Reflections of a Retired Dean
To serve a college or university as a dean or provost is a special honor and responsibility. I had the pleasure to be in such offices—from department chair, to division
Thomas McDaniel
July 19, 2017
To serve a college or university as a dean or provost is a special honor and responsibility. I had the pleasure to be in such offices—from department chair, to division
At the beginning stages of a successful mentoring program, you must provide appropriate development and clear expectations for your mentors. Your program’s success will largely depend on how well you
Higher education is experiencing a rapidly changing and challenging environment. To succeed in better enabling necessary institutional and marketplace changes as well as creating maximum student learning opportunities, today’s academic
In recent issues of Academic Leader, we discussed the importance of increasing student retention and included descriptions of several campus-level retention programs or interventions that work. While it is wise
With all the investments that colleges and universities make in trying to develop their academic leaders—sending them to conferences and workshops, creating their own in-house professional development programs, assigning new
The ultimate test of a mentoring program is this: Did you provide the necessary resources and training to help new faculty members reach their potential?
Having a commitment to continuous improvement is an essential characteristic for effective department leadership (Lees et al. 2009). The process of making changes, both incremental and sweeping, that generate better
A new report by the Babson Survey Research Group, led by researchers I. Elaine Allen, PhD, and Jeff Seaman, PhD, finds changes in the number and governance structure of institutions
How often have you found yourself in a sticky situation as an instructor, a chairperson, or college administrator? Has this resulted in a reaction or a decision you later regretted?
The role of academic leadership in the identity development of undergraduate students has often been overlooked. In a survey of recent college graduates that we conducted for Rethinking Cultural Competence
