The Department or Division Budget (Newer Chairs) | The Department or Division Budget (Newer Chairs) | 4 | Judith Muyskens | | | <p><span>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. Each workshop will offer separate sections
for new and experienced chairs/deans.</span></p> |
Using Data Effectively (Newer Chairs) | Using Data Effectively (Newer Chairs) | 7 | William C. Deeds | | | <p><span>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
learning-outcomes assessment, 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. Each workshop will offer separate sections for new and
experienced chairs/deans.</span></p> |
The Department or Division Budget (Experienced Chairs/Deans) | The Department or Division Budget (Experienced Chairs/Deans) | 7 | Judith Muyskens | | | <p><span>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. Each workshop will offer separate sections
for new and experienced chairs/deans.</span></p> |
Using Data Effectively (Experienced Chairs/Deans) | Using Data Effectively (Experienced Chairs/Deans) | 4 | William C. Deeds | | | <p><span>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
learning-outcomes assessment, 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. Each workshop will offer separate sections for new and
experienced chairs/deans.</span></p> |
Assessing the Day’s Work—Questions and Comments | Assessing the Day’s Work—Questions and Comments | 12 | | | | |
Preventive Law I: Adhering to Institutional Procedures and Policies—Hiring Practices | Preventive Law I: Adhering to Institutional Procedures and Policies—Hiring Practices | 8 | Kathleen A. Rinehart | | | <p><span>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.</span></p> |
Preventive Law II: Adhering to Institutional Procedures and Policies—Faculty Performance Evaluation | Preventive Law II: Adhering to Institutional Procedures and Policies—Faculty Performance Evaluation | 10 | Kathleen A. Rinehart | | | <p><span>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></p> |
Reception | Reception | 5 | | | | |
Registration | Registration | 1 | | | | |
Serving as Department or Division Chair: Beyond the Job Description | Serving as Department or Division Chair: Beyond the Job Description | 3 | R. Joseph Dieker; Jane Wood | | | <p><span><em>(Separate sections for newer chairs and experienced chairs/deans)</em><br><br>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. Each workshop will offer separate sections for new and
experienced chairs/deans.</span></p> |
Welcome and Workshop Overview | Welcome and Workshop Overview | 2 | | | | |
Becoming a Leader on Campus | Becoming a Leader on Campus | 16 | R. Joseph Dieker; Jane Wood | | | <p><span><em>(Separate sections for newer chairs and experienced chairs/deans)</em><br><br>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. Each workshop will offer separate
sections for new and experienced chairs/deans.</span></p> |
Wrap-up | Wrap-up | 17 | | | | |
Breakfast Roundtable Discussion Groups | Breakfast Roundtable Discussion Groups | 14 | | | | |
Breakfast Roundtable Discussions | Breakfast Roundtable Discussions | 6 | | | | |
Building and Maintaining a Collegial Department | Building and Maintaining a Collegial Department | 15 | Ernest Cole | | | <p><span>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 diverse points of view and respect for all
department or division members? Participants will explore these
questions with an experienced administrator.</span></p> |
Dealing with Difficult Faculty Conversations | Dealing with Difficult Faculty Conversations | 11 | Leanne M. Neilson | | | <p><span>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 will have an opportunity to practice
proven techniques.</span></p> |
Dine-around Dinners | Dine-around Dinners | 18 | | | | <p><span>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.</span></p> |
Dinner on Your Own | Dinner on Your Own | 13 | | | | |
Luncheon | Luncheon | 9 | | | | |