Preconference Workshops

The Leadership in Higher Education Conference offers four half-day preconference workshops to further enrich your conference experience.

The cost is $299 for each half-day preconference. These sessions are held Thursday, October 3, before the conference begins.

Enrollment is offered during conference registration.

If you have already registered for the conference, call 608-246-3590 to enroll.

Twelve Strategies to Promote Online Program Growth While Ensuring Quality

Thursday, October 3, 2019 | 1:00–4:30 pm

Brian Udermann, University of Wisconsin - La Crosse

  Brian Udermann Brian Udermann

There continues to be a tremendous amount of interest in online learning in higher education; this interest is coming from students, faculty, and administrators. However, with increased interest and growth come challenges. Who oversees online education on your campus? What policies and procedures are in place to govern online programing? What professional development opportunities are available to your faculty? What data can you collect and analyze to drive decisions related to online programing? How are you ensuring quality of online courses and programs? This pre-conference workshop will cover twelve practical strategies leaders can implement to promote online growth while ensuring quality.

Participants will:

  • Describe a variety of challenges currently facing online administrators.
  • Identify a variety of strategies that can promote the growth of online courses and degrees on campus.
  • Identify a variety of strategies faculty and administrators can implement to ensure the quality of online offerings.
  • Initiate a conversation with appropriate stakeholders on their campus about exploring and implementing the workshop strategies on their campus.

Who should attend:
Faculty, Program Directors, Department Chairs, Deans, and Provosts facing the challenge of growing online education offerings on their campus while maintaining a focus on quality should attend this workshop.

Mobilizing Institutional Structures and Resources to Influence Educational Change

Thursday, October 3, 2019 | 1:00–4:30 pm

Donna Qualters and Annie Soisson, Tufts University Center for the Enhancement of Learning and Teaching

  Annie Soisson Annie Soisson
  Donna Qualters Donna Qualters

In this workshop, we will introduce a framework that change catalysts can use to shift campus cultures to address emerging education trends. We will highlight a top down and bottom up approach to change that effectively engages faculty in movement toward institutional priorities. We will provide examples of individual changes in faculty, the evolution of the teaching center, challenges faced along the way, and the broader organizational impacts of using this framework to forward institutional initiatives. While each context is different, we hope that understanding the process we followed might inform your own process of intentionally effecting change in your own organization.

Using our center’s inclusive excellence change initiative as a case study, we will guide participants through the model using opportunities for individual reflection, whole group discussion and small group work. Participants will use the model to identify current or upcoming opportunities for change and strategies to catalyze that change through faculty involvement.

Participants will:

  • Be familiar with a successful organizational change framework applicable to any institution
  • Share best practices in shifting campus culture and increasing faculty participation in the process
  • Identify structures, partners and resources they can cultivate to support their intended change
  • Outline a draft plan to influence the campus culture toward the intended change that they can continue to develop on their home campuses

Who Should attend:
Provosts, Deans, Department Chairs, Program Directors

Managing Conflict Up, Down and All Around in Higher Education

Thursday, October 3, 2019 | 1:00–4:30 pm

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

Jenny Van Amburgh
Jenny Van Amburgh
 Seena Haines, Seena Haines
Susan Stein Susan Stein

We all encounter conflict in our responsibilities as academics. This workshop will aid attendees in applying effective conflict management strategies. Past experiences will be incorporated to inform, reflect and reveal actionable strengths and opportunities. Participants will complete a survey to inform their conflict management style, then explore several case scenarios to apply various styles including bringing forward one example from the attendee’s workplace.

Participants will:

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

Who should attend?
Chairs dealing with disparate faculty interests while trying to support their development and success.
Associate and Assistant Deans coordinating often conflicting interests in managing program services such as curriculum, student affairs, assessment.
Deans as leaders and visionaries who must harness conflict to find the best solutions for program growth.
Administrators responsible for assuring resources are managed efficiently and effectively.
Faculty facing challenges with colleagues and students in pursuing personal and team success.

Why Do I Lead the Way I Do? Exploring a Leadership Philosophy Framework for Leaders in Higher Education

Thursday, October 3, 2019 | 1:00–4:30 pm

Gretchen Oltman and Vicki Bautista, Creighton University

Vicki Bautista Vicki Bautista Gretchen Oltman
Gretchen Oltman

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, sometimes falling into leadership roles at unexpected times or through unpredictable paths. 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, particularly those new to their leadership positions within the past five years, to explore how one’s personal history influences decisions today. There will be an opportunity for participants to share examples, write and dialogue about their philosophies, and receive constructive feedback from the group.