Faculty Focus Special Report Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator

An Essential Toolkit for New Academic Administrators

Inadequate preparation, unrealistic expectations, and increased workload can create undue stress on faculty members making the transition to department chair or other levels of administration. All too often new administrators are left to fend for themselves when it comes to discovering and developing the skills they need to succeed in their new position.


Making the leap from faculty to administration will never be easy, but this report will help new administrators navigate the potential minefields and find their voice when it comes to leading effectively.

Remember how you felt during your first semester of teaching? Excited? Nervous? A little over-whelmed? At times you even might have wondered how the school could give you a job with so much responsibility and so little training.


Now you’re a seasoned educator making the move from faculty to administration. And guess what? You’re excited, nervous, and a little overwhelmed. And, once again, you wonder how the school could give you a job with so much responsibility and so little training.

Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator will get you on the right track for long-term success.

Here are some of the articles you will find in Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator:


Look Before You Leap: Transitions from Faculty to Administration
It Seems Like Only Yesterday … The Challenges Face by Recently Appointed Administrators
Translating Teaching Skills to Leadership Roles
The First 1,000 Steps: Walking the Road from Academic to Administrator
Why New Department Chairs Need Coaching
10 Recommendations toward Effective Leadership
A Practitioner Model for Ethical Leadership
Look Before You Leap: Transitions from Faculty to Administration

This report will help new administrators find their way, while shedding new light on leadership styles, myths and responsibilities. It also may remind experienced leaders what it was like that first year in hopes that they might reach out to help make someone else’s transition a little easier.

Faculty Focus is packed with innovative ideas, best practices, and other information you can use right away on the topics that impact your students, your school and your work, including:


Teaching and Learning
Instructional Design
Faculty Development
Distance Learning
Classroom Management
Educational Assessment
Teaching Strategies
Faculty Evaluation
Learning Styles
Curriculum Development
Community College Issues
Trends in Higher Education
And much, much more.

Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator is the perfect example of the free, high-value we offer on Faculty Focus.

Faculty Focus Special Report Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator

Diverse Issues in Higher Education: Advocate Hopes to Use International Experience to Build HBCU Capacity

February 24, 2011

Advocate Hopes to Use International Experience to Build HBCU Capacity by Michelle J. Nealy

Dr. Boyce C. Williams had already secured her legacy as an advocate for Black colleges and African-American teachers when she accepted a new position last month at the National Association for Equal Opportunity and Higher Education.

The former vice president for institutional relations at the National Council for Accreditation of Teacher Education (NCATE), Williams helped develop a strategy that doubled by 2001 the number of education programs at historically Black colleges and universities that pursued or earned accreditation, up from 40 percent of those programs in 1991.

After nearly two decades of providing quality teacher instruction to departments and colleges seeking accreditation, Williams has a new task: helping HBCUs secure a place in the 21st century.

As the newly appointed senior vice president and chief of staff for NAFEO, Williams is forging stronger relationships between HBCUs and colleges and universities in the Middle East while improving accreditation inadequacies for both groups.
DI: What prompted your departure from NCATE after nearly 16 years of service?

BW: I spent almost 15 months in 11 different countries. When I returned to Washington, I knew that I couldn’t go back [to NCATE]. Outside of Egypt and Jordan, the whole concept of education and literacy is new. These people have been desert people for generations. The oil and the money are only about 30 years old. In order to compete on the world stage, they have to be educated. That, to me, hearkens back to what it must have been like when HBCUs were founded. At some point we began to build capacity and infrastructure for ourselves. That’s what they are doing. I’m a product of an HBCU, Lincoln University in Pennsylvania. I feel like I have been blessed to have come full circle.

DI: You traveled throughout the Middle East studying the readiness of those nations to pursue NCATE accreditation. Has that work been concluded?

BW: The work had been commissioned for another two years. The Saudis were ready to fund it, as were the Kuwaitis. But I wasn’t sure if NCATE was in a position to really carry out what needed to be done with the limited staff and resources. We [didn’t] have the personnel to devote to this. I can’t half step. I cannot be over there, by myself, traveling from one country to the next, in the name of NCATE, knowing that NCATE is in the U.S., and they don’t know exactly what I’m doing. That’s not fair to them.

DI: Now that you’re at NAFEO, what role will you play? Do you see yourself as liaison between HBCUs and universities in the Middle East?

BW: In our mission statement, we talk about being that international voice. I’m hoping that I’ve built some alliances abroad. I’ve been invited next November to be the international keynote speaker for an education conference in Jordan. They know I’m not at NCATE anymore. It doesn’t matter. I asked them to think about a day where [we] could invite presidents from the Middle East to come and hear from the chairman of NAFEO’s board and [NAFEO’s executive director] Lezli Baskerville. They are entertaining that. I see a distinct role for our presidents in terms of networking and mentoring presidents in the Middle East. When we study abroad and when there are Fulbrights they should be choosing to go over there. Their students should be choosing HBCUs.

DI: Give me an example of an area where HBCUs need to be making a larger investment?

BW: Data. How we collect data, how we use the data to make decisions about teaching and learning and running our institutions. This is a data-driven [industry]. We have institutions that have done an exceptional job [with data]. We use them in our presentations. Hampton University is one. Tennessee State University is one. So we have asked them to share with us their best practices. If you don’t have the capacity and the infrastructure [to collect data], it begs the question by lawmakers, why do you need to be there?

DI: What’s on the horizon for NAFEO?

BW: We can’t lose sight of the advocacy piece that we play for our institutions because they are struggling. We have a partnership with Wal-Mart, the American Indian Higher Education Consortium and the Hispanic Association of Colleges and Universities to improve student retention and graduation rates. We just finished reviewing applications from about 20 institutions that want to be mentor institutions. They have programs in place to mentor other institutions toward retention of their students. We’ll do a [request for proposal] among the three organizations for institutions to be protégés.
The agenda of NAFEO can remain the same; however, the pathways to actualizing the goals and objectives embedded in the constitution have to be open and welcoming.

Diverse Issues in Higher Education: Advocate Hopes to Use International Experience to Build HBCU Capacity

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Dillard University Research Support Workshop: “Use of Human Subjects in Research”

Sponsored by the Dillard University Office of Undergraduate Research

March 3, 2011
11:00 a.m. - 12 Noon
PSB 131 & 135

This workshop covers the historical events, ethical principles, and guidelines that led to legislation designed to: ensure the safety, welfare, and privacy of human volunteers in research; establishes the role of the Institutional Review Boards (IRBs); and defines the responsibilities of faculty and student researchers in the protection of human subjects in research. Included will be a discussion on the Dillard IRB process.


The workshop is open to Dillard students interested in understanding the ethics and practice of involving human subjects in research activities. The information should be of special interest to students currently engaged in or about to begin research. Students intending to participate in the Undergraduate Research and Creative Works Competition on April 7, 2011 are especially encouraged to attend. Faculty and staff are welcome to attend.

Who Should Attend: Students interested in the conduct, sponsorship and oversight of research involving human subjects. Interested faculty and staff are welcome to attend.

Lynn Y.R. Strong
Director, Undergraduate Research
Institutional Review Board (IRB)
Dillard University
Professional Schools Bldg., Rm. 250
2601 Gentilly Blvd.
New Orleans, LA 70122
Tel: 504-816-4446
Fax: 504-816-4313
lstrong@dillard.edu

Dillard University Research Support Workshop: “Use of Human Subjects in Research”

National Association of African American Studies & Affiliates Newsletter March 2011

National Association of African American Studies & Affiliates

Newsletter March 2011

The National Association of African American Studies and Affiliates held its national conference February 14-19, 2011 in Baton Rouge, Louisiana. More than 500 scholars from across the United States presented outstanding research papers, directed demonstrations and roundtable discussions. One of the major highlights involved presentations provided by scholars from India, Pakistan, South Africa, Puerto Rico, Morocco, Nigeria, Poland, Norway, Japan, and several other countries.

The national organization received tremendous support from the Baton Rouge community, regional and national organizations. The Louisiana Retired Teachers Association, Educators of Yesteryear, Southern University and A&M College, Baton Rouge Department of Human Services, Baton Rouge Office of World Affairs, the Office of the Mayor-President of Baton Rouge, and East Baton Rouge School System were very involved with the program. Receptions were sponsored by Hispanic Outlook Magazine, and the Baton Rouge Black Chamber of Commerce.

The conference also served as host to the Center for Islamic Studies. Participants in this program presented research February 17-19, 2011. Participants from both CIS and NAAAS and Affiliates were invited to attend each other's program. International guests involved with CIS traveled from Portugal, Kenya, Malaysia, Pakistan, India, Israel, UAE, Nigeria, Egypt, Australia, and Saudi Arabia.

There were also a number of special events for the attendees. The evenings were filled with receptions and entertainment provided by the Yang Guang Dance Troupe. The Office of the Mayor-President presented Honorary Certificates to all international guests.

The national organization has started to plan for the February 6-12, 2012 conference. We encourage friends and colleagues to join us in this scholarly program.

Calendar of Events
April 10-13, 2011
Sino-American International Research Forum
Jackson, Mississippi

June 29-Sept. 1, 2011
"Working Together to Create Bullying-Resistant Schools" Training Program, Orlando, Florida

July 16-28, 2011
Nelson Mandela Metropolitan University Research Forum
Port Elizabeth, South Africa

August 4-7, 2011
Grand Opening of National Office
Portland, Maine

Sept. 29-Oct. 2, 2011
Western Regional Meeting of the National Association of Hispanic and Latino Studies, San Diego, California

National Association of African American Studies & Affiliates Newsletter March 2011

Diverse Issues in Higher Education: Louisiana Regents’ Racial Makeup Factors in SUNO-UNO Merger Push

February 23, 2011 by Pearl Stewart

When Demetrius Sumner sits down at the next meeting of the Louisiana Board of Regents, the Southern University student will be the only African-American and the only minority among the 15 board members.

Last December, just before announcing his plan to seek a merger of two Louisiana universities, Gov. Bobby Jindal changed the face of the Board of Regents by appointing only White male members to the open seats. The members have a five-year term. The lone student representative is not appointed by the governor but is elected by fellow student government leaders for a one-year term. Sumner, the current SGA president at Southern’s Baton Rouge campus, serves until April.

“I’ve done some research, and this is the first time this has happened since the board’s inception,” says attorney Cleo Fields, a former U.S. Congressman who recently filed suit on behalf of students at Southern University of New Orleans and the University of New Orleans to stop a commissioned study into the plausibility of combining the two schools into a new institution. The board was created to oversee the state’s 19 higher education institutions in 1974. Fields was the board’s student representative in 1984.

On Thursday, a court hearing is scheduled to determine the merits of the lawsuit. The suit contends that the board’s makeup is unconstitutional because it does not reflect the racial and gender diversity of the state, which is about 37 percent minority.

The merger study and the ensuing lawsuit have focused attention on the governor’s recent appointments. In a December news release, the Louisiana Legislative Black Caucus issued a statement decrying the lack of diversity in the appointments, stating, “Governor Jindal ignored a long-standing Louisiana law directing the governor to appoint these members based on the state’s gender and race population.” The LLBC added that Jindal appointed a total of five White males to the board, and three White males to the University of Louisiana Board of Supervisors. The group also noted that seven of the eight appointees had been contributors to the governor’s campaign.

Jindal has publicly responded to the criticism by stating that he looks for the best qualified people to serve in appointed positions. LLBC chairwoman Rep. Patricia Smith says Jindal “is basically defying the constitution, and he’s saying there are no qualified minorities or women to take these positions. He’s the first governor we know of to do this.”

Current board members are not permitted to comment on the lack of diversity because of the pending litigation says board spokeswoman Meg Casper. However, Dr. Ingrid LaBat, an African-American whose term expired in December, says she was not surprised at the appointments and she did not expect to be appointed to a second term. “We serve at the pleasure of the governor, and I was appointed by the previous governor (Kathleen Blanco).”

“I would hope that those on the board take into consideration all of the citizens of the state and their needs and backgrounds when they make their decisions,” she says.

Fields notes that the latest appointees to the board are allowed to function fully and vote as board members, although they have not yet been confirmed by the Legislature.

He says he is hoping that the board members will rectify the situation. “There are some good people on the board, and I think they ought to resign, not because they have done anything wrong, but because the governor has put them in a very bad position. We can’t have one race of people deciding the future of higher education for any state.”

Diverse Issues in Higher Education: Louisiana Regents’ Racial Makeup Factors in SUNO-UNO Merger Push

Academic Impressions: Copyright and Faculty Rights Webcast

May 12, 2011 12:00 - 1:30 p.m. CDT

Do you wish you knew more about how copyright and fair use laws apply to teaching and research?

How copyright and fair use laws apply to teaching is not always clear. The increasing ease of copying and distribution of digital materials raises the stakes even more. Faculty often do not have access to the resources and support they need to sort those challenges out.

Faculty, instructional support personnel, and other academic administrators are invited to join us online to understand the challenges and solutions of applying copyright law in your classrooms, research, and scholarship.

WHAT YOU WILL LEARN

Before the webcast, you will receive a summary of the relevant copyright statutes and regulations so that you can familiarize yourself with the law prior to participating. During the webcast our instructors will cover the following topics:

• Ownership of copyrighted works
• Copyright in your own works and publications
• Steps to protect and manage your copyright
• Publication agreements
• Open content requirements
• Institutional requirements and open access
• Fair use - using and being used (including Google Books)

INSTRUCTORS

Kevin L. Smith, J.D., Scholarly Communications Officer, Perkins Library, Duke University
Steven J. McDonald, J.D., General Counsel, Rhode Island School of Design

REGISTER FOR THE LIVE SESSION, PURCHASE A CD

Register online or call 720.488.6800. Want to share this valuable information with your colleagues? Register your institution for a single site connection and an unlimited number of people can participate.

You can also add this event to your training library by purchasing a CD recording of the live webcast and a bound set of the presentation materials. Questions? Call us to help determine if this event is right for you.

Academic Impressions: Copyright and Faculty Rights Webcast

MAGNA ONLINE SEMINARS Presentation: Program-level Student Recruitment and Retention Strategies

MAGNA ONLINE SEMINARS Presentation: Program-level Student Recruitment and Retention Strategies

Academic Impressions Webinar: Hybrid Learning: Course Design and Faculty Development

March 24, 2011 :: 12:00 - 1:30 p.m. CDT

Learn how to create an effective hybrid learning instructional model and faculty development program.

In order to successfully launch a hybrid learning initiative, several components must be in place: a hybrid (re)design faculty development program, technical support of instructional technologies, and a sound institutional implementation plan. Join us online to learn how to address each of these critical components and others.

WHAT YOU WILL LEARN
You will receive a hybrid learning (re)design process checklist, which will incorporate steps to effectively map your course and ensure quality assurance and alignment standards. Additionally, our expert instructor will present information, tips, and advice on the following:
•Emerging technologies and the 21st-century learner
•Best practices and considerations for developing a sound hybrid learning institutional implementation plan
•Components of a successful faculty development (re)design program

WHAT PAST PARTICIPANTS SAID ABOUT THIS EVENT
• "This Web conference not only answered many questions I had related to hybrid learning but gave me practical, easy-to-follow tools to assist in developing a blended course."
• "The incorporation of usable models for assessment and planning, whether it be other institutions or professional research organizations, gives credence to the presenter's expertise on the subject."

Academic Impressions Webinar: Hybrid Learning: Course Design and Faculty Development

2011 ASU HBCU Conference: Entrepreneurship: Globalization of the New South

Alabama State University Office of Media Relations & Public Information

Inspiring Faculty Grants and Contracts Workshop Coming in March at ASU at
The National Entrepreneurship HBCU Conference!

(MONTGOMERY, Ala.) -- The Office of Research and Sponsored Programs at Alabama State University is hosting a grants and contracts workshop for faculty members from across the nation during the university’s national Historically Black Colleges and Universities entrepreneurship conference, which occurs from March 7-10 at ASU’s Montgomery, Ala. campus. The conference is titled Entrepreneurship: Globalization of the New South.

The goal of ASU’s HBCU conference is to provide attendees the opportunity to learn about business development, entrepreneurship, grants, contracting and fellowships, with a special focus on science, technology, engineering, and mathematics. The special workshop for faculty will provide hands-on sessions that offers critical information, such as do’s and don’ts of grant writing and how to create budgets for successful proposals. The workshop also imparts help to future principal investigators and project directors of grants on how to maintain a successful award once it is funded, said Linda Phaire-Washington, associate provost for the Office of Research and Sponsored Programs (ORSP) at ASU.

“The faculty-focused workshop provides interactive sessions on the mission and functions of ORSP; critical information needed to navigate electronic proposal prospecting, tracking, and grant submissions to federal agencies; proposal processing through ASU; and budget preparation,” Phaire-Washington said. “We are delighted to offer these resources during the national HBCU entrepreneurship conference that is being held on our campus,” she added.

Phaire-Washington is one of the presenters at the faculty workshop. She has held numerous research, faculty and administrative positions in a variety of government, nonprofit corporate, academic institutions and national research laboratories. She serves on various advisory boards, including the National Science Foundation’s Louis Stokes Alliances for Minority Participation (LSAMP) in Maryland, Illinois and Washington, D.C. LSAMP alliances exist in 32 states and involve more than 100 academic institutions. The goal is to increase the number of students earning baccalaureate and graduate degrees in science, engineering, technology, and mathematic fields.

ASU’s contract specialist in its office of Research and Sponsored Programs, Dr. Jarralynne Agee, said she is excited about what this event can provide to ASU faculty and for other faculty members from across the country.

“This major event is a must for both new and seasoned faculty. Our office is proud to present a team of successful ASU faculty who will reveal the steps and strategies for participants to experience their own success at attracting local, state and federal funds,” said Agee. “Whether you are looking to win your first grant or are ready to combine collaborative innovation with the solid method needed to secure a six or even seven figure award, then this workshop is intended for you,” she added.

Agee also is a conference presenter. She has served as an assistant professor of social science at ASU and has taught courses at the University of Alabama – Birmingham, Miles College and Peralta Community College. For nine years, she worked at the University of California-Berkeley as a faculty member in the departments of psychology and African-American studies, as well as a principal analyst in its Center for Workforce Development. She has won several grant awards, including a workforce investment agency stimulus grant that gave summer jobs to more than 200 youth.

For additional information about the entrepreneurship conference, visit http://www.asu-hbcu.org.

Media Contacts:
For more detailed information on the conference or workshops, contact Tammi Thomas, at tthomas@dstincorporated.com or via 301-583-3500, ext. 239.
For media interview requests, contact Kenneth Mullinax, at kmullinax@alasu.edu or via 334-229-4104

2011 ASU HBCU Conference: Entrepreneurship: Globalization of the New South