New Deans’ Workshop, 2015 Annual Meeting/New Deans Worksho… · •Same CV, different name -...
Transcript of New Deans’ Workshop, 2015 Annual Meeting/New Deans Worksho… · •Same CV, different name -...
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2016
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Today Presenters
• Theresa Lee, Director University of Tennessee
• Kevin Corcoran Oakland University
• Wamucii Njogu Northeastern Illinois University
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Chicago, Illinois25-27 July 2016
• 33 Participants
• CCAS New Deans’ Seminars
– began in 1988
– at William and Mary
• Purposes:
– Sharing best practices
– Networking
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The group
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Three days of presentations and discussions on such topics as:
• Leadership
• Development Activities
• The Roles of Associate and Assistant Deans
• Legal Issues for Deans
• What Presidents and Provosts Expect from Deans
• Thought-provoking Case Studies
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Today We Highlight Four Sessions from the Seminar
• Getting Started as Dean Wamucii Njogu, Northeastern Illinois University
• Making Good Decisions or Avoiding Unexamined Bias Theresa Lee, University of Tennessee
• Getting Excited About Planning & Resource Management Kevin Corcoran, Oakland University
• Conflict and/or Faculty Issues Theresa Lee, University of Tennessee
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Getting Started as DeanWamucii Njorgu
Northeastern Illinois University
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Starting off right
1. Building trust– positive first steps with chairs and team
2. Establish your team– Evaluate & understand organizational structure and
responsibilities
– Value in team retreat
– Incorporate faculty
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Expand your team
3. Be seen– Get out and walk around
– get to know faculty
4. Listen and Learn – Get to Know the University– Other College Deans
– Advancement Office, HR, General Counsel, Alumnae, Provost, CFO, Diversity Officer, Student Affairs, IT
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Manage changes
5. Walk into conflict, don’t avoid it
– Create positive effect & avoid costly mistakes
6. Diplomat, Dove and Dragon
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Making Good Decisions or Avoiding Unexamined Bias
Theresa LeeUniversity of Tennessee
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Definitions of Diversity • Everything that makes people different from each
other
• Just race and gender (minority group status)
• Cultural variations within our institutions
• Those differences that carry social and historical significance in the modern world
Source: 2009 LEAD presentation by Kecia M. Thomas, Ph.D., Professor of
Psychology and Sr. Advisor to the Dean of the Franklin College of Arts &
Sciences, University of Georgia
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Why Diversity is Important• Diverse groups …
– more careful processing information
– outperform more homogenous ones
• Mere presence of diversity changes decisions, conversations, interactions, etc.
• More homogenous groups feel more confident about performance (but not actually more successful)
• Social justice and need to overcome structural and individual bias (social and historical significance)
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Even the most well-intentioned person unwillingly allows unconscious thoughts & feelings to influenceapparently objective decisions.
Mahzarin Banaji, Professor of Psychology, Harvard
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Implicit Association Test (implicit.harvard.edu)
Bias is Not What Most People Think It Is
Adapted from 2007 LEAD presentation by Cheryl Kaiser, Ph.D., Associate
Professor of Psychology , University of Washington
• Common Perception
– Conscious
– Intended
– Explicit
• Research Indicates
– Unconscious
– Unintended
– Implicit
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Dae Mark Ben
16
Micro-inequities: Bias in Action
• Micro-aggressions– Interruptions
– Talked over
– Translations
– Called the wrong name or have your name repeatedly mis-pronounced
– Excluded by others
– Ideas discounted
Adapted from: 2009 LEAD presentation by Kecia M. Thomas, Ph.D., Professor of Psychology and Sr. Advisor to the Dean of the Franklin College of Arts & Sciences, University of Georgia
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Implicit Bias UnderminingDiversity in Academe
By the perpetuators
• Lowered expectations
• Uneven evaluations
• Differential letters
• Limited and narrow views of excellence
• Exclusion
For the targets
• Vigilant, suspicious
• Stereotype threat
• Lack of belonging
• Taxes mental resources
• Health consequences
Adapted from 2009 LEAD presentation by Kecia M. Thomas, Ph.D., Professor of
Psychology and Sr. Advisor to the Dean of the Franklin College of Arts & Sciences,
University of Georgia
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Research on Unexamined Bias• White vs. Black names, 2 skill levels each
• Whites: 50% more callbacks
• Highly skilled and avg. blacks virtually same number callbacks
• Avg. skilled whites more callbacks than highly skilled blacks
Job Callbacks(Bertrand &
Mullainathan, 2004)
• Same CV, different name
• Male applicant rated better in all categories, more likely hired
• Pattern holds for both men and women reviewers
Academic CV evaluation
(Steinpreis et al., 1999)
• Guest male lecturer for 8 sections of a comm. course. Partner (Jennifer/Jason) referenced.
• “straight” instructor received 22% more positive comments
• “straight” instructor received 81% fewer negative comments
Teaching Evaluations(Russ et al., 2002)
• 624 recommendation letters for psych. faculty candidates
• Women: communal descriptors; Men: agentic descriptors
• Communal characteristics negatively correlated with hiring decisions
Academic Rec. Letters
(Madera et al., 2009)
• Same CV, different name - reviewed by science faculty at R1s
• Males rated significantly more competent and hireable
• Higher starting salary and more career mentoring offered to males
• Pattern holds for both male and female reviewers
Lab Manager Appl’n
(Moss-Rascusinet al., 2012)
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Getting Excited About Planning & Resource Management
Kevin CorcoranOakland University
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#1: Planning & Resource Management Are Intrinsically Interconnected
• Resources are rarely plentiful
• Opportunity for shared governance
• Holds units accountable
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#2: Know Your Budget and Processes• How is your budget
determined? Model?
• Processes and rules at all levels
• Who is accountable? For what?
• Role of chairs?
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#3: You Can’t Manage a Budget Without Securing Resources
• Relationships, Relationships
• Planning & Date essential
• Getting creative
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Conflict and/or Faculty IssuesTheresa Lee
University of Tennessee
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Keys to Working With Faculty
• Know your institutional context & types of faculty
• Set priorities and procedures with department heads for recruitment
• Priorities and procedures for faculty development, retention and retirement
• Dealing with faculty who have problems
• Working effectively with faculty
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Institutional Context
• Union/Non-union
• Public/Private
• National/Regional
• Large/Small
• Residential/Commuter
• Role of research, online instruction, specific missions
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Types of Faculty
• Spectrum
– Tenure Track, Non-TT Lecturers/Instructors, Clinical, Full/Part-time,
– What is your mix? What is the right mix?
• Promoting faculty esprit de corps across all faculty
• Setting workload and promotion expectations for each group
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Faculty Recruitment
• Setting hiring priorities based on strategic plans and budget
• Procedures for search committees
• Promoting diversity and gender equity
• Procedures for developing offers – salary, start-up, moving, other costs
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Faculty Development
• Mentoring at various career stages
• Evaluation at various career stages
• Retention at various career stages
• Retirement
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Problems with Individual Faculty Members
• Grievances brought against faculty or by faculty
• Improper conduct, history of poor annual reviews
• Termination
• Get to know your lead HR officer, your Title IX officer, Campus lawyer you will work with
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Working Effectively with Faculty
• Know about important faculty committees and their leadership
– Ex. Faculty Senate, Curriculum committee
• Understand institutional governance issues that arise from the institutional context
• Choose Chairs/Heads and Program Directors carefully. They will be your front line with the faculty
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New Deans’ Seminar, 2017
• If you are interested in attending next summer, please leave your business card and we will contact you when it is time to register.
• Enjoy the rest of the meeting in Washington!