Editor’s Note: This article is the second installment of a three-part series on conversations about course ratings. Last month explored how to frame a discussion with a faculty member who
I’ve had the pleasure of working with hundreds of higher education administrators and leaders over the past 20 years or so. The health habits of those administrators in many ways
What does it mean to be a leader? Interest in the study of leadership continues to grow, and colleges and universities are taking notice by rolling out new programs. Current
Talking with faculty about end-of-course ratings is generally a high-stakes conversation where merit raises, promotions, or permanent contracts are on the line or at least hovering in the background of
Faculty routinely engage the assistance of instructional designers when designing and developing courses. To build trust and respect between faculty and instructional designers, each has to realize that they are
Those in the trenches don’t need to be told higher education is facing serious challenges, but the reminders are everywhere. As reported by Inside Higher Ed, there’s a growing shortage
Several years ago, I wrote a post for my blog that listed things department chairs could say about teaching that faculty would love to hear. Of course, to be meaningful,
On November 16, the Department of Education released its long-awaited proposal for new Title IX regulations that will govern how colleges and universities respond to reports of sexual harassment and
In viewing the organizational structure of our colleges and universities, there is a common hierarchy of faculty, chairs, deans, and higher administration that includes a president or campus leader and
Universities protect researchers’ inventions by securing patents. The resulting commercialization activities provide additional funding for research and spur start-up companies. Many universities retain their patent assets in-house even though monetizing
