Faculty, Tenured

Faculty Session (Tenured), August 15, 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. 

  • Student expectations vs. Stetson reality
  • Lack of faculty cohesion. What do faculty stand for?
  • Athletic budget
  • K-12 system prep and alignment with college/Stetson expectations
  • Faculty – teaching we can do vs. want to do
  • Resources and time to teach the “right way.”
  • Financial challenges for students – costs
  • Transparency in decision-making. Conforming visions
  • Technology and other resources need to be expanded – online
  • Differentiation of product
  • Resource allocation
  • Inadequacies of K-12 music school re work
  • Liberal Arts identity vs. comprehensive – public perception
  • FSEMs – uneven quality of rigor
  • Public perception and misinformation of quality education
  • Uneven growth of department and resources at Stetson
  • Multiple deposits – new realities of melt/competition
  • Part-time/adjunct percentages – visiting longer term contracts
  • Increase in tuition, perception thereof. Reliance on tuition unhealthy; worry about making budgets
  • Unclear student pathways to four-year graduation; conflict with how we position ourselves vis-à-vis Discovery
  • Faculty workload powder keg, especially around sciences/course releases/overloads; creates resentments.
  • How to support students with educational “deficits.”
  • Transition to on-line/hybrid learning in high schools and other higher education competitors.
  • Ability to communicate with current students; are there medias other than email that they pay attention to.
  • Student demographics – decrease and more competition.
  • Costs, expense and scholarships expense; entrepreneurial in other revenues.
  • Polarization of attitudes regarding higher ed
  • Liberal arts education worth the price? Concerns about cost/price at all wealth levels. Impact on humanities; How are students prepared for careers?
  • Larger state institutions (publics) growing beyond their capacities
  • Expectations of entering students – need for connectivity. Are we prepared to meet that need?
  • Faculty work load; capstone/overload; one-on-one; uncompensated independent study 

Faculty Session (Tenured), August 15, 2018, Question #1 (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. 

  • Humanities/liberal ed is dead; get a “real” major that gets a job; don’t waste time with useless degrees. Prepare for a life of work.
  • Fluid student academic demand in a largely fixed faculty environment.
  • The complexities of a three-school, multi-program structure on a campus of 3,000 undergrads.
  • Higher ed schools are too expensive and not worth it; state schools cheaper and same value.
  • Faculty teaching overloads (i.e., less time for creative work, developing new courses, etc.)
  • Finding a balance that makes us a truly viable option financially for students.
  • Florida’s state institutions (public) growing their enrollments beyond their capacity.
  • Student demographics decreasing in most of U.S. causing greater competition and “poaching.”
  • Not enough tenure-track faculty to keep up with growth – students paying big bucks and not getting quality. And, also not as much stability in programs.
  • It seems students not as prepared as they used to be.
  • Challenges working together effectively across different areas of the University.
  • Figuring out how to effectively support students with their own issues (disabilities; mental health, etc.) and the impact this has on academics.
  • “Adjunctification” – mixed with increasing tuition (loss of value perception).
  • Perceived lack of jobs for liberal arts.
  • Fiscal allocation – dollars spent on academics per student.
  • Resistance to having diverse groups (faculty, staff, admin, college/school divisions) discuss problems.
  • Not building support for students who are good in one area, but weak in another.
  • Financing of higher-ed/cost of higher ed. Startups doing it cheaper (multiple revenue streams).
  • Low percentage of economic mobility of alumni.
  • Transition to online and hybrid learning.
  • Changing methods of reaching and recruiting students (i.e., social media, etc.)
  • Cost of Stetson education; what is distinctive about Stetson vs. other schools.
  • Transparency
  • Market polarization
  • Technology: workable solutions for online learning.
  • Student expectations are going to be different.
  • Collegiality – faculty as employees.
  • Online courses: technology stagnant.
  • Faculty/collegiality
  • The complex higher education environment: cost, competition.
  • Changing perceptions and expectations of students.
  • The polarization of attitudes toward higher ed that seems to be growing in our marketplace.
  • The unsustainable rising cost of doing business (benefits, personnel).
  • A narrow disruptor: Fewer students have taken piano lessons.
  • Civility via dialogue and the notion that critical thinking is too slow.
  • The assumed identity viewed by some of us as a liberal arts university, contrasted by the reality that we are a comprehensive university w/liberal arts, sciences, and professional schools.
  • Uneven enrollment growth in different academic disciplines.
  • Financial stress for students and their families.
  • Uneven FSEMs – many not rigorous.
  • Cost of tuition – not enough scholarship funding.
  • Students unable to discern quality impacting enrollment.
  • Federal government unlocking controls on for-profits.
  • Retention of relative uniformity of motivational level of students, for overall health of the learning environment.
  • Financial concerns regarding perception of value.
  • Student expectations of Stetson vs. student reality at Stetson.
  • Faculty view on strategic plan/success vs. admin view on strategic plan/success.
  • The faculty – lack of cohesiveness; lack of understanding about the business of high ed; lack of basic mission for the faculty – no goals.
  • Technology and how it affects content delivery.
  • Students’ interest in developing skills as opposed to earning degrees.
  • Need for interdisciplinarity for current jobs and problems.
  • Finance increase.
  • Student Success: How to support students in their goals outside/after Stetson.
  • Income sources (other than tuition) to support grad programs.
  • Meeting the market demand and price for students; making sure our product is worth the price.
  • Campus culture.
  • Lack of support resources for programs (dollars and human capital).
  • Expanding programs – do we or don’t we?
  • Gap between what the students feel they are paying for and what the faculty deliver – that is, our professors may not do anything differently from other schools, some of which ought to be “lesser” schools than Stetson.
  • Faculty Accountability: Ongoing training is needed to help faculty to perform their essential functions, let alone be innovative; that is, if we have an average faculty performance level, how can we continue to put students in front of the below average professors?
  • Reduced time for teaching and research.
  • Increase in administrative responsibilities without notice can change/impact.
  • Growth outpaced faculty hiring, so we can’t provide the education that we could before, or that we want to be able to provide now.
  • There appears to be a mismatch between how resources are allocated and the perceived need by faculty.
  • Students don’t see a path, therefore they go elsewhere where there is one.
  • Cost and quality of public institutions in higher education.
  • Multiple deposits.
  • Tuition increase.
  • Over-reliance on tuition/dependence on making enrollment.
  • Student persistence and retention (affects perceptions of quality, available resources).
  • Uneven workload for capstone coursework.
  • More full-time faculty lines (tenure-track or some modification of current Visiting Assistant Professor line. Change structure to include asst., assoc., full lecturers, etc.). We are leaning on too many part-time faculty.
  • New student profile that doesn’t match our old one.
  • Poor, inaccurate messaging about what happens at a university, the content of university learning.  

Faculty Session (Tenured), August 15, 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? 

  • In 2018-19, stabilize retention via enhanced mentoring and enhanced student success.
  • In 2019-20, increase endowment focusing on scholarships.
  • Find other income sources besides undergraduate tuition (maybe graduate level, but not just in name; actually support them so that they can succeed.)
  • Re-align budget to allow for growth – faculty need to speak to the Board of Trustees.
  • Invest in academics, including equipment necessary for teaching engaged research, as well as faculty hires in over-burdened departments (biology and chemistry come to mind).
  • Faculty hires in high-need areas.
  • Remove barriers for transfer students.
  • Partner with businesses, non-profits, and government to craft curriculum in our disciplines that meets the needs of their current and future employees. Can use their modern tech to help in those costs for University.
  • Dramatically increase Stetson’s budget for enrollment (student recruiting and marketing).
  • Welcome/Introduce new or increasing student populations to Stetson (e.g., ROTC, Hillel, prep school students, international students).
  • Big-screen, come-all event; make all welcome.
  • Change the campus atmosphere; change public message.
  • External marketing focus on jobs (what students actually do) vs. internal focus on strong education.
  • Change tuition structure (smaller scholarships, but also lower tuition).
  • Revise public message – focus on prep for future work.
  • Reallocate resources and hire more full-time faculty (to address some of the academic disruptions).
  • Do better job at translating liberal arts education to “getting a job.”
  • Change the way we do university meetings – not effective right now.
  • Develop and approve a governance plan agreed to by all.
  • Re-examine budget allocations across the entire university and strategically re-allocate in a transparent fashion in ways that build strength.
  • Create opportunities to build on students’ strengths and to confront weaknesses.
  • Faculty to feel like professional visionaries.
  • Include lunch at meetings; allow time for conversation in meeting.
  • Put stronger emphasis on advising – enable faculty to interact with their advisees.
  • Resources for retention and melt.
  • Budget allocations for more money; devote resources to faculty/student relationship.
  • Improve advising across the board, beginning with first-year advising. Require faculty advisors to be committed to student success and to know the Gen Ed program well. Require annual advising refreshers at the beginning of the fall semester. Review curriculum and program changes.
  • Direct resources into areas that have experienced major enrollment growth.
  • Bridge Summer School Course: Between first and sophomore year; free of charge; students in Discovery, move them into a major. These would be students possibly not returning.
  • Greater attention to efforts to aid students in transition to college level/professional school learning.
  • Summer bridge programs! Get into data to find out which CI 5, 6, or 7 students can be successful.
  • Accept more CI 6 – 8 students and develop summer prep programs and infrastructure to support them at the start of their academic journeys.
  • Be more flexible and generous in transfer credits.
  • Expand to additional student populations. Be more transfer-friendly. Up to 88 credits.
  • Diversify revenue sources by focusing on programs other than undergraduate. Programs with lower or no discount rates; programs that serve different populations. If this strategy is adopted, resource accordingly. Set up programs/initiatives for success, not for failure.
  • Address the online learning environment with resources. Include technical support. Need online opportunities in fall and spring semesters. It is the expectation of students.
  • Make time for more conversation with faculty/staff/students to decide on a few positive moves. Pivot to focus on what is best for learning.
  • Build “student voice” infrastructure – SGA.
  • I disagree with the fact that we have fully leveraged our faculty “labor” capability – due to lapses in accountability. I know this is not popular. We can make immediate adjustments in encouraging faculty to step up in their essential duties so that fewer students have negative experiences in advising and faculty availability. Truly, many talented faculty are not as much on campus . . . or available, electronically. I get it … being a professor is not the kind of job where you can work exactly 40 hours per week. The work process cannot be so evenly distributed. But, if our professors would log an average of 35 – 40 hours per week, you would see an immediate uptick in student experience. I am aware of numerous faculty (A&S, SOBA, SOM) who don’t work anywhere near 30 – 40 hours/week. You then have adjuncts teaching key courses (FSEM, intro courses, etc.), while full-time members fail at advising or other duties.
  • Invest in developing the market for transfer students. Change attitude of how we perceive enrolling transfer students.
  • Begin a dialogue about the students we have today (U. of Phoenix commercial).
  • Educate faculty on differences between students before and now, through dialogue between students and faculty.
  • Have clearer picture of resource expenditures so that we can plan for needs with broader discussion.
  • Focus on two to three programs and funding to allow them to become national-level programs.
  • Begin conversation/discussion about how to transform Stetson education to one focused on social justice.
  • New directions – or – enhance what we’re doing now. Believe in counter cyclicality – buy when they sell; sell when they buy. DO NOTHING NEW!
  • Put together a group/point person to pick up with Karen Kaivola’s workload document.
  • Allow for multi-year, non-tenured, full-time lines with substructure which offers incentives (rank?).
  • Shift visiting appointments to two-year terms.
  • Hold focus groups with a diverse group of current and prospective students (and perhaps their parents) about some of the topics (disruptives) we’ve raised and listen to what they tell us to address some of the challenges we are facing.
  • One unified message; curriculum/messaging coherency – targeting faculty, students, and parents.

Faculty Session (Tenured), August 15, 2018, Question #3

Question 3: What is one key strategy for Stetson to enable us to be successful in confronting the middle term (3 years) future? 

  • A first-year program that encourages/fosters a feeling of being at home.
  • Discovery: Summer program or FSEM program in the fall
  • Utilize willing faculty to address: (1) advising, (2) consider using seasoned older faculty who are willing to teach an overload for compensation instead of hiring transient faculty, and (3) reduce academic outsourcing to other departments.
  • Identify student weaknesses and provide various ways to help those students (e.g., mathematical/quantitative deficiencies).
  • Re-examine budget allocations in a transparent fashion across the university. Where are we getting real ROI? Then, strategically re-allocate toward areas of strength and future growth.
  • Resource a program to reduce melt.
  • Find a solution to increase retention – engage all stakeholders, including students.
  • No increase in tuition for a four-year period for each student.
  • Provide faculty an opportunity to prepare white papers describing solutions to problems, requiring a deadline for development.
  • Faculty Task Forces/Work Groups – can included different personnel (faculty, staff, administrators); problems can be both academic and operational/budgetary.
  • Re-aligning the budget away from athletics and toward student learning, academics, and career success. That is our strength and competitive advantage.
  • Define and build shared advising model with staff doing more of first-year advising and more work with Discovery/major changes.
  • Embed certification content within the courses taught as appropriate by discipline (if a natural fit).
  • Focus on retention – advising, student success, increase faculty/student interaction.
  • Re-imagine Honors to provide its benefits to a broader set of students.
  • Support and enhance signature/emerging programs (e.g., Roland George, cybersecurity, and many more).
  • Figure out for real why students don’t retain and address it.
  • Hire more full-time faculty.
  • Hire more tenure-track faculty in department that are bursting at the seams.
  • Transition from adjunct to tenure-track over the next three years.
  • Consider the marketing message to focus on the evolution of the student’s life rather than on a singular career.
  • Market students whose careers are based on liberal arts education.
  • Hire forward-thinking deans to stabilize the academic units that have experienced or are experiencing transitions.
  • Capstone shifted to university requirement and not major requirement.
  • Faculty workload (including additional tenure-track line, multiple-year contracts) multiple roles.
  • Build a learning environment culture that recognizes that the students in our programs today are very different from past generations. Train professors on how to teach/think differently. Monitor the culture through student feedback (not evaluations).
  • Develop and build more graduate programs.
  • Formalize advising and incentivize it; seek accountability in advising. In three years, you can draw it up, try it, assess it, and incentivize it.
  • Choose a program or two to support and make exceptional.
  • Restructure advising system to be more equitable in terms of number of advisees.
  • Seek investment in a truly small-school experience, such as an endowment for senior research, guaranteeing money for research or other capstone experience.
  • Focus efforts on transfer recruitment.
  • Utilize university events to improve university community culture.
  • Build specific pre-college coursework/counseling into pre-freshman plans.
  • Align faculty staffing with enrollment.
  • Hire more tenure-track faculty and reduce number of adjuncts.
  • Eliminate/reduce academic majors and replace with clusters of competencies built around interdisciplinary/multi-disciplinary learning reflective of the life they will meet.
  • Be the first Florida college/university to announce a tuition reset (eliminating the inflammatory discount rates).
  • A solid pre-summer program.
  • Swing campaign to increase endowment, specifically for academic scholarships.
  • Concentrate on student learning at all levels. A #1 priority.
  • Stop worrying about minutiae.
  • Stop worrying about the individual.
  • Restructure our offerings to better serve the student population we recruit, as opposed to the student population we wish we could recruit.
  • Faculty, Staff, Administration Succession Plan; talent retention plan.
  • Increase five masters programs that are proven in market demand and strong positive revenue production, with an exit/sunset provision when they do not break-even.
  • Launch e-portfolio.
  • Create more system support to faculty, curriculum for interdisciplinarity; allow for more interdisciplinarity/exploration for students.

 

Faculty Session, August 15, 2018 (Tenured), Question 3 (from "Dot Exercise") 

Question 3: What is one key strategy for Stetson to enable us to be successful in confronting the middle term (3 years) future? 

(Participants indicated what they consider the most important key strategies by placing a dot next to the strategic goal; numbers in the right column indicate number of dots placed.)

More funding to tenure-track positions.

24

Think of capstones more broadly – not major specific – university requirement – adds synergy. Helps curriculum development.

23

Develop a more uniform study-abroad experience.

20

Align faculty staffing with enrollment

19

Define and build a shared advising model with staff and faculty, especially to work more closely with Discovery students.

18

Develop and fund capstone/research experiences.

16

Re-imagine honors program to provide benefits to larger group of students.

16

Guarantee incoming students that tuition won’t increase over four years.

16

Agree on a governance structure to support faculty/staff/administration to work together in a productive way.

14

Realign budget away from athletics to academics.

13

Stop trying to recruit the “best,” and recruit who stays.

12

Eliminate academic majors and replace with competency clusters built around interdisciplinary learning.

11

Increase masters programs.

11

Highlight alums for marketing purposes – how liberal arts transfers to real world.

10

Move to 120 credit hours.

8

Develop more certificate programs.

8

Re-examine budget allocation – resource strength and growth areas.

8

Resource a program to engage incoming students earlier.

8

Formalize advising – dry it up and blow it away; reformat – incentivize.

7

Fill deanships.

6

Expand tutoring.

6

Be first Florida university to re-set tuition.

6

Provide faculty opportunities to do white papers from task forces.

5

Faculty workload – what does it mean? Can it be balanced?

4

Evolve FSEM under more disciplinary control.

4

Build pre-college coursework/counseling into pre-college plans.

2

 

Faculty Session (Tenured), August 15, 2018, Question #4

Question 4: How can we (all parts of the university) work better together to achieve outcomes that help Stetson thrive? 

  • Meet regularly together in more casual settings.
  • Continually remind each other what the mission of Stetson is and what role each of us plays to accomplish that mission.
  • Pledge that we will all adopt a “positive intentionality” perspective. Trust our colleagues and their intentions.
  • Think of other constituencies besides your own. Put others first. Build trust.
  • Work together.
  • Individually respect history and release narratives.
  • Assume positive intentions.
  • Work with Senate to spread conversations among all faculty with shared discussion including administration. Transparency; trust; shared vision.
  • Break down the barriers among different units, constituencies, and so forth, to enable us to work (collaborate) toward common goals to fulfill our mission and live up to our values.
  • Break down the barriers between schools, programs (undergraduate and graduate), faculty and staff, and faculty and students.
  • Get Senate to devise strategies to diffuse paranoia and adversarial approaches/attitudes.
  • Comprehensive clear communication; continued dialogue embracing our differences and how those differences actually bring us together and make us stronger.
  • Leadership (the university is a little flat).
  • Form working groups with very specific tasks to deal with issues (should include faculty, staff, administration, and students when possible), with no hidden agendas (make that clear).
  • Establish a process with deadlines with agreed decision-making authority and accept decisions.
  • Learn how to accept/work-through disagreements.
  • All work to outcomes, to thrive.
  • Seek buy-in of all parties to think of the student experience. Think of students as consumers and we as long-term paid consultants; they don’t owe us, we owe them. That sort of mindset hits advising, teaching, recruiting, operations, etc.
  • Make financial data and resource allocation clearer. Get faculty input and let us help make plans.
  • Develop short-term (one to two years) focused joint faculty-administration common goal/action plan.
  • Solution space orientation vs. problem space orientation.
  • Identify two to four specific goals to focus on.
  • Build community by having/attending more “events” (e.g., athletic, music, academic, etc.).
  • Hire new deans that value Stetson’s core values more than their own self-interest.
  • Continue focused discussion/study on retention.
  • Consider tuition reform.
  • More open/informed faculty meetings -- style of today’s meeting.
  • Have more meetings like this.
  • Merge Faculty Senate committees with University committees.
  • Improve communication and transparency.
  • Enact Shared Governance plan.
  • Work across areas on relevant issues (e.g., advising).
  • Build trust with more transparency between faculty/administration/staff.
  • Assume good intentions from our partners in the discourse.
  • We need a different format for university meetings so that we get new/diverse/varied people involved in conversations.
  • Improve conversation amongst groups and create celebratory gatherings for notable accomplishments.
  • Put more emphasis on being members of the University and less on membership as faculty/staff/administration when working on problems.
  • Agree to four to five guiding principles that put the greater good of the University first, and not individual perspectives on territorial positions.
  • Develop a clearer understanding of areas of responsibility – what are tasks of administration, faculty, both?
  • Better communication of problems and strategies to solve problems.
  • Develop a unified definition of Shared Governance.
  • Use Faculty Senate as a resource for solving problems.
  • Create opportunities for “shadowing,” so different constituencies can better appreciate what the other does on a daily basis.
  • Narrative: Professional visionaries with core mission to let our students reach their potential as concerned citizens.
  • Build better trust amongst ourselves.
  • Make more use of our “academic” divisions so we know better what’s going on within our own and in others.

 

Faculty Session (Tenured), August 15, 2018, Question #5

 Question 5: What action steps do we take to continue today’s conversation? 

  • Ask for volunteers to meet with various groups to keep the conversation going and to address concerns and develop plans to address issues.
  • Have more community events.
  • Create open fora in which faculty, staff, and students can come together and express their opinions. Don’t restrict the conversation, and don’t allow a few to dominate the conversation.
  • Need trust-building opportunities. Perhaps task forces to work on specific problems that also build trust between members.
  • Share yesterday’s and today’s lists with each other soon and chat about differences. (e.g., group yesterday (untenured group) mentioned nothing about high school prep or “quality.” Maybe they have strategies for this group.
  • Talk to me (Kimberly Reiter) about the Senate’s establishing sponsored groups throughout the year.
  • Change format of the University meetings away from reporting toward more open dialogue in small groups (in a physical space that is arranged such that it facilitates collegial exchanges), with some of the meetings devoted to brainstorming realistic solutions to a particular challenge or disruption.
  • Develop a process for ongoing interdisciplinary conversations.
  • Make it easier for faculty to work together.
  • Make visible, tangible progress on one or two items. Commit to moving forward.
  • Ask for volunteers to work on the items with the most need.
  • Get Senate to prioritize and take up issues.
  • More social events where faculty and staff naturally interact.
  • Have staff and faculty share decision-making where there is overlap.
  • Identify a few ideas; task individuals with expertise to devise an implementable plan; then, seek larger group input.
  • Establish a process for two or three opportunities.
  • Publish deadlines and share results/decisions more transparently.
  • Electronic surveys are temporally efficient and easy to interpret, but may not get good sample size. But, capture the spirit of the institution this way?
  • Allow the deans to make decisions and act swiftly on some of these ideas. Deans hold faculty/students accountable more.
  • Have meetings that are conversations, rather than information sessions.
  • Develop a list of strategies for one year and three years. Share the strategies for comment, then select the top priorities to fund and focus upon.
  • Build community through University events.
  • Be transparent and trust each other to be acting in the best interest of Stetson.
  • Be proud of who we are and refine – not change.
  • Let us expand the opportunities for dialogue and listening. Expand focus groups with Dr. Libby; engage more at the department/division level with weekly “tea” for students and faculty. Establish both formal (dinner with Dr. Libby) and informal (department/division teas) opportunities. Continue to refine and expand them.
  • Distill ideas into a smaller group and build groups (interdisciplinary) to explore and advance those ideas.
  • Work on a productive and effective governance structure.
  • Have deliberative dialogue to facilitate conversation across all constituent groups.
  • Schedule meetings such as this (invited portions of faculty). The smaller group encourages participation (and attendance).
  • Create voluntary interdisciplinary groups (of less than 10) that meet regularly to discuss important issues – not organized by Faculty Senate or driven by its agenda.
  • Recognize faculty achievements – big and small.
  • Have meaningful interactions – business and social.
  • Transparency in communication and expenditures to build a culture of trust, knowing that there will be disagreement and discussion about the best ways to move forward.
  • Use faculty meetings as a time for dialogue, rather than top-down information delivery.
  • Have greater transparency in the BIG decisions and the thinking behind them.
  • Put faculty meetings back in the Stetson Room with food/beverages – more familial.
  • Celebrate achievements.
  • Plan discussions on issues identified today – maybe in CUB?
  • Solicit feedback from all parties (faculty/staff/students) about priorities with most resonances from Question 3.
  • Build web page (very visible) with a suggestion box, and updates on key things that have divided us (faculty/admin/staff).
  • Set a monthly gathering time, a “What’s Happening – What Can Happen” session.
  • Continue discussion that build on today – in smaller settings AND with development of actual policy (e.g., like task forces on key issues, but also existing committee work).
  • Have live 30-minute radio shows (three to four) that briefly cover/summarize today’s work, asks for more feedback, tabulates it, and then asks for volunteers to implement action plans.
  • Take 15 minutes at each faculty meeting for a brief discussion of a particular issue or idea.
  • Create open fora (faculty, staff, admin) focused on discussion of all issues with the goal to solve problems.
  • At first, convene a few meetings in a way similar to today’s meeting. Then, narrow down to focus on ideas. Then, form study teams that ultimately lead to policies.
  • Dedicate part of each university meeting to give updates on issues we’ve identified; allow time to ask more questions and offer more suggestions.
  • Provide hard copy of “newsletter” each week to let us all know what was going on.

 

Faculty Session (Tenured), August 15, 2018, Question #6

(Participants were asked to complete the "If ____, then ____" statement below.)

 

To enable Stetson to thrive, if the University would ____________________________,

 

then I could contribute to Stetson by ____________.

simplify administrative and procedural processes across all functions of the University,

 

spending more time as a teacher-scholar.

be able to continue to grow the endowment,

having the time and resources to contribute to Stetson by excelling as a teacher-scholar.

 

give strong academic departments some flexibility (on staffing issues, etc.),

 

being a better educator and scholar.

eliminate the Faculty Senate and replace it with a more collaborative faculty voice/body,

 

not having to listen to their negativity.

allow multi-year budget and staffing plans for departments,

 

having more strategic action plans for program enhancement.

provide assurance of continuity of academic programs,

 

feeling more committed to the institution.

put faculty first as the ones “in the trenches” with our students,

spending more time with fewer students, building a better mentor relationship with them and helping them become the best they can be by the time they graduate.

 

commit the resources necessary for projects and initiatives to be successful,

 

 

committing to the flawless execution of the plan. Please give faculty and staff hope – make them believe that you are setting them up to succeed!

 

be more open to faculty performing to their strengths (even outside their areas),

 

contributing more holistically (e.g., faculty working more directly with Development on funding projects.)

 

move to Division II athletics,

 

participating in game attendance.

 

 

To enable Stetson to thrive, if the University would ____________________________,

 

then I could contribute to Stetson by _______________________________.

substantially increase the number of students from unprivileged backgrounds,

 

helping transform our curriculum.

support senior research/capstones,

devising great research opportunities for students.

 

invest in hiring more faculty to reduce loads on existing faculty,

 

developing new ideas that make Stetson competitive in a complex market.

make the Faculty Senate a positive, problem-solving entity,

 

Focusing on advancing the benefit of it for the University.

continue the drive and motivation in widening the diversity of its community members,

 

using said diversity (of people and though) to build a stronger community.

refrain from enlisting the same faculty members from taking on more responsibilities (and not holding some faculty members accountable),

 

using my talents and devote my efforts to working with others to address “big picture” issues.

continue to push forward with adequate compensation for services rendered (base salaries, teaching load, etc.),

 

being more involved and less protective of my time (i.e., a better teacher and colleague).

hold its faculty accountable in specific, meaningful ways,

 

being better at training faculty and helping them to do their jobs more fluidly.

support/appreciate graduate programs and faculty more,

 

developing a richer program.

move toward unity among faculty and administration,

 

being less afraid to speak.

move toward dissolving majors,

 

leading interdisciplinary knowledge groups.

commit to providing meaningful resources to capstone experiences,

 

mentoring students to realize their vision for those projects and gain notoriety for their work.

 

market itself as a university preparing students for the job market,

including more marketable educational course material.

To enable Stetson to thrive, if the University would ____________________________,

 

then I could contribute to Stetson by _______________________________.

allocate more resources,

 

being more innovative in areas like interdisciplinary teaching and team teaching.

 

embrace entrepreneurial, educational adventures with the proper financial support,

 

internationalizing some of those ventures.

not spend so much energy on assessment,

 

focusing my time more on teaching.

increase faculty contact with donors and the Board of Trustees,

 

better communicating our needs and the strengths that make Stetson a great university.

seamlessly tie its vision and mission to a learning-centered one,

 

integrating our vision/mission into my vocabulary as if it were my first language. And this would, by necessity, lead to actions based on this narrative.