Change is the name of the leadership game these days in higher education. So much has changed since the pandemic, and the landscape keeps evolving. As post-Covid enrollment and budget
We’ve all been there. You are sitting in a meeting with a committee or your supervisor, considering a potential new program, curriculum, or policy to meet a perceived need on
Change can be exciting, but workplace evolutions can also require leaders to address sensitive issues and controversial topics. While many educational leaders may focus on avoiding or preventing challenging dialogues,
Last month, I introduced the U.S. Surgeon General’s Framework for Workplace Mental Health & Well-Being. The framework was created to start deeper conversations about change and well-being in the workplace
Department meetings are opportunities to provide important information, share announcements and updates, make or confirm decisions, and discuss topics. However, they can sometimes feel heavy with facts and information and
Higher education faculty know the value of providing formative feedback to students. They recognize that feedback that provides actionable information promotes deeper learning. Faculty are also accustomed to receiving feedback
As academic leaders, we are under so much pressure to deliver—enrollment targets, strategic plans, graduation rates, AI policies, and on and on—that we can lose sight of what our students
Artificial intelligence is already making a difference in academic research, and it’s poised for bigger things yet. In biology and chemistry, AI is coming up with novel proteins and drug
Prior to the COVID-19 pandemic, colleges and universities were ramping up their services to address the mental health crisis among students as depression, anxiety, loneliness, suicide, and other issues were
In the first article in this series, we defined and explained the concept of design thinking for higher education settings and described how our college-level administrative team used the framework
