Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Academic Leadership

Collaboration in Higher Ed

What’s Driving Collaboration in Higher Ed?

Most higher education institutions are not organized to encourage, support, and reward collaboration. Yet, collaboration—across disciplines, functional units, institutions, and organizations—is a highly effective way of dealing with complex issues.

Read More »

Five Tips for Surviving Accreditation: A Tongue-in-Cheek Reflection

Many academic leaders are involved in regional accreditations, and I am no exception. The six regional accrediting agencies are becoming increasingly stringent in the application and interpretation of their standards, and this can make the accrediting process a difficult one to survive. Our institution was a founding member of the Southern Association of Colleges and Schools (SACS) and has been accredited continuously from the beginning. I have been involved in four of the 10-year “reaffirmation” activities, serving as chair of the college steering committee twice and serving as our institutional liaison with SACS for many years.

Read More »

A Productive Way to Harness Parental Involvement

As every academic leader can attest, the current generation of college students has been blessed with parents who remain highly invested in every aspect of their children’s education. It is not uncommon for parents of students to call the dean, provost, or even president to discuss a problem with a course. Occasionally even the parent of a graduate student will attempt to intervene in an academic issue affecting his or her child.

Read More »

A 10-Point Survival Guide to Being, and Staying, an Academic Leader

While entering the administrative ranks of academia might seem a formidable task, staying there presents a whole other series of challenges. The average length of stay for a dean, vice chancellor, or chancellor can often be fewer than five years and in some programs, the duration of leadership has been known to be considerably shorter.

Read More »

Creating a Center for Professional Development and Leadership

Colleges and universities have realized increasingly that effective teaching by instructors and successful learning by students does not occur through serendipity. Even though more and more graduate programs are providing doctoral students with experience and training in how to teach at the college level, many faculty members still reach their positions largely through an education based on how to perform research, not on how to include students in that research or train others in their disciplines.

Read More »

Are Senior Faculty Members Still Effective Teachers?

Now that I’m one of those “senior” faculty, I hear a lot of digs about faculty who need to retire … deadwood, still standing but hopefully about to topple. The belief that the teaching effectiveness of most “seniors” declines is strong and persistent. Is it true or yet another one of those academic myths?

Read More »

Making the Shift from Rhetoric to Performance

Discussion of teaching and learning as an academic, scholarly endeavor has become an acceptable conversation on college campuses. A shift is beginning to take place whereby the scholarship of teaching and learning is now being taken seriously. We are making progress in higher education by making undergraduate education intentional, thus moving toward a learner-centered paradigm.

Read More »