foundations, and individual donors to help support the institution. However, many deans and department chairs have little experience with fundraising and development initiatives. This session will provide practical fundraising strategies; donor relations, developing an effective relationship with Institutional Advancement, forming a school/college or department-based advisory board, and effectual communication with outside stakeholders will be discussed. Active participation in small-group discussion will be encouraged.

Supportive and Effective Leadership in a time of Bereavement: Creating a Compassionate Environment for Grieving Colleagues and Students
Jennifer Aberle, Colorado State University

As leaders, we are rarely taught how to handle bereavement in the workplace, and yet we know that our colleagues and students are often affected by loss. How can we create a supportive environment that acknowledges these losses and supports grief? This session will discuss the importance of competent leadership in a time of bereavement for people on an individual basis or when there is a shared loss among colleagues. Participants will learn the nature of grief, how to understand the context of death losses, how to create a workplace that promotes positive welfare during bereavement, and how to implement effective workplace policies to support people when they are grieving.

The Inevitability of Playing Politics as Chair: Advantages and Pitfalls
Domenick Pinto, Sacred Heart University

Politics is a term often frowned upon as it pertains to the role of an academic leader. However as chair for almost 30 years it has become an essential yet sometimes unwanted aspect of the daily rigors of the position. This workshop explores the advantages and pitfalls of “playing politics” as a department chair and allows interactivity among participants in “what if” scenarios. Learning objectives include: bringing to light the inevitability of politics in academia especially in the role of chair; discussing scenarios both actual and fictitious in which politics has played (or can play) both a positive and negative role; pointing out the pitfalls of politics in the academic workplace; discussing and role-playing situations where politics can be perceived as both advantageous and honest.

What’s an Ideal Institutional Revenue Sharing Model for Online Learning?
Ann Taylor, The Pennsylvania State University and Keith Bailey, West Virginia University

As online learning continues to grow in popularity among both college students and higher education administrators, institutions grapple with how best to fund these initiatives and how to provide incentives to their departments and faculty to encourage participation. In this session, we will hear about several different internal revenue sharing models used to support the design, development, and delivery of online education. We will explore the pros and cons of each model, while engaging participants in sharing ideas of what an “ideal” revenue sharing model might look like within various institutional contexts. After this session, participants will be able to: explain the pros and cons of several different online learning revenue sharing models; identify the key stakeholders who need to be considered when creating a revenue sharing model; identify the key components that need to be incorporated into a revenue sharing model; and create the framework for revenue sharing model that is customized to one’s institutional context.

Work Analysis and the Moderation of Occupational Stress
James Hunter, University of Missouri

Work is a changing entity. As time elapses on the job, one’s work may shift because tasks become obsolete, new requirements are added by leadership or the jobholder modifies the way work is completed in response to environmental demands. These changes may generate occupational stress as the work and role intersects with the surrounding environment. Work analysis is proposed as a means to moderate these factors. In this session, we will posit an apparatus or typology to assess and moderate occupational stress; illustrate the range, depth and utility of a work analytic instrument for organizations and its members; elucidate how various forms of occupational stress are potentially remedied through work analysis; provide a taxonomy of occupational stressors, salient definitions, their manifestations and associated moderators; and resolve criterion questions that may precipitate occupational stress.

Stephanie Delaney, Renton Technical College

What’s your go-to mobile app for learning, work, or productivity or relaxation? Come to this informal session and share your favorites with your LHE peers.