WEDNESDAY, January 22, 2:00–5:00 PM
Nudging Toward Equity:
How Faculty Work is Taken Up, Assigned, and Rewarded in Academic Departments
Many faculty and academic leaders experience the way in which work gets done in academic departments as unfair. Some faculty step forward over and over again and do the lion share of department service or administrative roles while others skate or shirk collective responsibilities. Important work done on behalf of the department is invisible, and there are few benchmarks or standards to acknowledge exemplary performance. Women and under-represented minority groups are found to engage in a greater share of service and mentoring work and face career penalties and dissatisfaction as a result.
Leaders often find themselves in the awkward position of wanting to make sure workload is fair and collectively shared, but also needing to ask the willing faculty to complete important tasks. Whether it be to get needed department work done, to ensure fairness and equity, especially for diverse faculty, or to reward and recognize those who go above and beyond, academic leaders need to create new cultures and systems for division of labor. But how, as campus leaders, do we engage our faculty and leadership teams in creating the conditions and work practices that will ensure workload fairness and satisfaction?
Workshop leaders will share the latest research on the implicit biases and conditions shaping workload allocation and concrete solutions. Participants will engage in case studies and think through different ways to examine equity issues in faculty workload. We will consider different kinds of data that might be collected to consider equity issues, make work activity data transparent, and identify organizational practices and policies that design for greater equity in divisions of labor. We will also walk participants through how practices might differ, or be adapted across different institutional types and disciplines.
KerryAnn O'Meara, Associate Dean for Faculty Affairs and Graduate Studies in the College of Education, Professor of Higher Education, and Director of the ADVANCE Program at the University of Maryland, and P.I. of the NSF-funded ADVANCE IHE-PLAN, Faculty Workload and Rewards Project; Audrey Jaeger, Professor & Alumni Distinguished Graduate Professor and Executive Director, National Initiative for Leadership & Institutional Effectiveness, University Faculty Scholar at North Carolina State University and Aimee LaPointe Terosky, Associate Professor of Education Leadership, St. Joseph's University
Beyond the Call of Duty?
Examining the Faculty Role in Student Success
Higher education is committed to helping students earn their degrees. Improvements in student persistence and degree completion metrics must be demonstrated for institutional accreditation and funding. Historically, resources have been focused co-curricular support, however, campus leaders are now looking to their faculty to make further gains in fostering student success. However, we are at a crossroads for how to align faculty roles with institutional student success goals and priorities. The workshop will begin with dot-voting to gather participant’s experiences with engaging faculty in student success. Then, reflective key-phrase journaling will create operational definitions of student success that include faculty and leadership responsibility components. Next, jigsaw cooperative groups will analyze effective practices for creating culture, policies and practices that engage faculty in student success endeavors both service and teaching. Finally, a What, So What, Now What? activity will help participants identify next steps when returning to their campus.
Rebecca Campbell, Professor, Educational Psychology, Northern Arizona University; Gypsy Denzine, Senior Vice Provost for Faculty Affairs, Virginia Commonwealth University
This workshop is presented by the POD Network
A Year in the Life of a College Restructure Process
Contemporary challenges of higher education compel institutions to advance their mission by making bold academic alignment decisions. Academic leaders must continually re-evaluate the effectiveness and relevance of their academic programs, structures, and organizational alignment. If they are no longer serving them well, there’s a demand to reevaluate the organizational model to become a leaner and stronger entity with opportunities for growth. Institutions are driven to have organizational structures that enhance opportunities for academic programs to be supported, to grow, to function efficiently, and to enable effective leadership. The goal should be for an institution to have an organizational structure that supports creativity, flexibility, and the interdisciplinary dialogue and collaboration that will allow it to respond to opportunities.
Whether you are considering academic restructure at the department, college, or institutional level, this workshop will provide the knowledge and planning tools to strategically evaluate your situation and identify the right approaches for various unique institutional contexts. Facilitated by four individuals from three different institutions, each of whom have overseen and been intimately involved in a variety of restructure initiatives, the workshop will expose attendees to:
- Consider relevant literature/best practices pertaining to change in higher education
- Identify the key integrated planning areas to reevaluate your academic offerings
- Assess your current situation and target areas for strategic growth
- Adapt and tailor existing models, such as: merging schools or departments, establishing schools and/or colleges, converting programs, and more
- Rethink traditional leadership roles and responsibilities to strengthen decision-making
- Face and embrace campus culture and conflict amidst constant change
- Explore workflow and staffing deployment
- Consider Lean Process Mapping in order to improve efficiency (as a support for increasing workloads and shrinking resources)
- Review research on how social networks relate to faculty perceptions about change
- Use of data (enrollment, retention, program outcomes) to engage in strategic program evaluations
Workshop attendees will also be provided the opportunity to reflect on, share and discuss their own experiences in addressing realignment or restructuring initiatives and opportunities at their home institution. The goal of the workshop is to provide all in attendance best practices and an exchanging of ideas of how to navigate the structural and cultural challenges of an academic realignment or restructure project.
Holly N. Lucas, Assistant Academic Dean Academic Affairs, and Jeffrey R. Breese, Provost & Vice President for Academic Affairs—both of University of Mount Union; Elizabeth Bushnel , Assistant Vice President for Institutional Effectiveness, Manchester University; Michael K. Schuchert, Associate Vice President for Planning & Institutional Effectiveness, Marymount University
Cultivating and Sustaining a Grants Culture on Campus through National Science Foundation Grants
This workshop focuses on building a grants culture on campus and uses a review of National Science Foundation Grants as a case study in how grants that support teaching and scholarship can energize a campus and set it up for future grants success. Discussion, a small group exercise, and plenty of time for questions will be worked into the time period. Participants will leave the workshop with some concrete ways to cultivate a grants culture on their campus and a sense of how some NSF grants that small and mid-sized colleges have successfully managed might work on their campus.
Jessica C. Gerrity, Vice President, McAllister & Quinn; Tracy Parkinson, Executive Vice President, Coker University