So far in this series on end-of-course ratings we have discussed how to frame a conversation with a faculty member who receives average ratings semester after semester and how to
In the past year, compliance issues plaguing higher education touched on nearly every area of academic and social life—public space and free speech, harassment and sexual assault, academic integrity, and
In Part 1 of this two-part series on strengthening the relationship between chairs and deans, we discussed prioritizing student success and satisfaction, capitalizing on the institution’s greatest
Most academic leaders will serve more than one institution across their careers. In fact, it will be rare that many do not work for at least four or five institutions.<br
Inevitably, deans and department chairs will have to deal with student misconduct. However, what once may have been an issue handled within the university gates is now likely to involve
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
Magna Publications © 2024 All rights reserved