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Annual AWHE Conference a Success
Conference attendees: Maribeth All, Dr. Melanie Abts, Sandy Reyes, & Robyn Sheppard
new attendance record was set this past June when 93 professionals attended this year’s Arizona Women in Higher Education conference! The conference th took place on June 6 and 7th at the High Country Conference Center in Flagstaff, and it allowed participants the opportunity to refresh, rejuvenate, network, and share ideas. This year’s theme was “Creating Community in a Changing World,” and featured opening speaker, Eileen Klein, president of the Arizona Board of Regents. continued on page 3
Phi Theta Kappa Honor’s Presentation io Salado College student and Phi Theta Kappa member, Linda Johnson, along with Coconino Community College student and Phi Theta Kappa member, Julie Drinkard, presented a workshop detailing the largest international honor society in higher education. Phi Theta Kappa, the honor society for two-year college students, promotes scholarship, professional development, leadership, and community involvement. These two adult re-entry women shared their personal journey and how their education changed their lives. Attendees learned how they could get involved on their campus and support students. The stories shared by the presenters led to cheers and tears by attendees. Survey results of the workshop were very positive. Contributed by: Dr. Melanie Abts
Dr. Melanie Abts & Linda Johnson
In This Issue AWHE Leadership ……………………………………… Save the date ………………………………………........ Conference Wrap Up .………………………………….. Health & Wellness .……………………………………..
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Thank you from MJ …………………………………….... 5 Institutional Representative Profiles………………….. 6 Career Connection ..….…………………..……………. 7 Global Connection……………….………………….…. 10
AWHE LEADERSHIP Executive Board Sarah Bickel Vice President and Chief of Staff Northern Arizona University Leah Bornstein President Coconino Community College
Maria Harper-Marinick Executive Vice Chancellor and Provost Maricopa Community College System
S A V E THE D A T E 2014 Womenâ€™s Leadership Conference
Maria Hesse Vice Provost, Academic Partnerships Arizona State University MJ McMahon Executive Vice President Northern Arizona University Raji Rhys Assistant Vice President for Inclusive Excellence University of Arizona
High Country Conference Center Flagstaff, Arizona
Jeanne Swarthout President Northland Pioneer College Penny Wills President Yavapai College
Arizona Women in Higher Education (AWHE) is committed to improving the general climate and professional environment for women by identifying, developing leadership, advancing, connecting, and supporting women in higher education throughout the state.
June 19-20, 2014
AWHE would love to hear from you. Please share your feedback and send submissions to our team.
Conference continued Concurrent session topics included “How to Negotiate—Anything!,” “How to Develop and Effectively Manage Your LinkedIn Profile Using One Hour Per Week,” “Transgender Student Success, “ Cultivating Success through Appreciative Inquiry and Staff Development, and “Phi Theta Kappa Panel Discussion. “ In addition to the concurrent sessions, a panel session with the AWHE Executive Board members Dr. Sarah Bickel (NAU) , Dr. Leah Bornstein (Coconino Community College), Dr. Maria Hesse (ASU), Dr. MJ McMahon (NAU), Dr. Jeanne Swarthout (Northland Pioneer College), and Dr. Penny Wills (Yavapai College) informed attendees about working in administrative roles in higher education. Other featured events included the return of “Speed Mentoring” and a lunchtime session provided by NAU President, Dr. John Haeger. Feedback from this year’s conference was obtained through utilizing an online survey and several positive comments were received. Comments include: • “Absolutely loved the concurrent sessions I attended, particularly the negotiating, presidency, and doctoral programs sessions. I have a renewed passion for continuing my education and finding ways to make a difference for the students I work with through my leadership. Thank you!” • “Excellent conference! Left me rejuvenated and able to tackle stressful issues as I start my busy season. As a first time attendee, the only regret I had was that I don’t know about the organization sooner.” •“I appreciated the accessibility to executives and open conversations in the sessions and activities. Speed mentoring was such fun and a unique experience.” •“It was so refreshing for me to be in the presence of such talented professionals. Their generosity in giving not only their time but their valuable insights was very appreciated and made for an informative and restorative conference.” •“Thank you for the wonderful opportunity to meet and listen to strong, influential, and enjoyable women. My eyes have been opened to all the opportunities that are available to professional women everywhere.” •“Thank you. I hadn’t realized that I needed a boost in my encouragement specifically as a woman in student affairs. I see lots of women in my field every day. But I’d forgotten the change that can come from a room of confident, proud, feeling, thinking, caring women who have their ears and eyes and hearts pointed in the same direction—with learning and supporting and moving forward as a common goal. It was a wonderful conference, I’m so grateful to have been a part.”
Be sure to SAVE THE DATE for next year’s conference scheduled for June 19th and 20th, 2014, in Flagstaff! Contributed by Jennifer Rhodes, ASU Institutional Representative
Discover Well-being: Maximize your potential to thrive by Michele Hamm Coordinator, Employee Well-Being Maricopa Community Colleges s women, we are presented with a multitude of responsibilities and deadlines, which not only take a toll on our health, energy and engagement, but also on our ability to thrive. So, what are the factors that contribute most to a life that is thriving and how can we shift our thinking to enhance our personal well-being? Based on the Wellbeing Finder, an assessment created by Gallup, Inc., there are five categories that contribute to our overall well-being, and that we have the opportunity to influence through our lifestyle behaviors and actions. These five categories consist of enjoying what you do on a daily basis, fostering strong relationships, honoring your economic life, maintaining good health and possessing the energy to engage in the activities you enjoy, and having a sense of engagement or purpose in your community or social networks. Interestingly, approximately 66% of people are achieving a high level of satisfaction in at least one of these areas; however, only 7% are thriving in all areas. More importantly, these areas affect a variety of dimensions of our lives and, in many ways, are interdependent on one another. As we explore our culture and its connection to well-being, we are almost set up from the beginning not to be successful. Many times the choices we make on a daily basis may work against what is best for our well-being long term. Letâ€™s first turn our attention to the topic of
Part 1 of a 2 Part Series
maintaining good health and possessing the energy to engage in the activities you enjoy. There are a number of contributing factors here, including proper nutrition, regular physical activity, avoiding tobacco, and sleep. Changing or enhancing these factors may not always come easy, hence the need to cognitively shift our thinking from the gratifying choice in the moment to the smarter choice in the moment. Not only does this shift take thought, it also takes some planning. For example, if you are working on changing your eating habits, it might mean removing the candy dish from your desk or packing healthy snacks to help you get through the day. As you establish new behaviors, you may need to consciously remind yourself of how much better you feel when you eat well versus how you feel after a big greasy burger and fries. Pay attention next time you overindulge-- how is your energy level, or lack thereof? What about your overall feeling of being stuffed? The approach is much the same as you begin to shift your thinking regarding regular physical activity. Again, planning is a must! This can be as simple as parking farther away and taking the stairs to increase the amount of lifestyle physical activity you are engaging in or participating in your new exercise program. continued on page 5
health&wellness Continued from page 4
When planning your exercise program, you will want to make it convenient and build it into your day, whether that is in the morning, at lunch or after work. If at all possible, schedule it before you head home for the night, more often than not we do not make it back out after we settle in at home, unless you are involving your family and social network and everyone is
holding each other accountable. Once again, make sure and check in on how you feel. How is your energy level and mood on the days you are more active? Do you notice a difference when you skip your activity? I have yet to hear, “I wish I wouldn’t have gone on that run or completed that workout.” However, I often hear, “I should have…” Stay tuned for Part 2 in the next newsletter.
A Special ‘Thank You’ from AWHE’s 1st Woman of the Year Award Recipient I am writing to you and the entire Executive Board of the Arizona Women in Higher Education an expression of gratitude for the honor bestowed on me, Arizona Higher Education Woman of the Year, at the most recent Conference held on June 7, 2013 . I cannot express to each of you what an honor it was for me. I am still stunned to this day that I was selected out of all the women in Arizona, and to be the very first recipient! It was an Pictured: Erin Grisham & MJ McMahon overwhelming experience. I wanted to express my joy on that day but just could not get my thoughts together. This honor made my entire career worthwhile. Each of you helped me to realize my career goal to be the best I could be. Because of my relationship with each of you, I will carry the values of integrity, honesty and loyalty no matter what I do in the years yet to come. That June day will forever be etched in my mind and in my heart. It is the very best way to end a 42-year career in higher education. To all the women in AWHE, thank you for your support, mentorship, leadership, and most of all, friendship. I hope you will continue to support this wonderful organization. With gratitude, M. J. McMahon
institutionalrepresentatives AWHE would like to welcome new institutional representatives for the 2013-2014 year. This year’s new representatives are from several different areas of the state, and represent both universities and community colleges. The biographical summaries included in this article provide an opportunity for current members to get to know a bit more about each representative. Wendy Davis – Cochise College Wendy Davis has worked in higher education since 1990, primarily at community colleges and currently serves as the Vice President for Human Resources at Cochise College in southern Arizona. She holds a Master’s degree in Business Administration from the University of Wyoming and is in the Higher Education Leadership doctoral program at Colorado State University. Wendy’s primary interests are in leadership development and strategic planning in the higher education environment. Lindsey Katherine Dippold – Northcentral University Lindsey has over 10 years of experience working in higher education with a specialization in Career Services. She is an adjunct faculty member in counseling within the Maricopa Community College District and an adjunct dissertation chair at Northcentral University. Lindsey is currently serving as President-Elect for the AzCPA, the state entity of the American College Personnel Association. Prior to relocating to Arizona last year, Lindsey was a Visiting Assistant Professor at the University of Southern Mississippi. She also worked for 7 years as Senior Assistant Director of Career Services at Florida State University where she also completed her Ph.D. in higher education and policy studies. She is passionate about supporting students' success in college. Christy Flora – Phoenix College Christy has over eleven years of experience in higher education, eight of which have been spent here in Arizona with the Maricopa Community College District. She is currently the Coordinator of Alumni & Community Relations at Phoenix College where she develops opportunities for increased alumni engagement and scholarship fundraising at the college. As an adjunct faculty member of Rio Salado College, she engages students in discussion on public administration and management concepts. Christy holds a Bachelor’s Degree in Marketing from Millikin University (Illinois), a Master of Public Administration Degree from Arizona State University, and a Graduate Certificate in Instructional Design from the University of Wisconsin-Stout. She is active in the MCCCD Women’s Leadership Group and looks forward to collaborating with the AWHE team on this year’s conference. Cathleen Hernandez – GateWay Community Cathleen serves as the Director of Institutional Effectiveness, Research, Planning, & Development at GateWay Community College. She has more than 18 years of experience in higher education working in the areas of business and industry, program and partnership development, institutional effectiveness, research/planning, and resource development. Cathleen has a Master’s degree in Educational Leadership and is currently pursuing her doctoral degree in Educational Leadership from Northern Arizona University.
institutionalrepresentatives Jill Loveless – Mohave Community College Jill is currently the Dean of Instruction at Mohave Community College that serves over 5000 students each semester. She initiated the Arizona Developmental Education Summit in spring of 2013 and hosted the first summit in Kingman. Twelve colleges from throughout the state attended the event and created a network where solutions to the developmental education issues facing colleges could be shared. She earned her M.A. in English from Breadloaf School of English in Middlebury, VT, and is currently working on her doctorate degree. Jill has worked in K-12 and higher education since 1985. Currently she serves on the AZTransfer Steering Committee and the Arizona Academic Administrators Association. Michele Hamm – Maricopa Community Colleges Michele has been with the Maricopa Community Colleges for over 15 years. Currently, she is in her second year as the Coordinator of Employee Well-Being, working on district-wide health and wellness initiatives. Her goal is to create an environment that empowers students, faculty and staff to make informed decisions about personal well-being, and to encourage behaviors that move towards a balanced and healthy lifestyle. In 2011, she taught full time in the Exercise Science department at Mesa Community College- Red Mountain Campus. Prior to that, she spent eight years as the Coordinator of Wellness Education at GateWay Community College, where she served as the faculty advisor for IGNITE (Influence Guide Network for Intercollegiate Tobacco Education) and Cochaired Breathe Easy, Maricopa Community Colleges tobacco- free initiative. Michele started her career with the Maricopa Community Colleges at Estrella Mountain Community College as a Fitness Center Technician. She graduated from Arizona State University with a B.S. in Exercise Science/ Physical Education, and received her M.Ed. in Counseling/ Human Relations from Northern Arizona University. In fall 2012, she began her doctoral journey in Industrial and Organizational Psychology at Grand Canyon University. Additional new institutional representatives include Madeira Ellison from Northland Pioneer College.
AWHE is Currently Seeking New Institutional Representatives! Develop your leadership skills while expanding your network of supportive, enthusiastic higher education professionals through serving as an institutional representative! AWHE strives to increase the number of women who hold major decision-making positions in higher education. Through monthly teleconference meetings and an annual conference, AWHE representatives work collectively to benefit from the mentorship and advice of their peers. Currently, fourteen of Arizona’s colleges and universities are represented in AWHE. Representatives serve as the liaison for the network to their campuses, they plan and facilitate the annual conference and other events, and they promote the network through their personal networks and colleagues. Responsibilities involved would include monthly teleconference meeting participation, half-day planning meeting attendance once a semester, and attendance at the annual two-day conference held in June. If you are interested and/or would like to find out more information, please contact Erin Grisham at Erin.Grisham@nau.edu.
careerdevelopment Building Your Personal Brand by Kerry Sanderson “A brand is a reason to choose.” - Fred Burt, Siegel+Gale Think of the swoosh. You don’t even need to see the word Nike to know we are talking “Just Do It” and high quality athletic performance. What about Google? Most people had never even heard that word, but it’s changed our lives with instant information at our fingertips. What did we do before that little search box? A brand is typically recognized as a company’s logo and the way a product is presented through advertising. This is just the tip of the iceberg, though. A brand consists of expectations of the product or service, what you expect to get when you purchase it. These expectations are built through advertising, word of mouth, personal experience, association with authorities or well-known people, reputation, and actual performance. From the perspective of the company, the brand is what they promise you. From your perspective, the brand is what you expect. Think of one of your favorite brands – what has the company promised you if you choose their product? What do you actually expect when you buy it? Why do you choose that brand over its competitors, and possibly even pay more for it? When we are brand loyal, we have high expectations, including consistency, quality, performance, good feelings, trust, and relevancy. You buy it because you know it will meet your needs, every time. The strongest brands are successful because the message they send out equals the customers’ expectations. Think of a brand that didn’t meet your expectations – how did it make you feel? Disappointed, cheated, let down…and you probably told a lot of people! Just like with products, your brand is based on how you portray yourself and how others perceive you. When your self-impression aligns with your actual reputation, then you have a very strong brand. You
will find strong supporters and brand loyalists in both your professional and personal lives. On the other hand, you can attempt to create a brand and market it, but if it doesn’t match up with how others see you or your actual performance, then your family, friends, colleagues or even potential employers will ultimately end up disappointed. How strong is your personal brand? You have already created your own brand over the course of your lifetime through your words, actions and behaviors. You can conduct a brand “audit” to determine your current brand and discover ways to strengthen it. Just like with your finances, you want to look at the current value and build upon it to reach your goals. To conduct a quick brand audit, choose 3 words to describe yourself, three words that capture the essence of what makes you unique. Then ask your family, your friends, and your professional colleagues. Are their answers similar? Remember, strong brands are based on consistency, clarity and relevancy. What can you do to create that in your own brand? Your goal is to determine three defining characteristics and work towards everyone perceiving you in a consistent way.
Looking forward, do you know who you want to be? Think of a role model and three words to describe them. This can be the basis for your Aspirational Brand. Look at what you might be missing: what do you need to do to be more like this person? Think also about what is your next targeted career role? Name three words to describe a successful person in that role. What gaps do you see, and how can you fill them? Every day you are affecting your brand. Throughout your career, you will work hard to establish a strong personal brand and build a positive reputation. How do you maintain it? In exactly the same way that companies keep their brands strong over time: Consistently deliver on your brand promise, every time. See page 9 for great branding resources
Personal Brand Statement You can create a “tagline” (remember Just Do It?) or personal statement that captures and clearly conveys your brand. This statement will be very useful in developing an introduction for yourself to prospective employers, networking contacts and anyone who asks you “What do you do?” Your personal brand consists of your professional expertise (skills, knowledge, abilities, experience, and education) plus 2-3 personality traits that capture your uniqueness. Complete the following statements using the information gathered above in your personal brand audit: I AM… I CAN… I WANT TO… Think about what makes you qualified, but also different and memorable. Here is an example: I AM…an engaging and energetic teacher I CAN…motivate a room full of 8-year-olds to love reading I WANT TO…inspire a new generation to love books and learning What does this say about this person’s brand? She has knowledge and experience in elementary school education, she had the talent to capture the imaginations of a group of 8-year-olds, and she is passionate about helping kids learn to read and learn. Wouldn’t you be interested in learning more?
Who Are You Now? Conduct a Personal Brand Audit Ask your professional colleagues:
Ask your family: 1. 2.
Are they similar? Strong brands are based on consistency, clarity and relevancy. Your goal is to determine three defining characteristics and work toward everyone perceiving you in the same way. Where are the gaps between your current brand and who you aspire to be? How can you get there?
Who Do You Want to Be? Define Your Aspirational Brand My Role Model is:
3 words to describe her brand:
Top 3 attributes for success:
3 Action Steps I Will Take to Develop My Brand:
My next job title:
globalconnection Global Learning and Cultural Identity: Trends in French and American Higher Education By: Dr. Patricia Frederick, Associate Professor of French, NAU In recent years globalization has brought about major transformations in concepts of national identity and France has been no exception in this regard. French politicians have repeatedly invoked the country’s need to rewrite its cultural identity in the global sphere and changing images of society have necessarily brought about new dialogue between France and its various ethnic groups. Such intercultural exchange has become predominant in all aspects of contemporary society such as media, literature and cinema. Today educators all over the world specializing in contemporary culture address national identity and explore new dimensions in teaching the topic in their university courses. However, recent trends in global learning and in French and American higher education reveal some differing perspectives. As elsewhere in Europe, globalization and internationalization have sometimes had the effect of equalizing and even Americanizing certain aspects of French culture and society. Some have accused the French of stubbornly resisting a loss of ‘Frenchness’ and of opposing ‘foreign’ invasions into their culture. The now familiar term ‘exception culturelle’ or ‘cultural exception’, which came to be recognized as the ‘French exception’, was born during the 1993 GATT agreements in an attempt on the part of the French to create a distinctive role for their national culture, and in particular, as a means to preserve their film industry. This notion exemplified France’s determination to express its own cultural individuality in a changing world and was a means of confronting continuing trends of Americanization and Europeanization. Another closely related concept is that of
cultural heritage, or patrimoine culturel, encompassing all that is dear to the French about its history, tradition, language, and culture. ‘All that is defiantly different about the country and its people and which sets it apart from its geographical peers and political allies’ is Andrew Jack’s definition in The French Exception (Jack, 1999:11). Another prominent example of French protectionism vis à vis cutural heritage is the somewhat antiquated Toubon Law (1994) that mandated the use of the French language in all official publications, advertisements, schools, and other public arenas. Today, more than ever before, the French have seen their language threatened by the use of English as the global lingua franca. Just a few months ago, this concern sparked a major debate in France when a new law, called la loi Fioraso after the Minister of Higher Education (Geneviève Fioraso), supported replacing French with English as the primary language in a small percentage of university courses as well as for intellectual endeavors. continued on page 11
globalconnection Fioraso defended the initiative, stating it was aimed at attracting more foreign students to French universities and that it reflected the reality of most postgraduate programs in Europe today in which students are trained to work globally. In typical French fashion, politicians, intellectuals, and educators fiercely expressed their views on both sides of this controversy and inevitably invoked notions of national identity, cultural heritage, and the adverse effects of globalization.
On the other side of the Atlantic, some decidedly different trends have been emerging. Internationalization and globalization have become popular, positively used terms in all discourse pertaining to the future of higher education. Both concepts can be viewed as among the most significant forces shaping American university education over the past decade. In an attempt to address national educational priorities in an increasingly competitive global economy, colleges across the United States have begun establishing new cross-cultural degrees, international internships, and even dual PhD programs between American and European universities. Such recent initiatives now offer college students unique global learning experiences that allow them to acquire firsthand knowledge about cultural myths and transformations in a countryâ€™s national identity, as well as emphasizing the importance of foreign language acquisition in American higher education. One such innovation is the Global Science and Engineering Program (GSEP) recently established at Northern Arizona University that offers a new model allowing science and engineering majors to internationalize their studies by integrating language study (Spanish, French, German, Chinese or Japanese), international training, and professional experience abroad with their existing degree
programs. Global learning has the positive outcome of providing students with an understanding of what is unique about contemporary national cultures and of helping them redefine the positions of both Europe and the United States in the global community. Through new learning initiatives, majors in science and engineering disciplines are given the opportunity to work seamlessly across national, cultural and linguistic boundaries in collaborative research endeavors. The goal of Northern Arizona Universityâ€™s Global Science and Engineering Program (GSEP), and other programs of its kind, is to prepare science and engineering graduates to be highly competitive in an evolving global market. The degree is a five-year program of study for engineering and science students incorporating language study and international preparation into the core curriculum. The most important feature of this new degree is the inclusion of a one-year period spent abroad in the fourth year, consisting of a semester of intensive language study and cultural immersion, followed by a one-semester professional internship at a company or research laboratory in the studentâ€™s area of study. The outcome of the program, of course, is a highly competent, internationally experienced science or engineering graduate with a dual B.A. degree in a modern language. According to this new paradigm, foreign language training no longer simply fulfills university degree requirements, but rather becomes a business necessity that underscores the value of second language training in an increasingly globalized marketplace. It further de-emphasizes the importance of English as the lingua franca used today in all forms of learning and intellectual endeavor. continued on page 12
globalconnection While these recent trends indicate seemingly divergent perceptions of globalization and internationalization in France and the United States, leaders in higher education in both countries ultimately exhibit similar goals. The new loi Fioraso, although highly debated in France, was finally enacted and thus will soon benefit American university programs such as GSEP and others that allow Englishâ€“speaking students to take advanced technical courses in their native tongues while still immersing themselves in the traditional cultural patrimoine
so cherished by the French. In addition, both countries obviously understand the importance of preserving cultural identity, a concept intimately linked to the acquisition of a second language. Finally, as internationalization becomes a common, universally accessible enhancement to all university degree programs, both embrace the admirable goals of higher education as a means of transcending national borders and of offering the world a broader, more comprehensive vision for the future.
Global Sciences and Engineering Program (GSEP) â€“ Northern Arizona University