Academy of Art University videos on teaching creativity in the classroom.
Building a Self-Directed Work Team
An International Perspective on Assessing Group Projects
An overview of group project assessment.
The Pyramid of Leadership for Learning/Training Leaders
This competency listing is divided into three main groups, Core Competencies, Leadership Competencies, and Professional Competencies. These three groups of competencies can be thought of as the Pyramid of Leadership, which collectively form the basic requirements for becoming a leader. Since this site has a lot of readers interested in the training/learning craft, the professional competencies have been directed toward learning and training leaders.
This is a literature review that applies the main theories of transactional, transformational, charismatic and contingency leadership to the academic environment and our focus on scholarship/research and teaching practice
EBSCOhost: Colleges Need to Offer Clear Paths to Leadership
Paths to leadership positions: a comparison between higher ed. and corporate worlds.
In the university initiative described in this article, a series of project teams were funded to work on a variety of collaborative projects. The focus of this piece is on the framework that was developed and executed to select, support, and evaluate these teams. The framework is explained and described using data gathered throughout the study and discussed using Kolb's components of organizational support for teams.
Building a Leadership Community: One University’s Experience
This article describes one university's approach to developing collaborative alliances within the university and between members of the university community and stakeholders in the community.
Needed: A New Generation of Problem Solvers
Higher-education administrators and faculty members should not focus so much on today's financial concerns that they lose sight of such pressing issues. The problems are complex and interconnected, spilling across academic disciplines and often across national borders. Solutions will require theoretical knowledge and practical problem-solving skills, including the capacity to build and lead teams drawn from a variety of disciplines. They will require leaders who can cross boundaries of science, policy, geography, theory, and practice. In other words, they will require a new generation of sustainable-development practitioners.
Leading Assessment: From Faculty Reluctance to Faculty Engagement
This article from Academic Leadership Live gets right to the heart of one of the biggest needs and challenges in higher education--assessment of student learning--and makes valuable suggestions for engaging faculty as leaders. Only through doing so, Don Haviland argues, can assessment become the core of how we do things instead of the latest bureaucratic accountability swirl.
Promoting Organizational Learning in Higher Education to Achieve Equity in ...
This chapter describes a project in which teams of faculty, administrators, and staff from fourteen colleges and universities engaged in organizational learning for the purposes of identifying and improving inequitable educational outcomes for African American and Latino students.
A COLLABORATIVE MODEL FOR LEADING ACADEMIC CHANGE
This is the text of Chapter 2 of Ann F. Lucas's book, Leading Academic Change. It was reprinted on the listserv, "Tomorrow's Professor," by permission of the publisher, Jossey-Bass.
It provides a practical guide (8 steps) to leading change, based on a project at Fairleigh Dickinson University's Department of Management and Marketing. As the author notes in the conclusion, the principles and process can be applied to any academic setting.
Leadership style and team processes in self-managed teams
"Team leadership merits continued attention because leaders have an impact on how the team develops and performs. In this article, team processes are explored within self-managed teams that develop different leadership styles. In particular, two leadership styles are compared: shared leadership and single leadership. "
"Recently, there has been growing interest in more fully examining the situational conditions under which the positive effects of charismatic or transformational leadership are actually achieved. The positive impact of transformational leadership on follower performance has received wide support in the literature. However, much less is known about the impact of transformational leadership on team performance."
Leadership and Change (Dale Lick)
This book chapter is well worth the reading for its analysis of the need for change now in higher education, its review of some of the literature on change, and its helpful description of roles in the change process. Best of all is the 11-step process that Dale Lick and Roger Kaufman (both experienced faculty members who have gone on to consulting careers in university planning and leadership) call The Change Creation Process.
The article is copyright Jossey-Bass, 2002 and should not be reproduced.
Full citation: Lick, D. (2002). Leadership and change. In R.M. Diamond (Ed.), Field guide to academic leadership. San Francisco: Jossey-Bass.
Fall 09 Meeting Handouts - CTL Faculty Development Teams
Online copies of all the handouts shared at the Fall 2009 Faculty Development meeting at Ruttger's.
Transformational Leadership - What Is Transformational Leadership
Have you ever been in a group situation where someone took control of the situation by conveying a clear vision of the group’s goals, a marked passion for the work and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.
Miller.pdf (application/pdf Object)
This study was designed to discover which leadership styles executives of environmental advocacy nonprofits used to enhance their inter-organizational collaborative efforts. The study was undertaken in two phases. The first phase asked foundation funders of environmental advocacy organizations to identify who they viewed as being successful leaders of collaborative processes. The second phase involved semi-structured interviews with several of the leaders of collaborations nominated as “successful” by the foundation funders.
The study includes definitions for a variety of leadership styles and compares each styles character traits.
Teaching Teamwork for Educational and Professional Success (Teaching and Learning Laboratory @ MIT)
As there is increased emphasis in universities on helping students acquire the skills they will need to succeed professionally and personally, more instructors are experimenting with student teams. But it is not sufficient to put students in groups and ask them to work together—students need to be taught the skills they will need to function successfully in this kind of situation.
Books for Your CTL Faculty Development Library
Book options for your campus CTL Library.
A general center's approach ideas
Discipline-based approach
In a Discipline Cultural Experiment...
Science faculty experienced a poetry course and found the use of language only was very difficult. There were no visuals, nothing on the board, or an outline - only a lecture with language. Some reported that they were so distracted by others who were furiously trying to keep up by taking notes.
What does this mean to us? Reach the disciplinary intructors with their culture.
Using both explicit and tacit knowledge… some instructors have tremendous tacit knowledge and may not be able to effectively talk about it. Working together with faculty developers, instructors can explicit pedagogical content knowledge.
Faculty development is often promoting a student centered approach, but rarely do we share information in a teacher-centered way. We need to meet them where they are….. faculty centered.
What does faculty-centered discipline-specific professional development means in practical terms for a center?
Our Process…. Our Journey IUPUI
The session focused on a study of 72 campus CTLs who responded to a survey on what practices made the biggest positive impact to help “tired” faculty. For the study, “tired” faculty were defined as those who were 50 and older, senior faculty having rank and tenure.
Participants were asked to rank 11 development activities
1. Create mentoring programs – “tired” faculty mentor younger facultySurvey Results
Especially effective development activities were:
Somewhat effective development activities were:
Least effective development activities were:
These activities may offer the beginning of a conversation with faculty development teams as they look at ways to develop programming to motivate “tired” mid- and later-career faculty.
David Green from Seattle University led this session sharing the results of a comparison study of educational research literature to discipline based literature. Faculty from the U.S. and the U.K. participated in the study. The session participants were asked to show on a grid as to how they prefer to gain their knowledge based on the scales of simple to complex language and simple to complex ideas. The was a correlation of responses between the study’s and the session’s participants.
How this applies to our work as CTL system and campus faculty developers is to be sure that we use a more simple language to describe the simple and complex ideas which is what faculty prefer. Providing this language, is critical to help other faculty feel comfortable to join our ranks as faculty developers and supporters. Few faculty have the time to learn a new complex language, whether perceived or real. Once again, we hear that the KISS philosophy applies in the language we use in discussing educational research.
