HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
academic leadership issues
For six years, Cecilia McInnis-Bowers and E. Byron Chew served as dean-partners for the division of business and graduate programs at Birmingham-Southern College, taking shared leadership beyond a simple division of labor by working together on every decision, jointly advising students, and conducting each meeting and telephone call together.
To say that my first year as division chair was a “learning experience” filled with “teaching moments” is an understatement. I had no idea what I was getting myself into! In addition to the normal duties of chair, my division was moving to a new building, the college was working on its accreditation self-study, we began collective bargaining, we added two new members to the division, we conducted a search for an additional new member, and I taught a fully online course for the first time.
While I am far from a computer guru, I know the great value of technology and have become addicted to email. I am not sure how many hundred email messages I get each week, but my OCD tendencies lead me to an irresistible desire to check and respond to my messages many times a day. Such a compulsion is, I fear, only one symptom of my personal infomania and rushaholism. And I know I am not alone.
All too often new administrators are left to fend for themselves when it comes to discovering and developing the skills they need to succeed in their new position. This report will help new administrators navigate the potential minefields and find their voice when it comes to leading effectively.
When done correctly, a strategic plan provides an academic department with a definitive blueprint. When done incorrectly, it’s an unpopular waste of time. Dr. Anne Massaro of Ohio State University shares strategies for making strategic planning more relevant for faculty, and for ensuring that once the plan is complete, it doesn’t sit on a shelf collecting dust.
Most of us who have found our way into academic administration (surely, few of us actually plan such a career) have learned to survive the whitewater rafting experiences of academe by drawing on reserves of stoic patience and calm rationality we never knew we had. That is to say, Epictetus lives today in many an academic administrator’s office, perhaps sitting like some modern-day Jiminy Cricket on the administrator’s shoulder, saying, “Patience, my friend. Be strong and endure, for this too will pass.”
In Tuesday’s post, we talked about a survey conducted by Brenda Coppard, chair of occupational therapy at Creighton University, on the transition from faculty to
Inadequate preparation, unrealistic expectations, and increased workload can be overwhelming for faculty members making the transition to department chair. Brenda Coppard, chair of occupational therapy