Faculty, Pre-Tenure
Faculty Session (Tenure-Track), August 14, 2018, Question #1 Feedback (from poster sheets)
Question 1: What are two of the key disruptions facing Stetson? These can be within any aspect of our operation: student demand, faculty and staff, learning environment, the financing of higher education, etc.
- Skills and competencies vs. majors
- Faculty workload to address disruptors
- Disconnect between perceptions and reality
- DeLand as location
- Market alignment to student demand
- Align K-12 to university needs
- Make sure we provide tangible job numbers. Promise for ROI
- Providing correct amount of academic resources for the students we have
- Value proposition
- Lack of clarity in decision-making: issue of shared governance
- Facilities – especially classrooms
- Remediation of small percentage of students. Lack of or modified agency
- Valencia (et al.) financial challenge – Large institutions starting to look more like us.
- Consistency in class scheduling
- Articulation of Stetson $ to students
- Value of liberal arts, challenged by national politics, culture
- What are our differentiators?
- Perceived decrease in value of humanities in favor of STEM
- Need for faculty hiring to keep up with student demand
- Increasing our community outreach
- Alignment with student demand
- Providing resources for number of students
- Faculty and staff work on student retention
- Academic programs are becoming interdisciplinary
- How do we upfront address investment risk in new programs?
- Perception of financial stability
- On-line education
- Committing to decisions and being on board to whatever the decision is
- Adult students – How are we addressing this large population?
Faculty Session (Tenure-Track), August 14, 2018, Question #1 Feedback (from index cards)
Question 1: What are two of the key disruptions facing Stetson? These can be within any aspect of our operation: student demand, faculty and staff, learning environment, the financing of higher education, etc.
- Online learning – Increase in other universities offering online programs, courses.
- Shifting demand (i.e., what they want to study)
- Academic programs that are in demand are becoming more interdisciplinary.
- Movement to go learn a trade rather than go to college.
- We need to overcome the structural inefficiencies of multiple units (and programs) on a 3,000 student campus.
- Enrollment “18 – 21” undergraduate culture to more mature way of addressing/approaching students/prospects.
- Student preparedness – training pre- and post-admission. Meeting students where they are and taking them (training) where we want to go.
- Large numbers of adult students wanting higher education.
- Increased risk aversion in University operations (e.g., new programs – get students first, resource later).
- Massive drops in undergraduate enrollment for schools that don't have tangible job placement numbers tied to admission as “promised.” Return on investment.
- Community/institution relations: Move beyond ivory tower. Show the value of higher ed to the community.
- Reduced resources for academic programs by # of students.
- Who are we? Being a small school with small classes and one-on-one attention is not enough to distinguish us or attract students to us more than a competitor. So, what do we offer that makes us stick out?
- Cost: How do we allocate our resources in a way that is consistent with our priorities, and how do we maintain costs or slow growth or even reduce costs?
- Learning environment: The expectations of students entering college/university is that technology is more apparent in classrooms.
- Increased student demand for undergraduate programs that prepare students for professional fields and careers.
- Stetson's aversion to taking any risk in strategy/actions.
- Inability to attract new faculty due to non-competitive compensation packages (candidates decline our offers).
- A lack of specific culture at Stetson – a commitment to who we are.
- Financial environment whereas the market is struggling to feel we are worth our cost.
- Antagonistic relationship between faculty and staff: fight over resources; forced to defend each other's purpose; not sharing a mission; stopping/controlling each other's evaluation.
- Lack of research experiences for students.
- No clear chain of decision-making. A lot of grass-root initiatives get lost or stalled.
- Student expectation of facility quality – technology, classrooms, lighting
- Increase student demand by improved value proposition – up the 4-year graduation rate; up retention/persistence rate.
- Lack of clarity in decision-making: Ambitious, expert faculty being sidelined; confusion over faculty vs. shared governance; transparency in data, reasons.
- Strengthen community at Stetson; community events, retention – faculty and staff collaboration, students.
- Our admissions/enrollment model attracts the type of student that doesn't match our institutional goals (academic quality, etc.)
- Meeting student demand for online courses and other non-traditional methods of teaching. Student retention.
- State of Florida's $50 million metric-based incentive fund – 9 proscribed outcomes by State; 1 State institution selected (e.g., graduation in 4 years; retention rate; graduation rate). Goals – UF in top 10 nationally (done); FSU in top 25 (in process).
- Mismatch between academic demand and offerings, including critical thinking.
- Online and competency-based learning methods/offerings. Non-university learning offerings – offering certificates.
- Recognizing that DeLand is not exciting.
- Market alignment and student demand. Not offering exciting career opportunities; disconnect between careers and education.
- Gen Z student population challenging.
- K-12 education system alignment to college-level expectations.
- The increasing focus on STEM and perceived decreasing “value proposition” of the humanities.
- The assault on higher education in our social/political life; the devaluing of a college degree.
- The disrupted value of degree programs in the humanities/liberal arts; mostly in favor of commercial or pre-professional programs.
- Need for student class offering to be consistent. Students get classes they need for graduate applications to be competitive.
- Limited faculty staffing; intro classes for fall semester.
- Need for advanced science resources/equipment to compete with other institutions.
- Articulation of price tag for Stetson education.
- The decreasing interest in a boutique “college experience.”
- Giving students individual attention in the face of growing interest and numbers in certain programs.
- Perceptions of financial stability; faculty v. staff v. administration.
- Time for faculty to successfully accomplish core mission of the university.
- Competencies and skills over degrees and majors.
- Failure to meet expectation of students; students are told how the university experience will be.
- Faculty workload (innovating programs and solving disruptions takes time).
- Non-traditional students (age, 4-yr. college, online); small-class intimacy, but growth of online non-four-year college.
- Students' quantitative abilities, or lack thereof, and our lack of resources to help with the issue. We don't meet them where they are.
- Knowing students.
- Higher education's value as a process.
- Attitude towards higher ed. How to counter perceptions? Both Republicans and Democrats are attacking higher ed (for different reasons).
- Finance
- Financing higher ed given demographics; changing demographics make this impossible.
- Florida's growing population – but, not our current traditional demographic.
- Salaries for first-year public school teachers (not keeping pace).
- State schools creating majors (4-year) that we currently have, at a significantly lower cost than Stetson (e.g., Daytona State).
- Diversity/Inclusion (thought/racial/language/agency)
Faculty Session (Tenure-Track), August 14, 2018, Question #2
Question 2: What is one key strategy for Stetson to enable us to be successful in confronting the near term (2019-20) future?
- Devote even more resources to faculty work/research with students.
- Schedule more evening classes, different times, 2-credit classes. Think about winter/May term.
- Reduce tuition
- Transparency and community from/between administration/faculty.
- Communicate the specific goals of Stetson to incoming students so that they have clear direction.
- Hire future stars and support current stars for excellence and highest long-term ROI areas.
- Improve retention by improving class offerings and scheduling and advising.
- Require departments to create and stick to four-semester schedules, then automate much of the technical advising aspects with software.
- Hire biologist to teach microbiology this year; critical pre-requisite course for students.
- Full-scale re-analysis of models; coordination between offices – predictive vs. intervention models. Coordinate shared models.
- Be deliberate – understand potential consequences of undergrad student morale – about housing/policies, etc.
- Manage student expectations.
- Hire more faculty.
- Use current students to recruit.
- Start student mentoring program within the major (e.g., pair junior or senior with freshman).
- Increase national name recognition for Stetson.
- Increase faculty salaries, research funding, course releases.
- Use proper research (i.e., a lot of research is not sound – people can make data say different things). Exit interviews.
- Stay in touch with market needs – job market, not students.
- Target effectively (proper marketing) to the right segments.
- Make discounts contingent upon completion.
- Be less risk-averse in resourcing our programs and building new ones. We can't operate effectively without risking something! (e.g., hire more faculty to lower caps, even if some under-enrollment results).
- Monthly film nights to build community (on field, blow-up screen)
- Articulate strategies (Top 5), and plan of action for implementation.
- Clarify collective/shared decision-making processes to pick and commit to a few things.
- Offer a summer bridge class (free of charge), between freshman and sophomore year, for Discovery students who haven't landed in a major.
- Heavily resource one or two areas to make us highly distinctive in the higher ed market.
- Focus on retaining the students we have (increase scholarship dollars for those doing well; hold tuition or reduce it). Reward for high GPA; reward for involvement on campus.
- Ask advisees to start to articulate skills from classes. Require them to go to the Career & Professional Development Office.
- Bring faculty and administration together to visualize, quantify, and “correct” the future.
- Welcome new groups – ROTC, Hillel, prep school students.
- Commit to educational resources, especially in the areas that promote problem-solving, community outreach.
- Focus on retention.
- Focus on morale of faculty; transparency from administration, full honesty about our challenges.
- Do something and stop talking.
- Differentiation messaging/awareness/promotions.
- Restructure the College of Arts & Sciences to give more voice to units with currently little or no voice and enhance the nimbleness of those units.
- Reach out to high schools to advertise our programs.
- Streamline the transfer enrollment process.
- Improve communication about applicability of core skills to workplace environments.
- Hire professional academic advisors (without adding to number of staff).
- In order to promote student agency, reorganize student advising to a formal process where students articulate and assess goals annually and design (and re-design) their curriculum accordingly.
- Increase community outreach.
- Commit to specific student experiences arising out of the value proposition and to funding them adequately.
- Increase institution profile visibility (faculty, student, programs) through social media, conference attendance, and news stories in the community (local, county, state, national, and international).
Faculty Session (Tenure-Track), August 14, 2018, Question #3 (from "Dot Exercise") - Participants were asked to place a dot by the key strategies for success (that were brought forward during the discussions) that were, in their opinions, of highest priority.
Question 3: What is one key strategy for Stetson to enable us to be successful in confronting the middle term (3 years) future?
Key Strategy for Success in the Next Three Years |
No. of dots placed |
Do a full budget re-assessment |
39 |
Expand and build for “plus-one” programs |
25 |
Go global – 1st term abroad – make it available to all |
24 |
Increase name recognition through faculty and student research |
23 |
Stop talking – Do it! |
20 |
Eliminate majors – create clusters of competencies |
18 |
Move high-impact practices to earlier in matriculation |
18 |
Enhance faculty/staff collaboration |
15 |
First Florida university to have a tuition re-set |
15 |
Improve communications about how academic skills transfer to workplace |
10 |
Articulate distinction based on what we already do |
9 |
Collaboration beyond hard sciences across Stetson |
9 |
Pair offering of SU – common paradigm of faculty + admissions (hear it in admissions and deliver on it). Unite the diction! |
8 |
Create financial structures to support creativity and interdisciplinary programs |
7 |
Build in cross-discipline opportunities for teaching |
7 |
Name recognition – take pride in who we are NOW. |
5 |
Invest in five big cash cows – sunset others |
3 |
Target corporate education – I-4 corridor |
3 |
Develop and highlight faculty – student learning opportunities |
3 |
Fully fund ideas for new programs at front end – take risks earlier |
3 |
Focus on first-year courses |
2 |
Better sell in-demand programs |
2 |
Cast away dead horses. |
2 |
More jobs for grads/have industry panels to advise |
2 |
Engage students in academic community |
2 |
Find new populations – retain them! |
1 |
Increase effort in local events that are tailored to students |
1 |
Make time management a skill for all |
1 |
Increase number of conferences – have high-impact lecture series |
0 |
Build community as soon as students are accepted and carry it through to life! |
0 |
Faculty Session (Tenure-Track), August 14, 2018, Question #3 (from index cards)
Question 3: What is one key strategy for Stetson to enable us to be successful in confronting the middle term (3 years) future?
- Create and sell existing programs and also hot programs that put Stetson on the leading edge of the market.
- Cash Cows: Invest in five big graduate programs with market-tested demand and demonstrable and significant positive cash flow.
- Hire more faculty. Strategically place professors who want to teach freshmen in freshman courses. Present strong front at beginning instead of in upper-level courses.
- Articulate and promote Stetson's distinction based on what we already do exceptionally.
- Invest in sufficient faculty resources that allow us to support our core mission of student focus.
- GO GLOBAL! More study abroad; first-term abroad; funding and pushing abroad; incentivize and advertise, etc.
- Competency development – framework, design of workshops, etc.
- Build awareness (university and offerings)
- Retention work.
- How can we engage students without draining resources for academic programs?
- Implement an education system that promotes a common paradigm of admissions and faculty. Every tenured faculty member and admissions should be proficient in the offerings of the university.
- Retention of new and incoming students, as well as new populations of students.
- Build “community” for students as soon as they are accepted, and then carry that through during their time at Stetson.
- Awareness/marketing is so important on many levels.
- Stetson could take a leadership role in organizing more local events in DeLand to provide students more interesting, extra-curricular activities that are more tailored to our student body than boiler plate, extra-curricular activities like tailgating at a football game.
- Increase visibility long-term through online/hybrid teaching; building better, long-term partnerships with community businesses/government; increasing number of conferences/lecture series held at Stetson; and international exchange.
- Strategic hiring (deans); cart away all the dead horses.
- Increase awareness of Stetson (and our exceptional programs) within Florida and nationally.
- Completely re-examine budget and re-allocate to key strategic areas. Where are we spending our money and where would/could it be best spent for biggest impact?
- Make sure we can achieve the goals we set as most important today – don't keep talking about it – do it!
- Be the 1st Florida university to initiate a tuition reset.
- Become more outgoing by focusing on corporate education and non-traditional students.
- Promote interdisciplinary/interdepartmental collaboration.
- Fully develop the “student journey.”
- Identity: What is going to be our reputation into the future? What do people think of when they hear Stetson? How does that get high-quality students here?
- Marketing/Awareness: Focus efforts on advancing the athletic success of selected teams to maximize the exposure of the institution.
- Interdisciplinary health and science initiative encompassing areas beyond hard sciences.
- Develop programs for non-traditional populations.
- Cooperation between faculty and administration to come up with funding for the crucial experiences that make us significant.
- Turn attention/resources toward those students who contribute to our institutional goals: high retention, academic quality, graduation outcomes, etc.
- Accept risk in funding new programs. Fully fund the best ideas for new initiatives, rather than partially funding many and waiting for the $ to follow.
- Hire advising professionals.
- Focus on creating more ways to guarantee jobs for our graduates. Connect with industry – create advisory boards from industry in each department.
- Focus on international students.
- Increase study abroad – embed study abroad in tuition.
- Increase name recognition for Stetson through faculty research and highlighted programs.
- Move student research to earlier in matriculation.
- Increase marketing of Stetson so the institution is better known in and out of state.
- Increase faculty hires to keep class sizes small.
- Increase resources to support STEM instrument and equipment purchases and maintenance.
- Graduate programs plus/business and/or community collaboration.
- Curated video lecture series from various departments to sample classrooms – professionally edited, curated, directed, and filmed.
- Reduce tuition.
- Recognize/advocate for the need for change; start building culture that is comfortable critiquing “the way things have always been done.”
- Create financial structures that support interdisciplinary and creativity.
- Cross-disciplinary opportunities – increase co-teaching classes.
- Build in consistent end-of-term tasks – students write job skills to show their learning. Demonstrate and practice skills outside the classroom.
Faculty Session (Tenure-Track), August 14, 2018, Question #4
Question 4: How can we (all parts of the university) work better together to achieve outcomes that help Stetson thrive?
- Have common vision/goals.
- Have mutual respect. What is the most generous assumption I can make regarding this person/group?
- Knowledge of colleagues' work, challenges, etc.
- Work better together. Have information sessions (e.g., learning what admissions/marketing/Provost actually does) so that we know what we all do vs. assumptions.
- Common educational courses on the offerings of the university – combining the courses, not online together.
- Focus groups across schools. Discussion groups toward making decisions. Collaboration spaces.
- Involve Faculty Senate and other elected positions in core decisions.
- Cross-promote each others' classes and research. Requires greater awareness, diligence, and care to stay abreast of other faculty.
- Have a strategic plan that we can follow at every level.
- Work on eliminating silos that prohibit collaboration.
- Assume positive intent! Civility.
- Keep centered on what is best for student learning.
- Find ways to include voices and then decide without consensus.
- More opportunities for collaborative work on university goals.
- More productive communication between administration, faculty, and staff.
- Form a College Council with 24 members: President, Provost, four deans, four vice presidents, eight faculty, four staff, and two students.
- Attend and support university-wide events.
- Be transparent and trust that information being shared is truthful and in the best interest of the university.
- Need to understand the challenges/needs that different and more vulnerable and essential parts of the University face and support them. I do not like survival of the fittest vision.
- Talk and have events together that promote sharing of resources and capitalizing on our strengths.
- Transparency and communication. Don't write long complicated reports; rather, single-page summaries that people will actually read.
- Trust your colleagues at all levels that they have the University's best interest in mind.
- Go to football games and tailgate.
- Increased community and engagement. Increased communication with faculty, staff, and students.
- Trust people who are experts in their areas to do their jobs without second-guessing them.
- Provide more opportunities to learn what other units on campus are doing.
- Improve communication through active listening. Shaping stories.
- Deliberate/intentional process for understanding areas of interest among colleagues.
- Stop long enough to reach out to others.
- Increase retention of key stakeholders via appreciation and salary (especially staff). Their positions strongly impact efficiency and inter-departmental collaboration/work.
- Work together with modesty and humility; interdisciplinary; getting behind a mission.
- Implement/revise Shared Governance Policy. We need faculty/admin clarity on “shared/faculty” governance.
- Assume good intentions on the part of others in the dialogue.
- Fight putting in silos our interests and work (e.g., stop seeing things as zero sum; rather, look for interest alignment and pool resources).
- Celebrate success as a university.
- Have departments meet with other departments about overlapping courses.
- Have online schedule draft that other departments can see as semester schedules are being made.
- Dissolve the Senate or make it less like hierarchy. Currently, Senate is like generals on base with no sense of what is going on at the frontlines (where faculty are).
- Have more retreats like this one that mix faculty across the institution. This kind of discussion amongst colleagues seems very productive.
- Don't bury tasks in committees.
Faculty Session (Tenure-Track), August 14, 2018, Question #5
Question 5: What action steps do we take to continue today's conversation?
- Combine faculty with administration (particularly admissions) to generate ideas.
- Develop a value set (top admin, top faculty)
- Develop an instruction base.
- Conduct courses for faculty/staff together.
- Compile minutes/notes. Send out the document to full faculty and staff listserv. Ask for feedback and corrections and additional ideas.
- Leverage technology to collaborate.
- Be intentional – set goals.
- Seek and give help.
- Set clear decision-making processes.
- Timetable – set hard deadlines. Two-way street.
- Carry out ideas.
- Report out to Faculty Senate, Board of Trustees, etc. – people who can implement solutions.
- Admin (President and Provost) should periodically schedule attendance at departmental meetings.
- Conduct more meetings like this across the institution.
- Faculty Lounge happy hours or lunch at round tables.
- Have specific tables at the CUB for faculty and students to dine together – not scheduled times, but always open.
- Create Blackboard org to house all ideas and allow all across the university to contribute.
- Faculty shared space with happy hour!
- Schedule a communication gathering weekly (could be a stated hour that is free one day, such as 12:00 – 1:00 p.m.) to celebrate the week's successes and news, as well as idea generation. Could be 4:00 p.m. once a week for wine and cheese.
- Establish a “common hour” (or time during weekday) when no classes are scheduled that would be time for faculty, staff, students to attend meetings, have open dialogue, socialize – NOT on Fridays or at end of day.
- Decide what to focus on next before moving on. The next steps are to figure out where we are headed. Do the easiest to implement with the biggest impact first.
- Select items for attention from the “dots.”
- Form a task force to provide recommendations based on research.
- Vote/implement changes. Revise as needed.
- Create a schematic of the “student” flow from “interest” all the way through “graduation.”
- I can work to increase my department's visibility within the university and in the community.
- Add a few students and a few faculty to strategic group and make a few decisions.
- Summarize the most popular ideas, do them, and then assess.
- Make time for a strategy team. New strategic plan (1 year). Meet with Board of Trustees and students (2 times a semester).
- Schedule follow-up events – assume our ability to collaborate and work together. Collaborative tech? Faculty/staff dashboards (enrollment, retention, budgets, senate reports).
- Digest information; summarize; decide on a few action areas; get input (with time limit); DECIDE and then DO IT.
- Produce a report and planning for upcoming meeting in advance.
- Do something concrete with insights shared and produce periodical updates on the progress or the process that started with this meeting and other events.
- Start working on removing barriers to interdisciplinary courses/teaching.
- Expand the President's and Provost's Cabinet to include more voices, especially with regard to the direction of the University (a permanent expansion) – a larger academic constituency on President's Cabinet. (I like the voices here today.)
- Have monthly report from the President/Provost on what actions are happening – an easily communicated one-page summary with a more detailed report if people want to see it.
- Promote the utilization of athletic events/concerts/lectures to build community.
- Identify and remove barriers.
- Increase athletic department leadership conversations with campus community.
- Expand the voices the President regularly hears. Perhaps expand the Cabinet.
- Please, please give this, in part, to the Faculty Senate to help digest/analyze/parse the data of these talks (in conjunction with the Cabinet). I beg you. Trust transparency.
- Continue open and honest conversation.
- Report suggestions on ways to improve communication at departmental meetings.
- Designate a time/space in the Commons/CUB where/when we can keep talking, probably on directed topics.
- Take personal responsibility for university- and college-level dialogue, its quality and direction.
- Compile summary and distribute; prioritize action items; pick dates for hard decisions.
- Establish and communicate clear decision-making process, persons, and timetable; Ensure two to three more points of input on direction of decisions; build in end-of-year assessment to evaluate continuation or discontinuation of decisions.
- Talk to us.
- Figure out ways (NOT faculty-L) to hear all voices.
- Figure out big change issues and actually do them; timetable on these decisions.
Faculty Session (Tenure-Track), August 14, 2018, Question #6
To enable Stetson to thrive, if the University would ____________________________,
|
then I could contribute to Stetson by _______________________________. |
commit to marketing our graduate programs,
|
Enhancing our reputation. Our program is highly distinctive, but few people know about us. Better visibility = higher quality students/graduates = better reputation.
|
better incentivize high-profile research,
|
raising visibility and enhancing the institutional reputation with much more impactful research.
|
quit evaluating existing, thriving programs and focus on supporting each other,
|
focusing on creating revenue (gifts, etc.). |
shed its liberal arts identity,
|
being a more recognized and vibrant part of a community as a member of a professional school.
|
figure out who it is and what makes us unique,
|
having a better direction and mission, a clear purpose that guides my work. |
develop a substantial, promotional campaign to let the world know who we are,
|
helping to spread the same message. |
re-envision who students are. Consider their status as an immigrant, (formerly) incarcerated person, adult, community member and organize university resources with these students in mind,
|
using my research and feeling like I am a true member of this community. |
improve retention,
|
more easily constructing budgets. |
invest in unique programs that support existing academic programs as well as local/regional/and national companies,
|
providing support for future and existing students in their preparations for future careers/job placements and their personal development.
|
To enable Stetson to thrive, if the University would ____________________________,
|
then I could contribute to Stetson by _______________________________. |
commit to a greater global focus,
|
teaching students in an international context/setting with ongoing research/exchanges.
|
increase library staff training and professional development,
|
focusing on my scholarship and have a chance at getting tenure, instead of doing staff work.
|
implement research leave for librarians,
|
producing better scholarship. |
support non-senior research,
|
exposing underclassmen to authentic research experiences.
|
understand the importance/significance of faculty scholarship,
|
continuing to inspire students. |
do an open budget review,
|
feeling confident in defending the hard choices we make.
|
provide funding,
|
creating an interdisciplinary plus-one program like a medical humanities program.
|
properly fund and resource faculty (e.g., hire tenure-track to maintain student:faculty ratio at 12:1),
|
fulfilling my highest potential as teacher-scholar, becoming the best educator for our students. |
organize its governance structure and lines of communication in good faith,
|
being involved. |
modernize its committee processes, scheduling, advising, marketing, et al., |
maximizing my potential as an academic, teacher, and mentor, leaving challenging work outside my area of expertise to those more qualified.
|
give funds to support new equipment for biomedical research (i.e., microscopes, equipment for incorporating research into courses, especially freshman/intro courses),
|
garnering significant extramural grant funds to return initial investment. To do this, I also need a Dean of Arts & Sciences that supports this direction. I strongly support the idea of a natural science focus in the new dean search. Thank you for this meeting. I really enjoyed the opportunity and community.
|
To enable Stetson to thrive, if the University would ____________________________,
|
then I could contribute to Stetson by _______________________________. |
invest more money in student/faculty research projects,
|
spending less time writing grants and more time working with students. Our time is already quite limited at a teaching-focused institution.
|
fund a social science collaborative space (shared data and projects),
|
generating interdisciplinary research in an easier manner and creating more opportunities for students to do more meaningful research.
|
make faster decisions,
|
moving forward. |
pick a few strategic direction points and act on them after listening,
|
throwing more alignment towards those goals. |
create a college council,
|
serving on a design team to develop this group.
|
add classrooms and dorms,
|
fully supporting its growth and expansion. |
incentivize extra work,
|
doing more research and helping build academic programs.
|
be clear and gain commitment around goals and priorities,
|
doing my part and supporting others if not mine. |
consider course releases for (some) program directors,
|
having time/energy to market, shape, change, develop, innovate the program and bring in students and revenue.
|
create more collaborative spaces for students and faculty across the University,
|
being more involved with interdisciplinary initiatives with more colleagues and students. |
be more risk-taking,
|
developing and implementing innovative ideas.
|
create an in-house lecture series or event on its own and ask me to join (rather than self-develop or self-promote),
|
participating much more readily (i.e., ask me to join, not develop by self). |