Winston-Salem State University recently implemented its Faculty Fellows Program, a comprehensive, two-tiered model of faculty development to serve the diverse needs of tenure-track and tenured faculty members. The program was
As administrators we’ve heard it often enough and probably said it a few times ourselves: “In order to be an academic leader, you have to be able to make the
Difficult conversations are inevitable in any organization. Understanding how they arise and how they play out can help minimize the disruption without avoiding the issue or alienating those involved.
Domenick Pinto has been chair of the computer science department at Sacred Heart University for the past 25 years. In that time, his role has become increasingly complex, demanding, and
Pareena Lawrence, dean and chief academic officer of Augustana College, says that faculty need to take on a different and more active leadership role in order to meet the demands
At many institutions, development of leaders begins once people are selected for formal leadership positions. This approach is partly the result of a resistance to leader development borne of higher
As demand for accountability increases, students’ willingness to participate in surveys appears to be decreasing, making it more difficult for faculty and staff involved in retention work to improve their
In 1999 Iowa State University’s faculty senate approved a post-tenure review policy that required each tenured professor to be reviewed at least every seven years, but without a method of
With part-time faculty now the majority of instructors at most higher education institutions, it’s important to provide them with the support they need to succeed. But what kind of support
Fostering faculty cohesiveness can be challenging in the traditional, face-to-face setting, but the complications are multiplied in the online environment, where the geographic and emotional disconnect can be difficult to
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