| Registration | Registration | 1 | | | | <p>Lunch on your own<br></p> |
| Break | Break | 10 | | | | |
| Preventive Law I: Adhering to Institutional Procedures and Policies—Hiring Practices | Preventive Law I: Adhering to Institutional Procedures and Policies—Hiring Practices | 11 | Natasha Baker | | | <p>An attorney with experience in relevant cases will discuss hiring
practices from the viewpoint of the department or division chair’s role.
Discussion will focus on the importance of following effective
procedures and institutional policies in drafting the position
description, appointing the search committee, managing candidate files,
checking references, and interviewing candidates on the phone and in
person.</p> |
| Luncheon | Luncheon | 12 | | | | |
| Preventive Law II: Adhering to Institutional Procedures and Policies—Faculty Performance Evaluation | Preventive Law II: Adhering to Institutional Procedures and Policies—Faculty Performance Evaluation | 13 | Natasha Baker | | | <p>An attorney will lead a discussion of the chair’s role in faculty
performance evaluation for reappointment, tenure, and promotion. Topics
for discussion include the importance of adhering to effective
procedures and institutional policies when documenting professional
performance, the role of student evaluations of instruction, peer review
of teaching, the evaluation of scholarly activities, and contributions
to the work of the department or division.<span style="display:inline-block;"></span></p> |
| Break | Break | 14 | | | | |
| Dealing with Difficult Faculty Conversations | Dealing with Difficult Faculty Conversations | 15 | Leanne M. Neilson | | | <p>Department and division chairs can prevent many issues from mushrooming
into major problems through early intervention. Sometimes chairs delay
difficult conversations with colleagues because they lack expertise to
encourage change or to deliver bad news tactfully. How can the
department or division chair understand better why a faculty member is
less effective than expected? What strategies can motivate and support
faculty members to become more productive? What skills and strategies
might chairs develop to facilitate difficult conversations? Participants
will explore how to have a frank conversation with a colleague and have
an opportunity to practice proven techniques.<span style="display:inline-block;"></span></p> |
| Assessing the Day’s Work—Questions and Comments | Assessing the Day’s Work—Questions and Comments | 16 | | | | |
| Dinner on Your Own | Dinner on Your Own | 17 | | | | |
| Breakfast Roundtable Discussion Groups | Breakfast Roundtable Discussion Groups | 18 | | | | |
| Building and Maintaining a Collegial Department | Building and Maintaining a Collegial Department | 19 | Marilyn Sutton-Haywood | | | <p>What are the strategies that experienced chairs employ to build and
maintain a collegial atmosphere within a department or division? What
lessons have they learned about working with their colleagues, students,
and staff members toward departmental goals? How can chairs encourage
diversity of points of view and respect for all department or division
members? Participants will explore these questions with an experienced
administrator.</p> |
| Welcome and Workshop Overview | Welcome and Workshop Overview | 2 | | | | |
| Break | Break | 20 | | | | |
| Becoming a Leader on Campus | Becoming a Leader on Campus | 21 | Johnnella E. Butler | | | <p>Department and division chairs occupy a pivotal role in the
administrative structure of a college or university. The job often has
been described as “leading from the middle.” How does the chair learn to
lead? What are the potential challenges in the role of leader? How can
the chair influence faculty colleagues within and beyond the department
or division? Department or division chairs must develop a wider vision
and understanding of campus-wide initiatives in which they might assume a
leadership role. What campus resources do chairs tap to develop an
institutional perspective? How can campus governance be a vehicle for
this development? How can a chair find a mentor? What opportunities
might be available when the chair is no longer the department or
division leader? Participants will learn how to identify opportunities
for leadership at the chair level.</p> |
| Wrap-up | Wrap-up | 22 | | | | |
| Serving as Department or Division Chair: Beyond the Job Description | Serving as Department or Division Chair: Beyond the Job Description | 3 | Caroline J. Simon | | | <p>Few chairs planned to serve as administrators, managers, or chairs when
they were in graduate school or starting their academic careers. Most
job descriptions for department chairs are simply lists of activities
for which the chair is responsible, suggesting that chairs are
task-oriented managers who schedule courses, handle student complaints,
order equipment, prepare reports and evaluations, and take care of other
departmental business. Chairs also must assume responsibility for
departmental leadership, representing the department to the campus and
community, serving as departmental advocate, and mentoring junior
faculty members. How do chairs manage these responsibilities along with
their teaching and scholarly duties? What are models for the chair role?
What tasks and projects might be successfully delegated to colleagues?
What does the dean or CAO expect from chairs? Participants will discuss
their institutional roles using interactive exercises and small group
discussions.</p> |
| Break | Break | 4 | | | | |
| The Department or Division Budget | The Department or Division Budget | 5 | Mark J. Braun | | | <p>The department or division operating budget is often viewed as a simple
set of line-item allocations. Chairs will learn what a budget is (and
isn’t), the different types of budgets, how their unit budgets fit into
the larger institutional picture, effective practices for budget
management, how to support colleague chairs in the budget process, and
how to make an effective case for additional funding for the department
or division.</p> |
| Reception | Reception | 6 | | | | |
| Dine-around Dinners | Dine-around Dinners | 7 | | | | <p>To get to know colleagues from other campuses and exchange ideas over
dinner in area restaurants, participants are encouraged to sign up at
the CIC Registration Desk to join a “dine-around dinner” group on the
evening of the first day of the Workshop. Participants are responsible
for their own meal expenses. Please sign up by 3:00 p.m. so that CIC can
make transportation arrangements if needed. Groups will meet in the
hotel lobby at 6:00 p.m.</p> |
| Breakfast Roundtable Discussion Groups | Breakfast Roundtable Discussion Groups | 8 | | | | |
| Using Data Effectively | Using Data Effectively | 9 | Michael B. Brown | | | <p>Good data can inform decisions about revisions to existing academic
programs, help determine new curricular directions, and suggest
strategies for attracting students to the major. How can departmental or
divisional-level data—including data from assessment of learning
outcomes, program reviews, campus satisfaction surveys, enrollment
trends, and national surveys such as the National Survey of Student
Engagement—be used to strengthen departments and divisions? Chairs will
learn how to use data for revisions to the curriculum, to conduct
program reviews, and to attract students to their programs.<span style="display:inline-block;"></span></p> |