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 these tracks: ⸻

Leadership and Professional DevelopmentDiversity, Equity, and Inclusion
Institutional Culture and ClimateStudent Recruitment, Retention, and Success
Special Topics in Academic LeadershipLet’s Get Started! What Every New Academic Leader Needs to Know
Exhibitor Spotlight Sessions 

Leadership and Professional Development

Career Curveball

Rebecca Campbell, New Mexico State University and Gypsy Denzine, Virginia Commonwealth University
For participants who are experienced in this topic and are ready to learn more

Academic leaders are typically goal driven and have a clear career roadmap. Yet, many are thrown a career curveball. Some leaders are thrown into an interim situation, while others experience the unpleasant nature of “at will” or a devastating vote of no confidence. Many of us did not prepare for our immediate career opportunity or derailment. In this session, we will engage participants in planning for unforeseen opportunities, as well as career crises. This highly interactive session will engage participants in a discussion about what to negotiate up front and how to plan in advance for possible career curveballs.

Creating and Sustaining Multifaceted Faculty Mentoring Programs

Jennifer Potter and Cynthia Cooper, Towson University
For participants who have some experience with this topic and are ready to learn more

This session offers a roadmap for administrators and faculty leadership to create a multifaceted approach to faculty mentoring—an approach that offers opportunities for formal and informal faculty mentorship at the department, college, and university level. Because no one mentoring model works in all situations, this presentation focuses on the benefits of creating and sustaining faculty mentoring opportunities that are wide-ranging and cut across multiple approaches and academic disciplines. Participants will learn about best practices for multiple categories of faculty mentoring and will engage in discussion around opportunities for colleges and universities to implement multifaceted programs of their own.

Developing Leadership Skills through a Faculty Internship Program

Sara Zeigler, Russell Carpenter, John Brent, Jamie Fredericks, Kerem “Ozan” Kalkan, Jessica Lair, Erin Presley, and Matthew Sabin, Eastern Kentucky University
For participants who are new to this topic

This session focuses on strategies for developing individualized leadership skills in faculty. Academic administrators at a variety of levels are often in position to support, mentor, and guide faculty as they prepare for various levels of responsibility within and across the institution. Success in priority areas of teaching, research, and service often take precedence. The importance of faculty leadership skill development, however, is among the greatest needs moving forward, especially at the associate professor and professor levels. The Provost’s Faculty Internship Program at Eastern Kentucky University (EKU) is designed to develop leadership skills at the university level among faculty. As a complement to the University’s Faculty Leadership Institute (FLI), the program’s goal is to build exceptional leadership by supporting individual faculty development, while enhancing academic culture and capacities. In this session, representatives from the Office of the Provost, along with faculty internship participants, offer practical advice and perspective for program design complemented by reflections and applications. Through this session, participants will reflect on the leadership needs of faculty; explore approaches for expanding leadership skills for faculty through individualized programming; discuss valuable resources and tools for developing individualized leadership skills; and examine the experiences of faculty internship participants and applications for use in a variety of institutional contexts.

The Audacity of a New Leadership: Your Leadership

Josefina Hernandez, Pontifical Catholic University of Puerto Rico
For participants who have some experience with this topic and are ready to learn more

Colleges and universities are confronting new challenges that stem from global and local economy and government hurdles as well as health, research, science, and emerging technology issues. These challenges require audacious leaders that can embrace and create a new leadership that can deliver. Higher education leadership programs must provide comprehensive tangible experiences and competencies that enable future leaders with the capacity to face the unpredictable. Nevertheless, leadership starts within ourselves. We need to understand what are some of the frameworks in the genesis of a new leadership; What are the individual and organizational roadblocks of a new leadership; and what is our individual conceptualization of a new leadership.

Diversity, Equity, and Inclusion

Sharing Wisdom: Intentional Self-Care as Leadership Educators of Color

Dar Mayweather, University of North Carolina Wilmington
For participants who are new to this topic

The goal of this session is to provide a space of healing for leadership educators of Color and allies that are living or working in racialized spaces. This presentation opens an important discussion for POC and allies navigating raceless pedagogy, frameworks, and theories, while constantly being on guard about one’s own experiences and remaining engaged to support students. This is challenging and often discouraging for professionals who wish to engage race in the workplace. Through a discussion of race-centered theories and self-care, this presentation aims to refresh and empower leadership educators of Color an allies to remain engaged in their work on campuses across the United States.

Sustainability and Student Success through Community Collaboration

Katie Morgan, findhelp and Craig Satterfield, Dallas College
For participants who have some experience with this topic and are ready to learn more

Students and the community in which they live are intertwined; both need support for either to thrive. Barriers to student success and graduation, such as housing and food insecurity, are best addressed through community partnerships that promote equity across the student population and lift up communities as a whole. In this session, Dallas College, one of Texas’s largest higher education institutions, and findhelp, the leading United States social care platform, will share strategies to strengthen collaboration between higher education institutions, cities, and nonprofit organizations to build a data-informed social care ecosystem which supports students, improves completion rates, and benefits the wider community.

Using Faculty Learning Communities in Promoting DEI Teaching Practices

Scott Heinerichs, Zeinab Baba, and Kimberly Johnson, West Chester University
For participants who have some experience with this topic and are ready to learn more

Institutions of higher education have a responsibility to provide students the knowledge, skills, and abilities to employ the concepts of diversity, equity, and inclusion. However, most faculty lack experience in conveying this information to students. College-level faculty learning communities (FLC) provide the opportunity to learn discipline specific approaches around areas such as: implicit bias, promoting dialogue around diversity, equity, inclusivity, and facilitating difficult conversations in the classroom. The goals of this session are to engage participants to apply these approaches, provide a framework to be utilized, and discuss lessons learned from the research and one institution’s approach.

Title IX Hearings—Challenges and Best Practices

Dan Schorr and Alyssa-Rae McGinn, Dan Schorr, LLC
Audience has some experience with this topic

The presenters will utilize their extensive hearing and trial experience to instruct how to conduct fair, reliable, and comprehensive proceedings for Title IX and other types of misconduct matters. Title IX hearings under the 2020 Department of Education regulations are complex and high-pressure for all involved. They require a hearing chair who is intimately familiar with relevant Title IX law and campus policy, is an expert in evidentiary rules, and is able to successfully oversee hearings with the appropriate temperament. This session will help Title IX professionals serve as single-person decision makers or three-person hearing panels. Additionally, this session will include the latest pending proposals for reform of federal regulations that may alter legal requirements for Title IX hearings.

Institutional Culture and Climate

Design Thinking: Using Inspiration, Ideation, and Implementation to Build Culture and Community in Academic Departments

Teresa Drake, Patricia Nugent, Melissa Peterson, Amanda Scott, and Shelley Hawkins, Bradley University
For participants who have some experience with this topic and are ready to learn more

Brown (2019) asserts that leaders should consider inspiration, ideation, and implementation in everything they do. Directly pursuing opportunities motivates our search for innovations; trying out and systematically adjusting new ideas supports continuous improvement; and thoughtfully implementing new programs, processes, and policies makes our institutions stronger and more successful. This interactive session will describe how five department chairs within one college used design thinking to build morale, improve collegiality, increase collaboration, and strengthen relationships within and across departments. This presentation focuses on using design thinking to pursue opportunities and goals within and across academic departments. See Special Topics in Academic Leadership for a presentation that focuses on using design thinking to address collegewide challenges. Participants will apply the design thinking strategy to an opportunity or goal they are currently pursuing.

Navigating Microaggressions in the Workplace

Marcine Pickron-Davis and Jennifer Mitchell, Philadelphia College of Osteopathic Medicine
For participants who have some experience with this topic and are ready to learn more

Microaggressions happen everywhere, including at institutions of higher education. Given that people spend the majority of their lives at work, microaggressions in the workplace have a profound impact on people’s mental, spiritual, and even physical health. To foster a positive institutional climate and culture, the Office of Diversity and Community Relations at the Philadelphia College of Osteopathic Medicine launched “Navigating Microaggressions in the Workplace” training. The training is designed to examine the dimensions of microaggressions, explore the implications of microaggressions, and equip faculty and staff with strategies to navigate the occurrence of microaggressions in the workplace.

The Great Resignation as Opportunity to Transform

Joan Poulsen, Indiana University—Purdue University Columbus
For participants who are new to this topic

As we face the Great Resignation how can we as leaders effectively navigate retaining and developing personnel? Due to the global pandemic, many institutions face declines in enrollment, necessitating personnel streamlining. Personnel who remain are often asked to do more, possibly leading to burnout. By understanding cycles of organizational change, and how individuals respond to change, we can retain and develop personnel. Utilizing time-tested strategies, we can resurrect our personnel prepared to face the future.

Universal Trauma-Informed Practices for Higher Education

Kristine Morris, Texas Woman’s University
For participants who have some experience with this topic and are ready to learn more

The COVID-19 pandemic ushered in a critical need for trauma-informed practices in higher education. Although the concept of trauma-informed practice is well established in the literature, institutions frequently lack the financial and human resources necessary to provide the individualized care prescribed for traumatized students. What can we do when everyone needs more than anyone has to give? This interactive session will focus on the need for universal cost-effective, trauma-informed practices that can be implemented on a wide scale. Participants will work in groups to identify campus-level and classroom-level trauma-informed interventions that promote healing while learning without overburdening faculty.

Student Recruitment, Retention, and Success

Empowering Student Success through a CARE Plan

Heather Kooiker and Debbie Bosworth, Davenport University
For participants who are new to this topic

A pre-licensure baccalaureate nursing program at a private university in the Midwest was seeking out solutions to enhance student retention. A tool identified as the CARE (Confidence, Achievement, Responsibility, and Excellence ) Plan was implemented by this nursing program for at-risk students. The at-risk student used the CARE Plan tool as a means to self-assess barriers to success. Based on the areas identified, faculty worked collaboratively with students on both academic and non-academic components. Results were that nursing students took ownership of their academic success and outcomes by participating in a student-centered process that was embedded within the nursing curriculum. This session will explain how thre CARE Plan can be executed in any learning environment.

The Power of Learner Engagement

Tapan Seth and Prasad Vemala, Robert Morris University
For participants who have some experience with this topic and are ready to learn more

The goal of this session is to discuss how the speed mentorship program serves as a catalyst to enrich career development for the students in a college setting. During the session, the attendees will understand the idea of speed mentorship, process involved to plan and design such a program, implementation of the event, and key takeaways that helped students at Robert Morris University. The session also covers the value of engaging alumni with current students, the experiences students gain by connecting with professionals in varied roles and organizations, and the impact it creates for students to map their career path. Finally, the session describes how the speed mentorship program is different from other mentorship programs.

Student Mental Health Impact on Recruiting, Retention and Success

Paige Heller, BHS
For participants who have some experience with this topic and are ready to learn more

Student mental health is a foremost contributing factor influencing institutional success. The follow-on effects of the pandemic and increase in suicide attempts have a profound impact on the community and affect the ability of all higher education institutions to recruit and retain students. In this presentation, attendees will gain an understanding of student mental health as a matter of both individual and institutional well-being; how having a strong mental health support system improves student retention; the impact of having robust mental health resources on recruiting new students; and the key approaches for creating a successful and sustained mental health strategy

The Student Petition Process: Insight into Student Challenges and Solutions

Cheryl Gunter, West Chester University
For participants who have some experience with this topic and are ready to learn more

This session summarizes student petitions for exceptions to policies reviewed by the author from September 2020 to March 2022, with summaries of the petitions addressed, the exceptions desired, and the reasons for the requests. Session attendees will use these data to inform recommendations about whether adjustments to policies, courses, curricula, or standards are in order and/or whether adjustments to available support systems for students are in order. These data will also enhance session attendees’ awareness of the reasons that petitions should be approved or denied based on the rationales provided by the students.

Data-Informed Decision-Making for Academic Leaders

Craig Hlavac, Southern Connecticut State University
For participants who are new to this topic

Academic leaders are required to make substantive decisions–many of which will significantly impact the lives of both students and faculty. When considering these decisions, determining the relevant facts can be problematic; leaders are inundated with data, and discerning which data to consider and how to analyze it can be difficult. This session will provide participants with insight and practical advice regarding important academic data sources and strategies on how to use these data to inform decision-making. Data specific to student recruitment, admissions, academic achievement (including DFW rates), and student retention will be presented. Actual figures and analyses will be included, and participants will have opportunities to dialogue with both the presenter and one another. Participants will learn and discuss many common data metrics in higher education, especially those related to enrollment management and admissions; consider retention and completion rates for their unit and institution and begin to develop strategies to address them within their division; and dialogue with fellow participants and share best practices.

Special Topics in Academic Leadership

Beyond “Trial-by-Fire”: Evidence-Based Design of Faculty Leadership Development Programming

Jamie Shaffer and Russell Carpenter, Eastern Kentucky University
For participants who have some experience with this topic and are ready to learn more

As their careers progress, faculty members often seek out, or are offered, leadership roles across the institution. To ensure they are effective in these positions, training on leadership skills, knowledge, and practices is essential. However, knowing which skills will be most beneficial can often feel like a guessing game, leading to a “trial by fire” transition. This session will examine data collected from a mixed-methods study of early-career faculty and department-level leaders, who shared which skills and experiences were most useful to them as they moved into leadership roles. Impactful experiences and recommendations for providing leadership skills training appropriate for early-career faculty are also discussed. Findings from this study may easily be incorporated into faculty leadership development program design or continuous improvement efforts across institutional contexts. After attending this session, participants will be able to identify skills and knowledge faculty find most beneficial in leadership roles; distinguish skills and knowledge that are particularly beneficial for leadership development in early-career faculty; plan for faculty to participate in leadership experiences that are appropriate for their immediate needs; and design effective leadership development programs using practical topics identified by faculty leaders as highly beneficial.

Design Thinking: Using Inspiration, Ideation, and Implementation to Address Collegewide Challenges

Jana Hunzicker, Deborah Erickson, Rachel Vollmer, Cara Burritt, and Jessica Clark, Bradley University
For participants who have some experience with this topic and are ready to learn more

Brown (2019) asserts that leaders should consider inspiration, ideation, and implementation in everything they do. Directly addressing problems motivates our search for solutions; trying out and systematically adjusting new ideas supports continuous improvement; and thoughtfully implementing new programs, processes, and policies makes our institutions stronger and more successful. This interactive session will describe how the administrative team in one college used design thinking to manage fast-growing online graduate programs, adapt to centralized business practices, resolve inequities, and craft a rigorous yet achievable strategic plan. This presentation focuses on using design thinking to address collegewide challenges. See the presentation in Institutional Culture and Climate, which focuses on using design thinking to pursue opportunities and goals within and across academic departments. Participants will apply the design thinking strategy to a problem or challenge they are currently facing.

Hot Spots: How Higher Education Institutions Need to Adapt to Reduce Burnout

Gretchen Oltman and Vicki Bautista, Creighton University
For participants who have some experience with this topic and are ready to learn more

Burnout is a frequent topic around workplaces in a post-pandemic world and higher education institutions are not immune from its impact. This session seeks to help leaders understand their own propensity for burnout and to shift some of the responsibility for burnout from the leader to the institution. In this shift, organizations must reconsider how and why some customs and practices lead to employee burnout and how simple adaptations and reimaginations of the workplace can strengthen the entire organization.

Increasing Change Capacity Through Strategic Action

Patrick Farrell, Lehigh University
For participants who have some experience with this topic and are ready to learn more

We often look at change in higher education as one or more independent efforts to improve our organization. Successful change can depend heavily on an organization’s change capacity—its ability to consider and implement change. In this session we’ll discuss how to identify key strategic actions that begin to make change and can increase your organization’s change capacity for future changes that may be even more ambitious. We will work through a case study to see how we can deal with current events and increase change capacity. Participants will walk away with a perspective on how even small change efforts can be part of a larger change capacity strategy along with a little experience in thinking through how that might happen.

Leadership Development Beyond Boundaries: MI ACE Network Lifting Women Higher

Nancy Giardina, Marlene Kowalski-Braun, Michelle Hunt Bruner, Wayne State University; and Andrea Beach, Western Michigan University
For participants who have some experience with this topic and are ready to learn more

This session provides participants with a model leadership development program for women in higher education. The Michigan ACE Senior-Level Leadership Development Job Shadow Program draws upon lead practice and innovation to fill a continual gender gap for women in leadership in key roles. The unique aspects of this particular program are built upon values of accessibility, equity, participant agency and collaboration. Participants will walk away with knowledge about current realities and challenges relating to gender equity in higher education, lead practice rationale for programmatic decision making, and specifics about how to adopt or adapt for various contexts.

Strategic Leadership in Online Education Administration in a Rapidly Changing world

Shanta Varma and Xinyue Ren, Auburn University at Montgomery
For participants who have some experience with this topic and are ready to learn more

Online higher education has gone through various phases of growth and expansion that has impacted the existing online educational model in an unique way globally. It has influenced the areas of pedagogy, course offerings, design and delivery, student engagement, accessibility, and affordability. On the one hand, it made education flexible, inclusive, affordable, and equitable to meet the student needs and on the other, it posed challenges caused by the internal and external forces. In this session, we will discuss challenges and opportunities faced by online administrators and leaders while growing, managing, maintaining quality and providing distance education as an option globally.

The Seven Habits of Highly Successful Change Leaders

Stephanie Delaney, Renton Technical College

Learn the findings of a four-year study conducted by the presenter and Carnegie Math Pathways via a National Science Foundation grant examining the impact of executive coaching on change management and leadership in higher education. The presentation reviews seven common traits of successful leaders and explore a framework for successful change management that can be applied to implement change initiatives effectively and sustainably at scale.

Let’s Get Started! What Every New Academic Leader Needs to Know

Coaching Conversations for Academic Leaders: Bringing Out the Best in Yourself and Others

Susan Robison, Professor Destressor, Susan Robison Associates
For participants who are new to this topic

The interpersonal aspects of academic leadership, e.g., annual reviews, performance evaluations, or other difficult conversations with faculty, can be especially challenging to the inexperienced chair. In this interactive workshop, you will practice several powerful brain-based coaching skills drawn from improv games to increase your skills and confidence for leadership that matters: transformational coaching conversations that build institutional collegiality, civility, and engagement. Participants will apply a structure for shaping such conversations (ASK – assess client motivation, set agenda, keep success continuous) in dyad practice and then to contribute to a facilitator–volunteer demonstration of these skills.

Maximizing Your Communication Toolkit: Tools from Positive and Cognitive Psychology

Shannon Scott, Texas Woman’s University
For participants who are new to this topic

Communication is an essential skill to develop community, address conflict, and motivate others. In this interactive session, we will identify specific techniques from cognitive and positive psychology that can help you to approach communication, even difficult communication, using a strengths-based, positive approach. The audience will practice skills such as active-constructive responding and active, empathic listening. The audience will also practice providing negative feedback positively, making an action request, and setting boundaries. At the end of this session, the audience will be able to utilize listening strategies; identify a boundary response plan; create a positive action request; provide negative feedback positively.

Fundraising Strategies for Academic Department Chairs and Program Coordinators

Craig Hlavac, Southern Connecticut State University

University presidents and academic deans are expected to spend significant portions of their time raising funds for their institution. However, historically it has not been customary for this responsibility to fall to mid-organization leaders—until now. Given the demographic challenges many institutions face coupled with increased competition, enrollments (and revenues) continue to wane. Institutions are reducing operating costs, and departments and programs are being impacted. As a result, department chairs and program directors are more frequently seeking out new revenue streams, including direct fundraising. This session will provide a foundational overview of fundraising specific to chairpersons and directors, including how to coordinate with institutional initiatives, engaging your alumni, stewarding current donors, and developing an advisory board. Participants will analyze their current revenue streams and consider whether seeking new sources of revenue would be advantageous for their unit; understand some basic opportunities for getting started in a development initiative, including who to speak with locally; consider how to engage both alumni and the faculty in fundraising efforts; and begin to develop a list of potential fundraising opportunities they can use when they return to their campus.

Leading In and Through Change

Stephanie Hinshaw, Executive Director, Butler Beyond Transformation, Butler University

We have all heard the saying “the only thing constant is change.” Where the saying may be cliché, it is true and leaders experience change constantly in their work environments. Specifically, higher education leaders are asked to respond to changes in the world (i.e. global pandemics), higher education changes, and change directed by executive leadership at their university. Additionally, most leaders identify desired changes and elect to initiate changes themselves. So, change is constant and something leaders much grapple with and even embrace in their roles. This session explores the different types of changes higher education leaders face and equips them with skills to excel in changing environments. Session attendees will learn strategies that will help them survive, address, and embrace change by using a systems-thinking lens and practical leadership strategies.

Raising Standards while Promoting Equity in Promotion and Tenure Processes

Reenay Rogers, Jan Miller, Jerri Ward-Jackson, and B. J. Kimbrough, University of West Alabama
For participants who have some experience with this topic and are ready to learn more

Mentoring new faculty towards obtaining tenure and promotion is a necessity to ensure quality faculty development and promote a feeling of equity in the process as well as an accomplishment for those who obtain these milestones. When the criteria are ambiguous, faculty can become dissatisfied and promotion and tenure committees unsure of the appropriate decisions. This session will present our institution’s journey from an ambiguous set of criteria for promotion and tenure to a more structured, objective, and rigorous set of criteria. We will share our faculty-driven development process, the criteria we established, and our unique scoring process.

Exhibitor Spotlight Sessions

Going Digital: A Conversation Around Day One Access and Affordability of Content

Kenneth C. Green, The Campus Computing Project; Amy levy and Jennifer Binder, BibliU

Covid-19 was a catalyst for the almost overnight migration to online learning across all sectors of American higher education. It also accelerated the movement to digital course materials—and highlighted the need for day-one access and affordable content for all students. This interactive, town hall conversation will focus on what institutions have learned about the challenges and benefits of “going digital,” and how institutions must adapt to better serve and support their students and faculty.
This session is sponsored by BibliU.

Research on the Prospective College Student Campus Visit and Its Impact on Matriculation

Michael Garvey, BHDP

When it comes to student recruitment, the campus visit has long been an essential element of the decision-making process for college-bound high schoolers and their families. The opportunity to assess the authenticity and “heart and soul” of a campus, its people, and culture by participating in a campus tour has proven to be a defining moment in determining whether an institution remains on the short-list or falls among the “ash heap of history” in the prospective student’s mindset.
The pandemic illuminated how campus tours, or the lack thereof, can positively (or negatively) impact the enrollment process. Admission personnel from institutions large and small, public to private consistently lamented how difficult the recruiting process had become in an environment where prospective families had to recalibrate their decision matrix to exclude an on-campus visit. Moreover, institutional budgets and discretionary resources are shrinking, and postsecondary leaders are feeling the pressure to pursue validated strategic investments that present the highest probability of positively impacting enrollment. They must also assess whether and how resources can best be invested to improve the affinity and avidity between the prospective student and the institution.
This presentation will share the results of our firm’s research to measure the significance of the campus visit and its impact on a prospective student’s decision to enroll at a particular institution. Attendees will be equipped with valuable data to help inform their recruitment strategy and make meaningful investments that drive enrollment and retention.
This session is sponsored by BHDP.

Magna Quest: A Pathway to Transformative Teaching

Karin Van Voorhees, Magna Publications

For 50 years, professional development programs from Magna Publications have helped faculty become better teachers. Today, our faculty professional development is a dynamic, engaging, and meaningful learning experience that directs thinking, behavior, and action toward transformative teaching. In this session, Magna’s editorial director will present a new way of learning with our products—a guided development plan for: classroom teaching, active learning, online teaching, inclusive teaching, and career development. After the presentation, there will be time for conversation and feedback. This session is for anyone responsible for faculty education and development.
This session is sponsored by Magna Publications.

Magna Listening Session

David Burns, Magna Publications

This session is your chance to share input on what issues are affecting you and your campus. How are you handling educational development? What is the biggest issue you are facing in your position? What are the biggest challenges at your campus? Magna Publications staff will be on hand to hear your thoughts on where higher ed professional development is headed and what resources would help you be more successful in these changing times.
This session is sponsored by Magna Publications.

Magna Digital Library: Getting More Out of Your Faculty Development Efforts

Joseph Wendorf, Magna Publications

This session is designed to provide information about Magna Publications’ most popular professional development resource—Magna Digital Library. We’ll give an overview of this comprehensive collection as well as use a modeling approach to provide a live and interactive tutorial on how to navigate video and written content and incorporate these into your faculty development planning. You’ll learn different ways to identify materials that match up to your desired theme/topic. The presentation concludes with an open forum, at which time both the presenter and participants will be encouraged to share best practices for the application, implementation, and strategies to garner faculty support and participation for the Magna Digital Library.
This session is sponsored by Magna Publications.