Fluent Essays

A few references:Lewin, K. 1958, 'Group decision and Social Change,' in 'Readings in Social Psychology,' eds. Maccoby, E. E, Newcomb, T. M. and Hartley, E. L. Holt, Rinehart and Winston, New York, pp. 197–211.Hope, J. (2014). Provide leadership through changing times. Dean & Provost, 15(8), 1–5. https://doi-org.proxy1.ncu.edu/10.1002/dap.20076InstructionsFor this assignment, you are the superintendent of a large metropolitan school district. Many ill-managed changes at the federal, state, and local school levels have caused a drop in teacher and student morale/motivation. Principals have not been trained in leading the change, which is what you have discovered through your investigation. Using the five links to the models of change listed in your resources for this week, create a training manual Then, describe to your principal staff the way each model drives change and offer recommendations for your principal staff members to adopt one or more of the models, which are design.ed to manage change well within their schools.Presentation OptionsRequirementsManual5 pages, therefore be concise and direct to cover all five modelsReferences: Support your work with a minimum of six scholarly resources.Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your presentation should reflect scholarly writing and current APA standards. _dean_and_provost.pdf the_change_curve.docx kotters_8_step.docx lewins_change.docx Unformatted Attachment Preview Access this content and more online at www.deanandprovost.com. Log in using your subscription’s reference number, shown on the mailing label. VOLUME 15, ISSUE 8 APRIL 2014 Snapshots crisis management The Advisory Board Speaks Kathleen C. Boone provides strategies for managing crises that require legal compliance when they occur on your campus. Page 6 Provide leadership through changing times executive management Attend a conference to get new ideas and make connections. Page 7 what would you do? Find out how your colleagues would respond to being blamed for failed initiatives. Page 8 Lawsuits & Rulings Review summaries of court cases and agency rulings. Pages 9–11 Focus on Leadership Todd Robert Petersen, director of the Creativity and Innovation Center at Southern Utah University, worked with a team to develop an innovative new curriculum. Page 12 2013 Winner Specialized Information Publishers Association Awards By Joan Hope, Editor If you’re a dean or provost, managing change is a big part of your job. And it’s likely to become an increasingly important skill. “Change is not going to be a once-in-a-while thing. It’s going to be the order of the day moving forward,” said Benjamin Akande, dean of the George Herbert Walker School of Business and Technology at Webster University. “The only person who likes change is a wet baby,” Akande said. But change is not a bad thing. “It’s an opportunity to reevaluate,” he said. Akande and other members of Dean & Provost’s Advisory Board participated in a conference call to share their tips on managing in changing times. “Right now, everybody is going through their version of change,” said Cynthia Worthen, vice president for academic affairs at Argosy University. And whether the changes you are facing are positive or negative, your faculty Continued on page 4. Faculty Understand when to discipline, or ignore, faculty members’ controversial speech By Michael Porter, Esq. Public employers, including educational institutions, welcomed the Supreme Court’s 2006 decision in Garcetti v. Ceballos. It held that the First Amendment did not protect employee speech when it was made as part of an employee’s official duties. However, in Garcetti, the Supreme Court reserved judgment about whether its holding applied to speech related to scholarship or teaching. But a recent Ninth Circuit case held that Garcetti does not apply to such speech. While binding only in the Ninth Circuit, a similar case exists in the Fourth Circuit: Adams v. Trustees of the University of North Carolina. So campus officials are beginning to realize they can’t rely only on Garcetti to address problematic Best Instructional Reporting © 2014 Wiley Periodicals, Inc., A Wiley Company • All rights reserved DOI: 10.1002/dap.20076 Continued on page 3. 2 Dean & Provost News/Resources Get published in Dean & Provost For Dean & Provost writers’ guidelines, please contact the editor, Joan Hope, at jhope@ wiley.com. ■ Donations reach record levels If your institution or unit is enjoying a surge of donations, that corresponds with a nationwide trend. Contributions rose 9 percent in 2013, reaching a record total of $33.8 billion. That’s according to Voluntary Support of Education, a report produced annually by the Council for Aid to Education. Learn more at http://cae. org/fundraising-in-education/ category/annual-press-release. ■ Test results showcase learning gains When prospective students and their parents visit campus, they want to know what they will be getting for their money if the student enrolls. At Kalamazoo College in Michigan, officials provide data to answer that question, according to the Wall Street Journal. Students there and at 29 other institutions took a test on problem solving, reasoning and critical thinking as freshmen and seniors. The results showed that Kalamazoo students’ improvement over time was in the top 95th percentile in each area. Accepted students who visit campus attend a 15-minute presentation on the data. ■ Community colleges provide broad benefits The American Association of Community Colleges released a report showing that the impact of community colleges on the United States economy was $809 billion for 2012. And students enjoyed a return of $3.80 for every dollar they spent on their educations. Download Where Value Meets Values: The Economic Impact of Community Colleges at www .aacc.nche.edu/About/Pages/ economicimpactstudy.aspx. ■ Grants help students reduce work hours Research has shown that working more than 15 hours a week can hurt students’ grades and progress toward graduation. For information about any of these publications, call Customer Service at 888.378.2537. Undocumented students to receive aid Financial aid for students brought illegally to the United States as children is a controversial topic in many areas. But the House and Senate in Washington state approved a bill that would allow these students to receive aid if they met certain conditions, such as living in the state for at least three years before earning a high school diploma or its equivalent, reports The Seattle Times. The governor was expected to sign the bill. ■ Dean & Provost Higher Education Publications from Jossey-Bass/Wiley • Enrollment Management Report • FERPA Bulletin for Higher Education Professionals • Recruiting & Retaining Adult Learners • Disability Compliance for Higher Education • Student Affairs Today • Campus Legal Advisor • Assessment Update • The Department Chair • The Successful Registrar • College Athletics and the Law • Campus Security Report At Temple University in Pennsylvania starting next fall, students from low-income families will be eligible for $4,000-per-year grants if they agree to limit offcampus jobs to no more than 10 hours per week, according to The Philadelphia Inquirer. Officials found that needy students worked an average of 25 hours a week. The program, called “Fly in 4,” is designed to boost the four-year graduation rate above its current rate of 43 percent. The program will cost Temple about $2 million the first year and $8 million per year by year four. ■ Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company Publisher: Sue Lewis Editor: Joan Hope, Ph.D. Legal Contributors: Virginia Tee, Esq. Richard H. Willits, Esq. Dean and Provost (Print ISSN 1527-6562, Online ISSN 1943-7587) is published monthly by Wiley Subscription Services, Inc., A Wiley Company, 111 River St., Hoboken, NJ 07030-5774. Jossey-Bass is a registered trademark of John Wiley & Sons, Inc. Annual subscription rate is $230 for individuals. To order single subscriptions, call toll-free 888-378-2537, fax toll-free 888-481-2665, email jbsubs@ wiley.com, or write Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104–4594. Discounts available for quantity subscriptions—contact Customer Service at jbsubs@wiley.com. Periodicals postage paid at Hoboken, NJ and at additional mailing offices. POSTMASTER: Send address changes to Dean and Provost, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104–4594. Outside the United States, call 415-433-1767 or fax 415-433-7405. If you have a question, comment or suggestion, please contact Editor Joan Hope at (561)748-5094 or email jhope@wiley.com. Copyright © 2014 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600. Requests to the Publisher for reprint permission should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030-5774; 201-748-6011, fax 201-748-6326, www. wiley.com/go/permissions. This publication is designed to provide accurate and authoritative information regarding the subject matter covered. It is provided with the understanding that the publisher and editor are not engaged in rendering legal counsel or other professional service. If legal advice is required, the service of a competent professional should be sought. April 2014 DOI: 10.1002/dap © 2014 Wiley Periodicals, Inc., A Wiley Company All rights reserved Dean & Provost 3 Faculty Continued from page 1 statements by professors in classrooms. And although First Amendment rights apply only to public institutions, officials at private ones with broad academic-freedom statements in handbooks and other governing documents can use the principles arising in these cases to assess these issues. The Ninth Circuit’s case is Demers v. Austin. David Demers, a tenured communications professor at Washington State University, distributed a pamphlet to broadcast media, faculty and administrators. It addressed the possible separation of faculties in different departments in his college. Demers prepared it while serving on the college’s Structure Committee. He also distributed draft chapters of a book critical of academia and WSU. Demers later sued, claiming his speech was protected and that the university retaliated against him by, among other things, giving him poor performance reviews and making false statements about him. The district court granted summary judgment in favor of WSU. Because the documents had been written and distributed as part of Demers’ official duties, it ruled he could not bring a First Amendment claim. But on appeal, the Ninth Circuit held that Garcetti did not apply to teaching and academic writing “pursuant to the official duties of a teacher and professor.” So are colleges and universities at a loss to address faculty members’ activities? Probably not. If Demers and cases in other circuits apply its reasoning and take Garcetti out of the First Amendment equation, Quantity Discounts Quantity subscriptions for Dean & Provost are available at the following discounts: Number of subscriptions Price each subscription Discount 1–4 $230.00 0% 5–9 $161.00 30% 10–29 $149.50 35% 30–49 $138.00 40% 50–99 $115.00 50% 100–249 $92.00 60% For more information, contact Customer Service at (888) 378-2537 or jbsubs@wiley.com. © 2014 Wiley Periodicals, Inc., A Wiley Company All rights reserved a professor still must prove the speech at issue is related to a matter of public concern and that the value of the speech outweighs any potential disruption it may cause. Private grievances are not matters of public concern, and highly offensive speech that, for example, creates a hostile educational environment based on protected status is arguably not protected by the First Amendment. So how should you address faculty activities that may create substantial disruptions on campus? 1. Consider the nature of the activity or speech. Does it address a public matter or a private matter? If the speech addresses the employee’s own employment situation, it is probably private and not protected or has little protection. If it addresses a topic specific to the community or politics, it will likely be protected speech. But even if it is protected, if the speech does not relate to the courses taught or the professor’s work but he is engaging in it during class (resulting in him not teaching course content), the institution may argue the disruption it caused outweighs its value. 2. If you are going to discipline employees based on their speech and its potential disruption, ensure you don’t over-rely on a Garcetti type of analysis (i.e., indicating discipline is possible because the speech at issue relates to the faculty member’s duties). Instead, ensure there is a clear record of how the speech substantially disrupted, or is likely to disrupt, educational activity. 3. If a professor who engages in controversial speech is not meeting expectations in unrelated areas, address performance issues as you would with any professor. The faculty member cannot contend he engages in controversial speech as protection from discipline. Assuming Garcetti is not an arrow in the quiver to defend a First Amendment claim related to instruction or scholarship, if you act thoughtfully to assess the nature of speech, consider the possibility of it causing disruption, or clearly take action for reasons other than the content of a professor’s speech, you can still take steps to ensure your institution is fulfilling its educational objectives and mission. ■ About the author Michael Porter is an attorney and partner at the Miller Nash LLP law firm in Oregon. You may contact him at Mike.Porter@MillerNash.com. ■ Vol. 15, Iss. 8 DOI: 10.1002/dap 4 The Advisory Board Speaks Continued from page 1 and staff members need your leadership. Communicate effectively “The bottom line of leading a unit through change is to take the time to talk to everyone and listen to their concerns,” said Herman Berliner, provost and senior vice president for academic affairs at Hofstra University. For example, Hofstra opened a medical school that is now in its fourth year. Many faculty members were concerned that the new school would siphon resources from other divisions. It was created through a partnership with a local health system that includes hospitals and other health care facilities, so funding sources from elsewhere in the university were not needed. From the beginning, Hofstra’s president took time to explain how the partnership would function. “It took multiple meetings for people to start to understand how it would work and not be a threat to them,” Berliner said. And when the University of Florida faced budget cuts two years in a row, how communication was handled made a big difference in faculty and staff stress levels, said Lucinda Lavelli, dean of the College of Fine Arts. The first year, administrators were asked to keep everything secret. The next Lucinda lavelli year, they were told to be transparent. Everyone affected was encouraged to speak their minds about solutions. And the individuals at risk of being laid off were consulted in the decision-making process. When some of those individuals were eventually laid off, Lavelli met with them in person and gave them a letter of appreciation for their work. Open communication made the process easier to manage, Lavelli said. For a strategy like that to work, administrators should keep the following points in mind: ➢➢ Make sure stakeholders understand that although they are welcome to speak their minds, they might not get what they want. ➢➢ Provide leadership training to directors so that they have strategies for managing anxious faculty members. The directors should help the faculty stay focused on their work and not on the possibility of April 2014 DOI: 10.1002/dap Dean & Provost losing their jobs, Lavelli said. Hearing the viewpoints of faculty can be enlightening, Lavelli added. Sometimes you’re dealing with extreme positions, and there’s nothing you can do to accommodate them, she said. Worthen also had to lay off some part-time faculty members recently. Fortunately, she was able to offer them adjunct positions. And because they had been involved in discussions about the situation, they understood the decision that was made. Having to lay them off would not have gone nearly as well if Worthen had not developed relationships with them in advance and com- cynthia worthen municated as the decisionmaking process went on, she said. When leaders are transparent, faculty and staff members don’t have to “fill in the blanks,” Akande said. When individuals know what’s coming, they can prepare for it, he added. And leaders need to articulate the desired outcomes of the change, he said. “Leadership is not a solo act,” Akande said. Leaders need to listen to their constituents and give them a voice in the process, he added. Reassure faculty of their worth Technological advances have many faculty members worried that they are becoming irrelevant, Lavelli said. New strategies such as the flipped classroom worry them. At UF, peer-to-peer teaching strategies help them explore new options in a nonthreatening way, Lavelli said. And administrators reassure faculty members that they don’t have to try every new idea. They stress that the new technologies are tools, not replacements for the professors, she added. At Hofstra, faculty members can attend technology boot camps and have opportunities to learn from IT professionals. “Some will probably remain CONTACT US Share successes and article ideas! Editor Joan Hope, Ph.D. Phone: (561) 748-5094 Email: jhope@wiley.com Fax: (561) 748-5094 © 2014 Wiley Periodicals, Inc., A Wiley Company All rights reserved Dean & Provost 5 The Advisory Board Speaks uncomfortable, but more are understanding the new technologies are a benefit,” Berliner said. Provide time for change Academic administrators need to create an environment where change can take place in an orderly fashion, Berliner said. “It shouldn’t be under the gun if at all possible,” he added. That’s true for technological changes as well as other types of change. For example, if you ask a faculty member to teach a class in a hybrid or online format but give him only two months to prepare, that’s not enough time, Berliner said. And providing as much information as possible about Herman Berliner factors that could lead to change is an important part of creating a positive environment for change. For example, in the area where Hofstra is located, declines in the number of K–12 students have led to fewer Hofstra students pursuing education degrees. Faculty in that division who will be considered for tenure are increasingly nervous. “If you see enrollment is going to be a factor, you have to let them know exactly what the trends are so they can plan ahead,” Berliner said. Faculty shouldn’t be learning about trends that could impact tenure decisions at the end of the tenure process, he said. Berliner and Hofstra’s president visit every department on a regular basis. When enrollment trends could have a significant impact on the department, those are part of the discussion. At Argosy, program deans are a critical part of the enrollment plan. Worthen meets with them at regularly scheduled times. They discuss enrollment goals for the year. She updates them each enrollment period on their program’s enrollment in relation to the goals, and they discuss what they can do differently if a program is not on track. “That keeps them knowledgeable and committed to change,” Worthen said. And if she has to give them bad news, they are prepared for it, Worthen said. Educate faculty Many faculty members don’t understand all that happens at a university, Berliner said. Their work is very important, but the institution also needs student affairs, counseling, scholarships and so on. © 2014 Wiley Periodicals, Inc., A Wiley Company All rights reserved The more they recognize the institution’s complexity, the easier they are to work with when a problem arises, he said. Shared governance and the faculty senate provide an effective mechanism for teaching faculty members about the broader picture, Lavelli said. It’s important to do that before a crisis arises. If you start the process when there’s a problem that needs to be solved, you won’t have the faculty members’ trust, she added. Take care of yourself “As leaders of our organizations, we have to be strong for the organization when benjamin akande changes are taking place,” Akande said. That means that leaders need to be in good ... Purchase answer to see full attachment