Higher Education Digest – July 2021 – International Edition – Must Watch Colleges and Universities i

10

INTERNATIONAL EDITION

MUST-WATCH COLLEGES AND UNIVERSITIES IN THE US FOR INDIAN STUDENTS

www.highereducationdigest.com

HARRISBURG UNIVERSIT Y OF SCIENCE AND TECHNOLOGY ROSE - HULMAN INSTITUTE OF TECHNOLOGY WEST TEXAS A&M UNIVERSIT Y’S COLLEGE OF ENGINEERING

M A N G A L A S U B RA M A N I A M

P R O F E S S O R O F S O C I O LO G Y A N D B U T L E R C H A I R A N D D I R E CTO R , SUSAN BULKELEY BUTLER CENTER FOR LEADERSHIP EXCELLENCE,

JULY 2021

P U R D U E UNIVERSITY, US

Higher Education Digest July 2021

1

2

Higher Education Digest July 2021

3

Higher Education Digest July 2021

July 2021

Vol - 3 Issue - 9

Colleges and Universities in the US for Indian Students Special Head of Advisory Board Dr. Varughese K.John, PhD

Managing Editor Sarath Shyam

Consultant Editors

Dr. Johny Andrews Andrew Scott Joseph Alex

Naomi Wilson Stanly Lui Emma James

Enquiry: admin@highereducationdigest.com

Art and Design

Charlie Jameson Gonzalez Edwards

Sales & Marketing

Jennifer Anderson Rachel Roy

4

Monica Davis Anna Elza

Enquiry: admin@highereducationdigest.com

Subscription

www.highereducationdigest.com

International Representation

London Connecta Global Ltd. 27, Old Gloucester Street, London, WC1N 3AX, United Kingdom

GET THE MOBILE ISSUE

Bangalore Connecta Innovation Pvt. Ltd. Carlton Towers, Old Airport Road, Bangalore - 560008 India Dubai Focus Innovation Technologies FZE P.O. Box 48299, Dubai Silicon Oasis Dubai, UAE

Higher Education Digest July 2021 March 2019

Higher Education Digest is a digital magazine published by Connecta Innovation Private Limited. All rights reserved. The opinions expressed in the content and pictures provided are those of the authors. They do not purport to reflect the opinions or views of the Connecta Innovation Private Limited or any of its members and we do not assume any responsibility. The publisher does not assume any responsibility for the advertisements, its content, pictures, and all representation of warranties made in such advertisements are those of the advertisers and not of the publisher.

Higher Education Digest is a Free Subscription digital magazine strictly not for sale and has to be strictly for internal private use only. Publisher does not assume any responsibility arising out of anyone printing copy of this digital magazine in any format and in any country and all matters related to that.

MANAGING EDITOR’S NOTE

The United States and the Great Indian Study Abroad Dreams

I

ndian students travelling abroad for higher studies is more than a century-old tradition. Before the independence, it was Britain that held a pre-eminent position in India’s education matrix. However, the wind started changing during the mid-1960s when Indian students travelled further to the US. From hundreds in the early 70s, the number of Indian students in the US went up to 20,000 in the 1980s to nearly 200,000 in 2020. Even the pandemic that had severely impacted cross-border mobility could not hinder Indian students’ dream to study in a prestigious university in the US. In 2019 – 20, however, the number of Indian students studying in the US universities and colleges was at a three-year low of 1,93,124, as the country witnessed a sharp fall in both new and cumulative enrollment of foreign students, as per official data.

Many experts then believed that the number of foreign students could fall more in 2020-21 due to covid-led disruptions in the US, which was already witnessing a downfall due to the visa issues and anti-immigration noises from the previous administration.

With the new government comes new hopes.

Recently, the US Department of Homeland Security (DHS) withdrew the rule that was announced in September 2020 proposing to govern the length of stay for F&J (students) and certain I (international media) category non-immigrants, which is good news for Indian students studying in America. Hopefully, the US government’s decision to not limit the period of student visas to four years will help the universities to attract more international students to their campuses.

To help Indian students looking for their higher studies in the US, we have come up with a list of ‘10 Must-Watch Universities and Colleges in the US’ in this Issue. These institutes have created a benchmark in the global higher education system and provided new directions and successful careers to the plethora of Indian alumni members. On the cover, we feature Mangala Subramaniam, Professor of Sociology and Butler Chair and Director, Susan Bulkeley Butler Center for Leadership Excellence, Purdue University, US. Enjoy Reading.

Sarath Shyam Higher Education Digest July 2021

5

ADVISORY BOARD Dr. Kuldeep Nagi, Ph.D, MBA, BSc.

Program Director of Ph.D, Recipient of Fulbright Fellowship Award & Dan Evans Award for Excellence and Writer columnist.

Dr. Varughese K.John, PhD, MBA, MPhil, MCom, LLB. Former Program Director, MS in Management Program, GSATM - AU

Dr. Venus M. Alboruto, PhD, Master Teacher, Researcher, Innovator, Trainer.

6 Major General (Rtd.) Dr. Sunil Chandra, VSM (Vishishta Seva Medal), Ph.D, M. Phil, MA, M.Ed, PGBDA Ex-M D Army Welfare Education Society, ExCOO GEMS Education - India, Ex- Addl Dir Gen - Army Education, Mentor - Adventure-Pulse

Dr. Ajay Shukla, Ph.D, MBA, BE. Co-founder and Chief Strategy Officer at Higher Education UAE

Mr. Amulya Sah, PGD PM & IR, PG Diploma in PM&IR (XISS Ranchi)

Shanthi Rajan (MSHRM, FHEA, AMCILT) Director, Institution Development, University of Stirling, RAK Campus, UAE.

Higher Education Digest July 2021

Chief Human Resources Officer, Former Head HR group Samsung R&D Institute India,Transformative HR Leader, Change agent, Digitization facilitator, Engagement architect, Trainer and Diversity champion.

Mr. Sreedhar Bevara, MBA, B.Com Former Senior General Manager: Panasonic Middle East & Africa, Thought Leader, Speaker & Author of ‘Moment of Signal’ (Amazon’s International Bestseller)

7

Higher Education Digest July 2021

S T N E T N O C

18 COVER

STORY

CHALLENGING THE STEREOTYPES

P R O F E S S O R O F S O C I O LO G Y A N D B U T L E R CHAIR AND DIRECTOR, SUSAN BULKELEY BUTLER CENTER FOR LEADERSHIP EXCELLENCE,

PURDUE UNIVERSITY, US

42

HARRISBURG UNIVERSITY OF SCIENCE AND TECHNOLOGY Incubating Ideas

ROSE-HULMAN INSTITUTE OF TECHNOLOGY Abode of Extraordinary Students and WorldClass Faculty Members

60

82

WEST TEXAS A&M UNIVERSITY’S COLLEGE OF ENGINEERING The Springboard of Global Leaders and Innovators

S T N E T N O

52

56

70

THE PANDEMIC IMPACT AND AFTERMATH ON HIGHER EDUCATION INSTITUTIONS IN THE UNITED STATES

A TEACHER’S JOURNEY BEHIND PRISON WALLS

COPING WITH THE IMPACT OF COVID ON STUDENTS

SOME HUMAN IMPACTS OF EDUCATION PROGRAMS

Dr. Clinton Born, Professor, Franciscan University of Steubenville

MENTOR’S MANTRA

C

34

Beth Rondeau, Forner State Prison Teacher and Author of Seven Doors In

Dr. Allen Sessoms, Managing Partner at Higher Education Innovation Group, LLP

F2F: UNLOCK THE HEART OF SCHOOL LEADERSHIP

Yvonne Caamal Canul, Author of ‘The Leadership Passcode: Unlock the Heart of School Leadership’

12

Dr. Hans Andrews, Distinguished Fellow in Community College Leadership

ACADEMIC VIEW

78

92

96

LESSONS IN LEADERSHIP: ROBUST MANAGEMENT/ LEADERSHIP DEVELOPMENT FOR MID-LEVEL LEADERS ENSURES PRESENT AND FUTURE SUCCESS

COURAGEOUS CONVERSATIONS WITH PARENTS

Dr. William Marzano, Adjunct Faculty Member, Aurora University and Michele Needham, Executive Director of Waubonsee Community College

Dr. Tania Farren, Author, Raising the Well-Adjusted Child: A Parent’s Manual

MENTAL HEALTH AND HIGHER EDUCATION STUDENT SERVICES PERSONNEL DURING THE COVID 19 PANDEMIC

HOW PEDAGOGICAL AND DIGITAL TRANSFORMATION CAN INCREASE UNIVERSITIES’ BOTTOM LINES

Dr. James Genone, Managing Director - Higher Education Innovation, Minerva

INDUSTRY PERSPECTIVE

74

Dr. Mosadi Porter, Associate Dean, Admissions and Outreach, Lone Star College-University Park

MENTOR’S MANTRA

F2F:

UNLOCK THE HEART OF SCHOOL LEADERSHIP Yvonne Caamal Canul, Author of ‘The Leadership Passcode: Unlock the Heart of School Leadership’

12 Yvonne Caamal Canul, veteran educator and former urban superintendent in Michigan, U.S., is well known for innovation, cutting-edge strategic reform initiatives, and ‘putting order to chaos’. Yvonne has been widely recognized for her leadership positions as a teacher, principal, district administrator, state education official, and in corporate and university roles and for receiving numerous awards at the local, state, and national levels.

Among them are the Milken Family Foundation’s 1995 National Educator Award, the 2006 David P. McMahon Civil Rights Award by the Michigan Education Association, selected as Michigan’s Superintendent of the Year in 2015 by the Michigan Association of Superintendents and Administrators, and the National Women’s Leadership Award in 2017 given by AASA and the Bill and Melinda Gates Foundation.

Higher Education Digest July 2021

Knowing yourself well enables you to find threads of commonality with others and therefore build the trust needed to bring your vision forward

T

he historic pandemic has taught us many lessons. We are resilient, we quickly seek solutions, and we can adapt to new world orders. In a recent issue of The Atlantic (6.21.21), Derek Thompson describes a pandemic as, “a major crisis has a way of exposing what is broken and giving a new generation of leaders a chance to build something better—often in surprising ways.”

As we slowly emerge from the past many months of seclusion and virtual relationships and return to the promise of kinship in a F2F (Face-to-Face) world of schooling, now more than ever leaders need to build something better by highlighting the more humanistic elements of leadership in order to renew, reframe, and reengage their school communities. Teachers and administrators have had a grueling year of uncertainty and many are leaving the profession, seeking careers with more purpose and sense of belonging. Returning to an “old” world order provides us the opportunity to

think differently about key elements of leadership that can create a new order of meaningful commitment.

Likewise, administrator preparation programs should seriously consider revisiting their course offerings to include the more nuanced side of school leadership. Key factors such as the importance of being a reflective leader, knowing how to create an expansive network of relationships in order to advance a vision, and embracing the notion of positive rituals as a means towards forming a meaningful and inclusive school culture would certainly be useful in helping reframe school environments, and recruit and retain staff.

As a former urban superintendent, I have met with scores of aspiring and current school leaders that emerge from their graduate programs well informed about managing schools and eager to share their perspective on how instructional leadership is at the core of every great school. Unfortunately, very few

Higher Education Digest July 2021

13

14

knew much about the critical aspects of knowing who they were as leaders. Even fewer understood how relationships with their professional or school community could make or break their careers. Few appear to have ever thought about the power of developing positive school rituals.

Unlocking the heart of school leadership is exciting work. Schooling is not just about the core mission of instruction. It is also about creating a learning and social environment that engenders a sense of belonging, passion, meaningful engagement, and purpose for students, staff, and

Higher Education Digest July 2021

the entire school community. Let us consider three critical elements in that work: Reflection, Relationships, and Rituals.

Reflection: It all begins with Reflection because everything you do as a leader is either a reflection of who you are and/or a product of your reflection on it.

Margaret Wheatley highlights this notion, “Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful.”(Leadership and the New Science: Discovering Order in a Chaotic World. 2006).

15

Knowing yourself well enables you to find threads of commonality with others and therefore build the trust needed to bring your vision forward. It’s not easy for people to follow a leader that they don’t know or trust.

Therefore, an essential strategy for gaining that trust is to share with them who you are.

Do you know your typology? Do you surround yourself with others unlike you? Do you travel and read? Do you embrace and practice cultural competencies? When you make a mistake, do you have a plan for atonement? Are you clear

about why you chose this career? Can you observe and analyze the decisions, actions, and data upon which a school basis its vision forward and make meaning, perhaps even having the courage to change how things have always been done? A leader might consider these questions as part of continuous reflection.

Relationships: In order for any leader to become more effective, it is crucial to broaden one’s definition and understanding of Relationships as more than socialization. The importance of on-

Higher Education Digest July 2021

the-spot synthesizing, being able to “connect the dots” and see the relationships between ideas and data, and systems thinking—all are more important now than ever, especially in an era of information overload. As we emerge from 2-dimensional virtual relationships (one screen at a time), now is the time to re-develop that wide-ranging network and re-build a web of connectivity. Relationship growth includes five elements: With Self ● Being Authentic and Transparent ● Having a Good Sense of Humor (Ability to

Laugh at Myself) ● Being Clear About My Valuesand Leading With Light With the Organization ● Knowing My Value to the Organization ● Building Professional Equity in the Organization ● Understanding Organizational Politics

16

With Others ● Developing a Team of Many/Unlikely Others ● Building Multiple Partnerships: Community, Parents, Vendors, Business With Situations ● Always Looking for Unique/Unlike Opportunities to Advance the Mission ● Believing that Behind Every Challenge is an Opportunity With Ideas ● Promoting Brainstorming as a Time-Worth Activity ● Listening to Others Carefully ● Believing that One Never Knows What Greatness Will Emerge Rituals: If you don’t think Rituals have an impact on human behavior, watch baseball players perform a sequence of physical foxtrots as they approach the batting stance.

Some never change their socks during the entire season. In fact, our world has many

Higher Education Digest July 2021

rituals. One may think these behaviors are superstitions, but they are actually a form of ritual. The assumption is that if I do the same thing every time with an expectation of a specific result, that desired result will happen. More importantly for our purposes, rituals also serve to create societal bonds that connect us to the past and shape a future narrative. They provide a consistent touch point with the here and now and create a living short story. Rituals are the weft and warp of a society’s culture.

Dr. Gary Phillips, founder and President of National School Improvement Project, Inc. acknowledged that, “no schools can be changed without changing the rituals.”Reestablishing the school community’s culture involves taking a serious look at old routines and how to make new ones more transformational. Staff meetings, daily greetings, or acknowledging positive accomplishments are prospects. School events and activities can also create cultural meaning. How a school celebrates holidays and which ones are celebrated, convenes assemblies, honors graduates, types of field trips chosen say so much about what the school community values.

Artifacts as a form of rituals make visible the surface of a school’s culture and are easily seen in a variety of ways.

Physical artifacts such as the decorations, space allocation, the way people dress, awards, trophies, handbooks, posters, mascots, logos, and symbols all tell a story about the organization’s cultural values through a visual rendition of ritual. Even the architecture of a school building tells much about the vision and values of a school or district.

Future Leadership Development As leaders and those who develop and train current or future leaders, we have a unique opportunity to unlock the heart of school leadership by focusing more on engaging and nurturing transformational and positive human interaction (now Face-to-Face!) and less time on how to manage it.

17

Higher Education Digest July 2021

CHALLENGING THE STEREOTYPES P R O F E S S O R O F S O C I O LO G Y A N D B U T L E R CHAIR AND DIRECTOR, SUSAN BULKELEY BUTLER CENTER FOR LEADERSHIP EXCELLENCE,

PURDUE UNIVERSITY, US

Mangala Subramaniam is Professor of Sociology and Butler Chair and Director of the Susan Bulkeley Butler Center for Leadership Excellence at Purdue University, West Lafayette (U.S.A.). In her current administrative role, she focuses on providing opportunities to enhance leadership skills and professional development for faculty.

The key initiatives she has created for faculty success includes the Coaching and Resource Network for assistant and associate professors and the Support Circle as a culture of care network which serves as an informal, flexible support initiative for faculty. Her keen ability to be inclusive of various constituencies on campus has led to great success of the Center’s initiatives. Professor Subramaniam is currently working on a co-edited volume on leadership in higher education. Her co-authored piece in Inside Higher Ed (July 2020) provides recommendations for advancing women to leadership positions. This is reflective of her expanded research interests in the areas of gender and leadership, careers in the academy, and inclusive excellence. She is the current State Co-Director of the American Council on Education (ACE) Women’s Network of Indiana and was an Associate Editor of Social Problems which is one of the top four journals in sociology.

Higher Education Digest July 2021

Higher Education Digest July 2021

20

Higher Education Digest July 2021

Do you think women in leadership roles are still a minority? What is the situation in the higher education space? How can we increase the number of women in leadership roles?

Yes, women are still in the minority in higher education leadership, particularly so in what we refer to as doctoral institutions which are also referred to as research intensive or R-1 institutions in higher education in the U.S. The trend is similar across countries as I noted in my keynote at the GEARING Roles’ second annual conference, Gender and Leadership in Higher Education and Research, (Consortium of Universities across 8 countries of European Union including UK) in November 2020.

Let me address three aspects in response to the first two questions and then provide some suggestions to increase the number of women.

First, in the U.S. typically full professors are considered for major leadership positions (although few positions may be non-faculty positions, that is filled as staff positions). As per the American Association of University Professors (AAUP) 2020 report, representation of women among full-time tenure line faculty members decreases with progression in rank (assistant to associate to full).

There are disparities in the representation of women among full-time tenured or tenure-track faculty members within higher academic ranks. Nationally, 32.5 percent of full professors are women. But underrepresentation is particularly pronounced among the Hispanic or Latino and Black or African American categories.

Intentional efforts are needed to build a leadership pipeline for opening opportunities for women and women of color. We need to challenge not only gender, but racial/ ethnic stereotypes

Higher Education Digest July 2021

21

22

Second, the leadership data mirror somewhat that of faculty. Women hold the least senior administrative positions and are the lowest paid among higher ed administrators. The picture is starker for women of color: in 2016, only 14 percent of higher ed administrators -- men and women -- were racial or ethnic minorities. Gender intersects with race in higher education: 86 percent of administrators are white, while only 7 percent are Black, 2 percent Asian and 3 percent Latinx. Less than a third of college or university presidents have been women, and the majority of them have been white women. Not surprisingly, among faculty members, white men make up the largest numbers of people in senior positions, and in recent years, white women have made significantly more gains than women of color. According to a new study from Eos Foundation’s Women’s Power Gap Initiative, the American Association of University Women and the WAGE project, women represent just 24 percent of the highest-paid faculty members and administrators at 130 leading research universities. Women of color are even more grossly underrepresented, at just 2 percent of top core academic earners. One of the most surprising statistics is the minimal number of Asian women among the top earners – just 3 women (note Asian in the U.S. includes South Asia). This is despite women being 60 percent of all professionals in higher education and earning the majority of master’s and doctoral degrees for decades in the U.S. Perhaps, bias in assessing accomplishments and in enabling opportunities is playing a role.

More recently, women have been appointed as presidents in a couple of high-profile female university presidential appointments among Research-1 (or Tier 1) institutions. Perhaps, opportunities will open for women and for women of color following the recent protests for racial justice as well as the election of the first woman of color Vice President in the U.S. Intentional efforts are needed to build a leadership pipeline for opening opportunities for women and women of color. We need to challenge not only gender, but racial/ ethnic stereotypes.

Investing in women and women of color with potential by providing resources to attend relevant professional development programs can facilitate creation of a pool.

Mentoring – formal and informal – and role models for women can help. As Barres in his article, Does gender matter? in the journal Nature notes, “… a great deal of hallway mentoring that goes on for young men that I am not sure many women and minorities receive.” I would extend the reference to ‘hallway’ mentoring to an informal component of mentoring that may be tapped from networks that women of color are rarely a part of. Such networks

Higher Education Digest July 2021

may be useful for navigating difficult work terrains that are less about expertise. Perhaps women of color are less likely to be even considered for leadership positions because they are not part of powerful networks or cliques (of both men and women).

One potential strategy for universities to pursue is to ensure open search or hiring processes which often seem to be bypassed entirely for top leadership positions when it matters most. Such searches must seriously consider candidates beyond those appointed in the interim or acting position. Another possibility is consciously affirming the accomplishments and constructive work of especially women of color leaders as they are less likely to have advocates in existing networks or cliques. This will also go a long way in building confidence and credibility. I cannot emphasize

23

A diverse senior leadership team can enable bringing in a wide variety of perspectives into decision-making

enough here that what is not stated (accomplishments) is as important as what is. In making leadership search opportunities open, the inclusion of a lone woman of color in a hiring committee is often assumed to meet the creation of a diverse search committee. That is tokenism! Moreover, the lone of woman of color is rarely heard and is more likely to vote differently than the rest of the committee.

Maybe a diverse committee is having up to 50% or more faculty members of color in a committee. While this may add a service burden especially for women of color, they could be compensated in other ways, including no other service for that semester or academic year. [By women of color I mean women of African, Caribbean, Asian, and Latin American descent, and native peoples of the US and include those of dark skin color.

Higher Education Digest July 2021

24 Why is gender balance and having a more diverse workforce necessary, especially in senior management teams?

Gender balance is key for ensuring excellence. I (with my co-author) lay out some imperatives in a 2020 column.

In there, we note that there is an ethical and antiracist imperative as well as a business imperative. And I quote from the column, “Achieving gender parity in leadership is, first and perhaps most important, a matter of fairness.

When women are excluded from top leadership positions, they are denied the agency to make a difference in their workplaces and societies. Leaders enjoy power, high status and privilege, and leadership in one area opens doors to other opportunities, which further amplify the perks of leadership.”

Evidence from a 2018 report shows that companies have improved profitability when diverse women are in leadership positions. Companies which shifted from a leadership structure of no women to 30 percent women had a 15 percent increase in profitability. Conversely, companies in the bottom quartile for both gender and ethnic/cultural diversity were 29 percent less likely to achieve above-average profitability.

Higher Education Digest July 2021

A diverse senior leadership team can enable bringing in a wide variety of perspectives into decision-making.

For instance, in higher education, experiences differ, and challenges encountered vary not only by gender, but also by race/ethnicity, socio-economic status, and immigrant status (as well as other differences).

Integrating and incorporating these perspectives into discussions can be critical for inclusion and success. It allows for understanding the range of experiences rather than create hierarchies (such as hierarchies of privilege or oppression). Consider for example, the disruptions due to COVD and discussions of carework being narrowed to childcare (which is needed), despite the scholarship during the past year or so calling for broadening the notion of care work to include child care as well as selfcare, elderly care and so on. Leaders in positions of authority, either because they choose to ignore or are unaware, reinforce the narrow version of carework and/or convey a hierarchy of those. In doing so, they erase the range of work and those who engage in that work who may all be affected by the pandemic. In the higher education arena, these aspects have consequences for how faculty members may be assessed and rewarded as part of the annual review process

Women who seek to change the old rules may be dismayed and disappointed when established professional women don’t support them

in the current context of the pandemic. Understanding the varying experiences combined with topical knowledge/ expertise is key for leaders; it is not only about having the ‘right’ temperament for a leadership position as women of color are often told!

What are some of the factors or obstacles that deter women from actively pursuing leadership roles?

I will discuss some major barriers that women and women of color face, particularly in higher education. One is underrepresentation. As I noted above, women, and especially those of color, are underrepresented in tenured and full professorships that in turn limits opportunities to advance into formal leadership positions at colleges and universities. Yet we know, from research and my own academic experience, that qualified and ambitious women are definitely not in short supply.

Second, opportunities disappear along the way. Women are not simply denied top leadership opportunities at the culmination of a long career, but rather such opportunities seem to disappear at various points along their trajectories.

And even when women attain leadership positions, we

face challenges at the institutional and individual level – such as individual mind-sets - which need change.

Third, deep-seated networks open leadership opportunities for some faculty members but usually for men. Women’s networks lack power as they are less likely to occupy positions of authority. And women of color are often isolated as there are few women of color in leadership positions. The exclusion of women and women of color from top leadership denies them the power to initiate and implement change. Additionally, gender and racial stereotypes such as expectations that women be deferential, not assertive or confident in expertise is often the norm. The stereotypes are embedded in systems and within institutions and it will require deliberate and conscious efforts by all of us to enable transformative change. Stereotypes and biases present subtle yet significant obstacles for women and women of color. At the same time, when women are required to fit into tightly defined feminine roles to be accepted, those who are willing to act as expected often end up in opposition to those who aren’t.

Women who behave in traditionally feminine ways may find women who behave in traditionally masculine ways off-putting, and vice versa. In this way, gender bias can create conflict among women. So, professional women who have succeeded by playing by men’s rules may have a lot invested in proving that ‘that’s what it takes to be a serious professional.’ Women who seek to change the old rules may be dismayed and disappointed when established professional women don’t support them.

Finally, let me also point out that recognition and rewards can be a stumbling block for women doing leadership work. Perceptions of performance, the ability to highlight them through networks, particularly what is not mentioned or not recognized (remain hidden) are powerful influencers of success. While a few leaders acknowledge accomplishments, many others adopt the ‘non-mention’ strategy or diminish its importance by referencing others works as being equally important as if there is a need for an equalizer when it comes to women of color. I can think of several experiences, related to the latter, in my career.

The non-mention strategy is a hidden hurdle for women of color in mid-level leadership positions. The lack of advocates also leads to invisibility.

When looking specifically at educational planning and management, why is it essential to have women in leadership positions?

In response to this question, I would reiterate much of what I have noted above. Women bring perspectives based on their own experiences and can contribute to understanding

Higher Education Digest July 2021

25

26

potential and excellence as different than the dominant normative in considering the many aspects of planning in higher ed – student, staff, and faculty related.

Diversifying a variety of top leadership positions is more than an initiative to level the playing field – it is about using the best resources to drive excellence – individually and institutionally.

Greater gender, and I would add racial/ethnic, diversity can translate to increased productivity, greater innovation, better products in terms of courses and students admitted and graduated, better and informed decision-making, and higher employee retention and satisfaction.

As a woman in a leadership position, what was this journey like for yourself? How were you able to overcome the different obstacles encountered?

Frankly, I had little knowledge of the challenges, mentioned above, when I entered academia as an assistant professor, soon after completing my PhD. Most of us starting on an academic position, think about being tenured and promoted

Higher Education Digest July 2021

first, that is moving from an untenured assistant professor position to a tenured associate professor position. This typically takes 6 years. And then the next step is becoming a full professor and as I noted above, proportion of women full professors is low (about 23% of full professors at Purdue are women).

I had never thought of an administrative or leadership position at the university level, although I’ve held some administrative positions at the department and college level (there are 13 colleges at Purdue). When I was invited to apply for the current position, I was initially hesitant. I was not part of influential networks at the university level, and added to that, I am a woman of color. And so, I was surprised to be offered the position. Accepting the position, I knew I would be wading through difficult waters. And I was conscious of being in a position of formal authority as I know from scholarship that women of color are less likely to be respected for their knowledge and opinions. In essence, I was not under any illusion that it was going to be straightforward or easy.

In both, India and the U.S., there is a need for women role models in the sciences and engineering so that female students can see what is possible

In my current role, as the Chair and Director of the Susan Bulkeley Butler Center for Leadership Excellence at Purdue University, I connect with faculty across campus, think about potential professional development needs, issues of diversity and inclusion on campus, particularly faculty, engage in inclusive listening, and try to build relations of trust with faculty.

I am about three and a half years in this position now and it has been exciting and challenging at the same time. Exciting because some of the new initiatives I’ve built have gained national attention and my work has been cited in high profile sources such as the Chronicle of Higher Education and covered in podcast interviews, such as in the series, In the Margins.

My experiences as an assistant and associate professor have deeply influenced and shaped some of the programs and long-term initiatives I have rolled out from the Center.

For instance, the initiative for coaching and mentoring for faculty, called the Coaching and Resource Network, announced in Spring 2019 is designed specifically for assistant and associate professors to seek advice and have an advocate or sponsor outside of their department.

It allows faculty members to address isolation, navigate work environments, and obtain counsel beyond those in their department. I created the Network under the quite well-established argument that improved work environments can raise productivity. The coaches are full professors – men and women with different racial/ethnic backgrounds and from across disciplines. Currently, there are about 40 assistants and associates participating in the initiative. This unique initiative is now being replicated at a couple of other universities. Similarly, recognizing that women typically stagnate at the associate professor rank, I started a conference for associate professors.

My academic journey has made me think more deeply about issues of inclusion and bias along gender and racial/ethnic lines. Inclusion is not mere representation, but integration and incorporation of voices into decisionmaking. But representation itself is complex considering the inter and intra group (marginalized groups) dynamics. I find that women are expected to conform to gendered norms – be nice, but not confident or assertive or serious about what they do or else they may be labeled aggressive or not nurturing or demanding excellence.

Not adhering to stereotypes can prove costly. It is even hard to explain these different experiences to most leaders because being privileged they are unlikely to have had any such encounters.

I have also observed that marginalization of knowledge and expertise are not uncommon for women of color, and accomplishments are sometimes viewed

Higher Education Digest July 2021

27

28

with suspicion. I still recall a department head telling me, “you do not need to do so much.” I wondered if, as a woman of color, I was not expected to accomplish much although we know that we have to do twice as much to get half as far. I must note that as a graduate student and for most of my academic career, I have had predominantly male mentors.

I am not sure I can say that I have overcome all the obstacles. In fact, I am still learning to be resilient while knowing I am vulnerable. I consciously try to respond to challenges as opportunities, including doing research on those topics. At the Center, these include assessment of initiatives as well as documenting research through the Working Paper series that I started in 2018 and for which we accept abstracts from across the world.

Additionally, we announced a book series, Navigating Careers in Higher Education through Purdue University Press that is open for submissions from scholars from across the world.

My interdisciplinary background, with each degree in a different discipline has been an asset. Additionally, as a woman of color, I tend to relate to the experiences of women and faculty of color, and as a social scientist I understand how intersections of difference shape power and privilege. My methodological skills prove very useful in designing research and examining and interpreting data as well as in being able to assess how data are used (or not) to make arguments.

I strongly believe that interactive, discussion-based education that raises awareness about key ideas of privilege – based on both gender and race, that is not only male but, white privilege, as well as their intersections – is essential for leaders and faculty. To this end, I have, through the Center, created and offered workshops about gender bias and intersectionality, how to engage in conversations about inclusion, and also hosted speakers from outside Purdue and workshops by external agencies.

Some workshops/panels addressed key gendered academic issues such as service (committee) workloads and salary negotiation.

Being persistent and resilient, despite push-back, and staying focused to do what I believe is important to do has allowed me to pursue research and programs that are meaningful for faculty. My aim is to always ensure that the path to moving up the ranks and/or leadership for faculty, especially women and under-represented minorities, be relatively free of hurdles. I have always been candid and honest which is not the norm as compliance and deference is expected particularly from women. Moreover, the work of institutional transformation is not easy and nor is it possible to do it all alone.

Higher Education Digest July 2021

The leadership programs I have attended have proven to be immensely useful, and the related networks continue to be a source of support. Additionally, having a successful woman leader who had served as a university president as a mentor has been helpful for even asking questions such as, am I being unreasonable in seeking change that hinders women of color from succeeding or am I expecting change too soon, or are my instincts about lack of recognition or inclusion relevant, and so on. I also believe that the initiatives and programs I envisioned and implemented successfully was because of the tremendous support from Purdue’s faculty and particularly from Purdue’s current Provost, Jay Akridge. I will remain ever grateful for that.

Overall, the journey over the past three and a half years has been a mix of excitement, opportunities to make positive contributions, as well as challenges that provided me with valuable lessons for navigating academic spaces .

Is there any disparity between the number of male and female Indian students studying in the US? How can we encourage more women to enroll in studies traditionally occupied by men?

In 2019-20, a little over 193,000 Indian students (about 18% of the total # of international students) in the U.S., only second to China. I don’t think there is much of a difference in the proportion of male and female students studying in the US. A greater proportion of students are likely to be in the pure sciences and engineering.

In both, India and the U.S., there is a need for women role models in the sciences and engineering so that female students can see what is possible. There is also an urgent need for women in leadership roles across levels within a university including elite institutions – full professors, department heads, deans, and university level administrators. Women not only need to be appointed to these positions, but also be treated with respect, as knowledgeable and as key contributors to decision making. This also requires intentional efforts on the part of institutions. I think this applies to most countries.

For instance, in India it means directed efforts by the government and higher education overseeing bodies, such as the UGC. I would go so far as to say that the restructuring of higher education as envisaged in India’s recent NEP misses some key aspects of access, equity, systems of recognition and rewards, and even leadership.

At the same time, it is not about educational institutions alone, we need an overall shift in societal gendered norms and stereotypes so that the abilities and skills of women and women of color are not differentially valued compared to men.

One of my goals is to use both experiences/ narratives and evidence (in the form of data) to consider best practices for faculty success

What is your advice to the female Indian students who wish to study in the US? How can they become successful by choosing US Universities as their higher education destination?

The current generation of students from India are a little different than the previous generations. I am speaking in reference to the general trend and acknowledging that it is not all students. The difference I mention has partly to do with what it means to be successful. While some students desire to achieve, there are many whose goal is to do the minimum and find a job that is realize the ‘American dream’ even if they do not frame it that way. My advice to the current generation of students is two-fold. First, at an individual level, to not succumb to peer pressure to conform, or believe in assimilation in ways that feel like a ‘new found freedom’ especially those who have led a ‘sheltered’ life before coming to the U.S. Additionally, it may be worth critically thinking about status hierarchies particularly race and ethnicity because students tend to perceive and respond to the new racial hierarchies in distinct and gendered ways.

In a broad sense, selecting a specific U.S. university may be driven by a variety of factors, ranging from discipline/topic of focus, funding, level of expectations by faculty. Major Research I universities in the U.S. do not

differ in terms of focus and emphasis. Faculty members at these universities typically engage in major research and it is an opportunity for students to learn and excel, and it is going to involve hard work. The bottom line is what one expects about oneself – do the minimal required work and find a job or the desire to excel.

As an experienced academician, what would you like to change in the field of liberal arts education or our current higher education system in general?

Liberal arts education provides a strong foundation on topics that provide a basis for understanding society – understand the world you live in. Learning how social forces impact lives and shape experiences is key to understanding privilege and disadvantage. Difference based in gender, race, ethnicity, nationality, caste or body ability, and their intersections, can influence access to resources – education, health care and so on. Knowledge of these issues is particularly important in a globalizing world as we interact with and work with a wide variety of people.

I think there needs to be a greater recognition of the value of the liberal arts across the world. Liberal arts courses can provide key critical thinking and writing

Higher Education Digest July 2021

29

skills. Undergraduates in the U.S. are required to complete some core liberal arts courses. That I know is not uniform in India and nor are social science courses taken seriously by students particularly in the sciences and engineering. In most countries, there is a bias that science and technology/ engineering is ‘good’ science and the social sciences is ‘easy and just talk.’ But in the U.S., social science includes training in rigorous and sophisticated methods of research and writing. It is typically evidence based; and I know that is different in other countries. Moreover, what we miss is that technology or technological solutions are based in societal relations built around privilege and disadvantage and access. Additionally, requiring social sciences in research grant projects can foster better solutions. We adopted such an approach with projects funded through a Mellon Foundation grant. It required a collaboration of faculty in the social sciences and the sciences, engineering, or agriculture. The principal investigator was required to

30

Higher Education Digest July 2021

be a social scientist. This model allowed for conversations across disciplines to address major global challenges. Such approaches will require intentional efforts. Therefore, resourcing social science disciplines and even creating interdisciplinary programs can go a long way in bettering education.

In the wake of the COVID-19 pandemic, what are the significant challenges for academic leaders?

How did you manage the teaching at Purdue College of Liberal Arts without any severe hassles?

First, all institutions of higher education in the US and across the world have been faced with challenges.

Leaders were managing the uncertainty and using information available to make decisions. Planning in uncertainty is tough and addressing the need of different constituencies – students (domestic, international),

Liberal arts education provides a strong foundation on topics that provide a basis for understanding society – understand the world you live in

residence halls, staff, faculty including faculty who had traveled out of the country for research or were spending their sabbatical at a different institution or country.

It was in the immediate - middle of spring 2020 (March) - that how things will unfold was unknown. At Purdue, a task force was established, and regular weekly electronic updates were disseminated to campus (Protect Purdue).

Classes shifted to the virtual mode – some synchronous and some asynchronous. Service/experiential learning courses and lab-based classes had to be modified. Liberal arts courses were all shifted to a virtual mode. Additional instructions followed in terms of revising or dropping class participation points/grades and reassessing or reconfiguring exams and required assignments. Research by faculty was affected as labs were closed or had to operate within specific protocols, field based data collection within the U.S. and internationally was not possible, and collaborations were restricted to the virtual mode. At the same time, faculty members were scrambling to move their classes online.

The shift to the virtual mode also brought to light classbased differences as some students had limited access to the internet.

This initial experience, in spring 2020, led to modifications for summer classes and the fall semester.

Additional tech support was put in place for teaching.

And in the fall semester (2020) some courses were inperson, but students had the option to attend or watch a recording. COVID testing protocols were developed and put in place. Vaccinations became available in early spring 2021. Purdue is now a vaccination site and that has enabled students to be vaccinated.

My focus is on faculty and so starting in April 2020, through the summer and this academic year (202-21) I listened to many faculty members who contacted me. It was not merely listening. As Purdue’s Provost reminded me later, I was engaging in intentional listening which may surface ideas for new resources and needs that a unit/ organization is not yet addressing. The ‘listener’ may believe they have to solve the problem/issue which can prevent ‘listeners’ from engaging. In reality, the person who is looking for support wants to see their issues addressed so connecting this person to resources or recognizing the need for resources can be the most important action to take. In the context of the pandemic, everyone is stressed and that holds for faculty too. We are all dealing with uncertainty and so are the faculty. This intentional listening led me to develop two initiatives in the wake of COVID. One is the Support Circle and the second is the Best Practices Tools.

In fall 2020, I created and announced the SBBCLESupport Circle as culture of care network and put together a list of resources within and outside Purdue. This care network is an informal, flexible support initiative for faculty during the crises. Open monthly ‘drop-in’ sessions have been organized. Six faculty members are involved as Faculty Allies – one is a co-chair with me. The dropins have become a space for sharing anxieties as well as potential strategies that may have worked for self-care, teaching, and research. The second initiative is the Best Practices Tools to document the impact of COVID on research and teaching which also is the basis for faculty annual review for assessing progress of particularly assistants and associates as well as annual raises. The Tools have received much attention nationally and several universities have accessed it.

I also used existing resources as a means of highlighting the experiences during the pandemic. For example, we had two volumes of a special issue of the Working Paper series focused on higher education and COVID. The existing Coaching and Resource Network had already established relations of trust and so proved to be useful.

There are also several university level initiatives for faculty. The Provost held regular forums with updates and addressed questions as we continued to deal with the

Higher Education Digest July 2021

31

pandemic. Other initiatives included an automatic oneyear tenure clock extension for assistant professors and a plan for a recalibrated annual review and tenure and promotion process. A protocol for returning to research was developed for faculty. As the months progressed and we all experienced ‘virtual fatigue,’ guidelines for remote work were announced.

32

Balancing transparency while being mindful of confidentiality can go a long way in building relations of trust with colleagues

Higher Education Digest July 2021

What projects or goals are you working on or leading currently?

One of my goals is to use both experiences/narratives and evidence (in the form of data) to consider best practices for faculty success. It can inform what leaders should do and how accountability and transparency can be built into structures, such as committees and processes of decisionmaking that will mitigate bias rooted in difference, particularly gender and race/ethnicity. These topics are central to my research and writing. Another key goal for me is to advise more faculty to focus on constructive relationships that will foster their productivity. That means mitigate conflicts and friction to the extent possible.

I’m currently working on a couple of papers, a book manuscript (monograph), and a study/project. The papers are focused on university responses to incidents of racism in the form of statements that may recognize one racial or ethnic group and erase others; and that has implications for inclusion and the approach of university leadership to pursue a holistic view (or not) of change. The monograph

discusses an inclusive excellence framework for leaders. It relies on analysis of data that provides details of number of faculty members by gender and race in R-1 or doctoral institutions in the U.S. I discuss the ‘work’ of leadership – the hidden or invisible labor that cannot be tangibly measured and which many of us do - and strategies for institutions of higher education. In the long term, I am also very interested in comparing higher education institutions leadership patterns in India with that in the U.S. A study about the experiences of faculty members – mentees and coaches – in the Coaching and Resource Network will commence this summer. I also have plans to develop an advanced module of a gender bias workshop in collaboration with three other faculty members. And I will, of course, be planning for what the Center will offer this upcoming fall. And of course, I will also keep an eye on what the post-vaccination world will allow.

Do you have any thoughts you would like to share about being a woman in the education sector or advice for other women carving a top management space?

Based on my experiences and as I continue to learn, I outline some suggestions for leaders. I suggest being persistent and seeking out role models; role models who you look up to, respect, and trust.

Being clear about expectations of leaders across layers below you in a hierarchy can ensure goals are met. As a

leader, try to make space for others – don’t move up the ladder and pull it up with you! You can sponsor and mentor, that is you can be a better leader by investing in talented others (see Sylvia Hewlett’s book). Even informal mentoring can be useful as Ben Barres notes in his 2004 article, Does gender matter? in the journal, Nature. Barres says, “… great deal of hallway mentoring that goes on for young men that I am not sure many women and minorities receive.” Affirming the constructive work of especially women of color leaders can reinforce confidence and credibility. Professional development for leaders and others (such as faculty members in universities) is much needed. Building a pool of leaders to draw from would be useful in the long term.

Constantly challenge stereotypes – gender, age, ethnicity, among other differences. Be honest to yourself about what you want to see change. Being committed to diversity in all forms can foster excellence. It includes diverse representation in committees and incorporation of opinions into decisions. Balancing transparency while being mindful of confidentiality can go a long way in building relations of trust with colleagues.

Just knowing and being aware that there will always be some men and some White women who may minimize the successes or accomplishments of women of color faculty itself can soften the jolt if and when it happens. In essence, silence can be powerful as it may be about refraining to open yourself to subtle attacks.

You can take a step back, recalibrate, and continue to pursue your goals.

Recognize and reward accomplishments consistently. Consider nominating those with potential for awards and programs – make it possible to consider those who may be hesitant or less likely to make a request to be nominated.

Improving the opportunities for women, particularly women of color, in universities or even in the corporate world, must be beyond their own institution or company. On strategy is to make women of color leaders visible. Make women of color the chairs of committees – the power and responsibility can convey commitment to diversity and excellence – and compensate them for that service work. When hiring women of color faculty, ensure that candidates meet women of color in leadership positions so that they know there are institutional sources of support if they were to be offered the position and accept it.

Finally, acknowledging the challenges but not letting it deter your focus is imperative to be able to excel. Yes, it is easier said than done!

Higher Education Digest July 2021

33

ACADEMIC VIEWS

THE PANDEMIC IMPACT

AND AFTERMATH ON HIGHER EDUCATION INSTITUTIONS IN THE UNITED STATES Dr. Clinton Born, Professor, Franciscan University of Steubenville

34 Dr. Clinton Born is an educational practitioner with a distinguished thirty-year career in public schools, where he served as a Superintendent of Schools, Assistant Superintendent, Principal, Assistant Principal, Guidance Counselor, and Teacher. For almost two decades as a Professor in the Graduate Education Program at Franciscan University of Steubenville, he has taught these courses to name a few: School Law School Finance, Advanced School Law II, Business Affairs and Physical Resources, and The Superintendency. In preparation for his lifelong love of education, Dr. Born has a bachelor's degree in Comprehensive Social Studies Education from The Ohio State University, a master's degree in counseling and school administration from Xavier University, and a doctoral degree in school leadership from Ohio University.

Higher Education Digest July 2021

Disruption caused by the pandemic impacted both existing students as well as graduating high school senior’s ability to receive and manage financial aid as well as student loans

O

ver a year ago, the COVID-19 pandemic brought higher education learning to a screeching halt worldwide and in the United States, creating the most severe global higher education disruption in history. During the spring semester of 2020, more than 1,300 colleges and universities in all 50 states canceled in-person classes and shifted to online-only instruction.

The move to remote classes for instruction prompted concerns about the quality of instruction.

Studies warned that academic performance, particularly for students who were already struggling, seriously suffered in online courses. Other research found that up to 20% of college students had issues accessing effective technology, including working laptops and reliable high-speed internet.

Since the start of the pandemic, concerns in the United States over higher education enrollment remained prominent. Due to restrictions, campus visits and admissions testing were both significantly interrupted. Despite adjustments for fall 2020, freshman enrollment at higher education institutions declined by an unprecedented 13.1%.

Campus closures and the move to online learning caused colleges and universities to face a number of unexpected expenses caused by the pandemic, such as issuing refunds to students for room and board,

increasing cleaning costs, and growing technology expenses from moving courses online. Due to these expenditures, several colleges and universities announced hiring freezes for faculty and pay cuts or furloughs for staff during the 2020-21 school year.

By fall 2020, many United States’ higher education campuses developed plans to merge social distanced, in-person instruction and online learning. According to reports, 44% of the United States’ higher education institutions developed fully or primarily online instruction, 21% executed a hybrid model (in-person and remote), and 27% offered fully or primarily inperson instruction (Smalley, 2021).

Disruption caused by the pandemic impacted both existing students as well as graduating high school senior’s ability to receive and manage financial aid as well as student loans. The U.S. Congress’s COVID-19 Economic Relief Bill passed in December, 2020 provided significant, temporary relief for most student loan borrowers. Campus closures and limits on in-person gatherings created significant challenges for students. Many students who relied on university housing, dining halls, and other campus resources for support while in school were impacted.

During spring semester of 2021, colleges had more clarity about how to balance student needs and COVID-19 precautions. More institutions instituted in-

Higher Education Digest July 2021

35

person instruction than in the fall. Upon reopening school for spring semester, the Centers for Disease Control and Prevention (CDC) urged students, faculty, and staff to follow all steps to protect themselves and others at all times, including proper use of face masks, social distancing, and hand hygiene. For those campuses returning to in-person instruction, students, faculty, and staff were tested frequently for COVID-19 with quarantine regulations in place for those who tested positive. Last spring, living on campus looked a little different without the standard college roommate.

Some colleges offered single dorm rooms only, and others restricted students from visiting other residence halls.

As COVID-19 vaccine eligibility phases expanded to include college-age adults, all 50 states made vaccinations available to all 16 years of age or older

by April 19, 2021. Additionally, many institutions of higher education became vaccination sites for their student body with many college students working at the vaccine site (Moody, 2020).

The pandemic disrupted college athletics throughout the 2020-21 season, even as some sports attempted to play amid frequent cancellations.

With the reduction in revenue, 26 colleges and universities cut more than 90 sports programs.

From a public health standpoint, there appears to be light at the end of the COVID-19 tunnel for the 2021-22 school year. As colleges, universities, and other institutions of higher education grapple with how best to return to campus with some sense of pre-pandemic “normalcy,” the issue of whether to require students receive the COVID-19 vaccine in hopes of a safer return to campus for the fall 2021 semester looms at the forefront.

One of the many hopes among higher education executives is that requiring

36

Higher Education Digest July 2021

If an institution plans to add COVID-19 to its list of required immunizations, school personnel should start by consulting its existing applicable institutional policies and state law

the vaccination of students might help to avoid COVID-19 outbreaks. Requiring immunization might also permit athletics departments to return to a more regular structure and schedule, especially considering recent CDC guidance that vaccinated people with no COVID-like symptoms do not need to quarantine or be tested following exposure to someone with suspected or confirmed COVID-19.

However, if an institution plans to add COVID-19 to its list of required immunizations, school personnel should start by consulting its existing applicable institutional policies and state law. Some states may allow an institution of higher education to add the COVID-19 vaccination to its existing requirements, while others may require another body (the institution’s board, the department of health, or another state administrative agency) to make that determination.

School personnel should also keep an eye on pending legislation. Several states have introduced legislation regarding COVID-19 vaccine mandates in higher education. The intent of this legislation varies from state to state, with some bills aimed at prohibiting schools from requiring

COVID-19 vaccination and others aimed at requiring university students be vaccinated as a condition of in-person attendance.

Pandemic disruption to learning is an opportunity to reimagine, revitalize higher education. As higher education institutions in the United States prepare to return to campus, many of the technologies that helped classes to simply survive and sustain continuity during the pandemic may become permanently embedded in educational methods and play a pivotal role in the refinement of practices consistent with an ongoing shift to more student-centered learning. As learning practices continue to evolve, new remote learning and collaboration technologies, in concert with pedagogy, will be critical to enable inclusive, personalized, and engaging hybrid learning experiences and bring students together beyond simple videoconferencing and recording of lectures.

The COVID-19 crisis presents institutions and educators with the opportunity to reimagine how they deliver education, explore new technologies, and address the inequalities the sector may exacerbate.

Higher Education Digest July 2021

37

B

eing a diverse country, the United States of America has been home to many students from different races and ethnicities, particularly students from India. For decades, the country has been one of the top choices for Indian students for its high-quality teaching, diversity, and welcoming culture. According to the Times Higher Education Global University Rankings, 50% of the leading 50 world universities are from the US, with 8 of them positioned in the top 10. Approximately 193,124 Indian students were studying in the US during the 2019-20 academic year. In fact, through both Republican and Democrat administrations, one thing has always remained constant - America’s reputation as a leader in global Higher Education.

The USA has a special allure and has always been drawing talented students like a magnet. Studying abroad in an American university will allow for invaluable academic, professional, and personal growth and open up an infinite number of career opportunities after graduation. According to the Association of International Educators NAFSA, International education advances learning and scholarship, fosters understanding and respect among people of diverse backgrounds and perspectives, is essential for developing globally competent individuals. It is for these reasons, American universities are keen to make sure that their student bodies are drawn from talented people across the world, including India.

Indian students continue to choose the United States as their top destination for study, strengthening decades of cultural and educational ties between India and the US. Keeping the academic success rate and cultural integration of Indian students in mind, we at Higher Education Digest have come up with “10 Must-Watch Universities and Colleges in the US for Indian Students”, which has been a testament to how much students enjoy studying at the study centres of the US Universities, who are striving to deliver an exceptional academic and student experience.

38

Higher Education Digest July 2021

39

Higher Education Digest July 2021

40

Institute’s Name

City

State

Berklee College of Music

Boston

Massachusetts

Columbia University Graduate School of Journalism

New York City

New York

Fox School of Business

Philadelphia

Pennsylvania

Harrisburg University of Science and Technology

Harrisburg

Pennsylvania

Penn State’s College of Information Sciences and Technology

State College

Pennsylvania

Purdue University

West Lafayette

Indiana

Rose-Hulman Institute of Technology

Terre Haute

Indiana

Ross School of Business

Ann Arbor

Michigan

UCLA School of Theater, Film and Television

California

Los Angeles

West Texas A&M University’s College of Engineering

Canyon

Texas

Higher Education Digest July 2021

41

Higher Education Digest July 2021

HARRISBURG UNIVERSITY OF SCIENCE AND TECHNOLOGY

INCUBATING IDEAS

O

42

n the banks of the Susquehanna River, Harrisburg, the state capital of Pennsylvania in the US, is brimming with life and opportunities. In the heart of its downtown, you will find Harrisburg University of Science and Technology, one of the state’s leading STEM universities. With nearly 7,000 students hailing from 102 countries, the University has one of the most diverse student bodies among private colleges. At present, the University houses 5,326 international students, and among them, 2,928 are Indian students.

“Harrisburg University was founded to address the need of Pennsylvania’s capital region for increased educational opportunities in applied science and technology-related fields.

Our vision is to provide academic programs at undergraduate and graduate levels for a diversity of learners, using studentcentered, technologically advanced, and experiential learning designs that emphasize student success, with a sharp focus on specific interdisciplinary competencies and strong linkages to career development,” shares Dr. Eric Darr, President, Harrisburg University.

Harrisburg University’s campus is a thriving place surrounded by opportunities from vast dining options to diverse and exciting entertainment venues, including theatres, museums, sports fields, and more. Moreover, the internship opportunities available at Harrisburg University are plenty. “To further connect you to the

Higher Education Digest July 2021

43

With nearly 7,000 students hailing from 110 countries, Harrisburg University has one of the most diverse student bodies among private colleges in the US.

Higher Education Digest July 2021

44

Harrisburg University’s Philadelphia location has 38,000 square feet of equipment, classrooms and labs to help students excel.

Higher Education Digest July 2021

city, every student receives a free membership to the Harrisburg Young Professionals group,” says Dr. Darr.

Already boasting a signature 16-story, $73 million state-ofthe-art academic center, Harrisburg University recently broke ground on a second downtown education tower. The $100 million Health Science Education Center will accommodate at least an additional 1,000 students when completed. Dr. Darr adds, “It will feature health science classrooms and simulation laboratories, which support the university’s nursing, pharmaceutical sciences, and other allied health programs. The project also incorporates specialized laboratories dedicated to advanced manufacturing and digital media studies.”

Today, students long for an engaging learning experience, one filled with real-life and hands-on experiences. Meeting

ABOUT

DR ERIC DARR,

PRESIDENT, HARRISBURG UNIVERSITY Dr. Eric Darr was named President of Harrisburg University of Science and Technology by the Board of Trustees effective May 9, 2013.

He previously served as interim president, and prior to that, he served as a consultant to help create Harrisburg University. Dr. Darr joined the University full-time as the founding Vice President of Finance and Administration. He also has served as a member of the faculty, was Executive Vice President, and Provost.

Under

his

leadership,

Harrisburg

University’s enrollment has grown from 500 to nearly 7,000 students. The university also added 33 new graduate and undergraduate concentrations and degree programs. Faculty have secured many grants and student scholarship support throughout Dr. Darr’s term, and the University’s Market Street Tower was completed, adding more classrooms and laboratory space to meet the needs of growing academic programs and enrollment.

Dr. Darr has opened two facilities and is presently securing a third. One of the new facilities is in center-city Philadelphia. And, in 2019, the university broke ground on a $100 million Health Science Education Center in downtown Harrisburg, a project Dr. Darr has spearheaded to address the growing need | for

healthcare

professionals

throughout

Central Pennsylvania.

Higher Education Digest July 2021

45

46

this imperative need of the student community and giving downright importance to experiential learning, Harrisburg University provides an exceptional and affordable STEM (Science, Technology, Engineering, and Math) education.

“Here, students are prepared to stand confidently in front of employers and demonstrate the knowledge and skills they have earned at Harrisburg University. Comprising students from 110 countries and boasting a 47 percent female student body in our graduate programs, we truly stand upon the pillars of progressiveness, excellence, and diversity,” Dr. Darr proudly says. All of this is why Corporate Live Wire recently named Harrisburg University of Science and Technology the #1 STEM University in the US for the third consecutive year.

Higher Education Digest July 2021

At present, there are 2,928 Indian students, which is 47.1 percent of the University’s student population, studying at Harrisburg University.

The Indian Connections Harrisburg is the home of a strong Indian population, which is driven by Indian entrepreneurs who settled in the area decades ago and now have become successful. Dr. Darr says, “Our campus hosts many Indian students who flock to find life-changing experiences and in-demand degrees. This helps us to provide a culturally enriched and vibrant environment, both inside and outside of the classroom.” Considering the challenges international students face while settling into a new country, Harrisburg University has appointed a Student Life Team, made up of members who help provide a smooth transition to the campus. The team oversees a Connections Program, which includes a Student Orientation and One-on-

One Advising. Upon enrollment, each student is assigned a faculty advisor who helps them develop academic success strategies, including time management, study skills, career aptitude, decision making, and goal setting. “The idea is to make each student comfortable on campus and deliver a hands-on, experience-based education. For us, students are people, not just numbers,” pinpoints Dr. Darr.

Interestingly, 47.1 per cent of the university’s student population are from India. Rishabh Agarwal from New Delhi, who completed a B.S. in Computer Engineering from Clemson University and now is pursuing his M.S. in Computer Information Sciences from Harrisburg University, says, “I worked as a Senior Developer for Transunion, Chicago. I joined Harrisburg University because of its strong computer science graduate program. Unlike other programs, this program is more suited to current industry standards. I was able to get hands-on experience with a lot of technology that helped me grow in my job.” Rishab assures that the program is designed to challenge students, and for him, it is a lot of fun. He adds, “Apart from having a great program and professors, they also have great support for international students. I will recommend Harrisburg University to all of those who want to learn and stand out from the crowd.”

Manisha Anugu, who graduated from Harrisburg University with a Master of Science degree in Information Systems Engineering and Management in 2017, is now working with Agile Tal as a Java developer. Anugu said she chose to pursue her graduate degree at Harrisburg University because of its wide range of programs, and it also offers online classes. Harrisburg University offers an array of undergraduate and graduate programs that include majors in Advanced Manufacturing, Analytics, Biotechnology, Computer and Information Sciences, Geospatial Technology, Human-Centered Interaction Design and many more. Some of the more popular programs among the University’s Indian students include Project Management, Analytics, Information Systems Engineering and Management, Biotechnology, and Computer Information Sciences.

Another Indian student, Pushpinder Miglani from New Delhi, who completed a M.S. program in Project Management from Harrisburg University in December 2020, says, “My journey toward graduation from HU was amazing, and I found some very good friends here. I recommend Harrisburg University because of the great faculty and very nice campus.” In addition to providing a state-of-the-art campus filled with faculty who are leading experts in their field, Harrisburg University connects students to a great city and offers possibilities for an exciting STEM career. It is a thriving place overflowing with opportunities.

Higher Education Digest July 2021

47

“Our STEM-focused curriculum establishes the foundation for a student experience at Harrisburg University unlike that found at any other private university. Guided by faculty who are respected leaders in their fields, our students transform the classroom education into careers that make a difference in the world,” states Dr. Darr. When students enroll, they become part of a diverse, vibrant community in which the school and city are partners in the pursuit of excellence for our students. From around the globe, students come here to broaden their knowledge, expand their horizons, explore the unknown, nurture their ideas, and grow into leaders.

Harrisburg University students enjoy high quality, affordable undergraduate student housing and resident life services in the heart of the capital city. Dr. Darr explains, “We are an entrepreneurial school with an environment that fosters learning outside of the classroom. Students are encouraged to get involved in organizations, clubs, interest groups, and sports groups to build skills that can be used in

48

Higher Education Digest July 2021

the long run. If students do not see anything of interest in the current groups on campus, they can take the initiative to start a new group on campus. And our varsity Esports team, the HU Storm, sets the standard in collegiate Esports.”

A Powerful Incubator of Ideas Whether it involves developing an early-stage dementia detection tool, breaking down the cause of addictive behaviors, or discovering a previously unknown meteor

Harrisburg University’s STEM-focused curriculum establishes the foundation for a student experience unlike any other private university.

strike, Harrisburg University encourages professors to harness their passions and team with students to launch breakthrough research projects that are changing the world around us. At Harrisburg University, teaching and research are not mutually exclusive. “Our students gain invaluable hands-on experience by working closely with faculty on research that instills critical reasoning skills, solves community problems, and propels economic development. Research at Harrisburg University leads to new technologies, commercial products, processes, intellectual properties, and so much more,” pinpoints Dr. Darr.

Experiential learning lies at the heart of Harrisburg University’s mission. From giving every student the opportunity to complete an internship and major curriculum project, the university’s professors are experts and the brightest minds in their fields who provide optimum real-world experience to students. Harrisburg University students complete internships with partner companies like Microsoft, Google, and Deloitte, to name a few. Harrisburg University also provides students with academic tools focused on their success. A few of these resources include SMARTHINKING, an online tutoring service that is free to all Harrisburg University students, along with a Technology Literacy Program and the Bridge Program.

Harrisburg University’s culture of inquiry has transformed it into an accomplished research institution.

In fact, with the support of faculty, the research Harrisburg University students conduct is changing the world.

Higher Education Digest July 2021

49

50

Harrisburg University professors and students have teamed to develop new methods of producing skin grafts, new methods to measure pollution, advanced internet security methods and tools, and much more.

“We embrace a culture of inquiry and innovation. It’s our mantra,” states Dr. Darr. Thanks to Harrisburg University’s experiential learning program and research students have the ability to contribute and help discover ceiling-shattering breakthroughs. The University’s graduates compete on a level playing field with seasoned job applicants because they have hands-on experience and know-how employers are looking for before they enter the workforce.

Unlike most schools, graduate and undergraduates at HU must tackle at least one experiential learning course and a hands-on applied project in their field before they graduate. Undergraduates also must complete an internship before earning their degrees.

Harrisburg University’s Center for Innovation and Entrepreneurship (CIE) allows students to innovate and flesh out their business ideas and projects that are touching and changing lives. One of the most popular programs of the CIE is the launchU “Shark Tank” style competition that allows students and others to showcase and get their great business ideas off the ground.

Similarly, Harrisburg University is home to numerous centers and institutes that allow its students to conduct groundbreaking research while providing experiential opportunities for students across a broad range of interests, issues and industries. Students and faculty members also work alongside government organizations and businesses to find solutions for real-world problems.

Making Education Affordable to All “At Harrisburg University, we pride ourselves on providing students from historically underserved communities from around the world with an unmatched affordable private college education focused on the STEM fields. About 99 percent of our full-time undergraduate students receive some form of financial aid,” Dr. Darr said. The University considers every undergraduate student for a scholarship of between $6,000-$20,000. Harrisburg University offers one of the lowest private university tuitions in the entire state of Pennsylvania. However, offering an affordable price is only part of what

Higher Education Digest July 2021

Harrisburg University does to make attending college here financially attractive.

“We offer merit scholarships up to full tuition, and need-based grants up to full tuition, privately funded scholarships, low-interest loans, and workstudy opportunities that allow students to earn money while they attend college,” explains Dr. Darr. In fact, these types of financial assistance are why Harrisburg University is ranked the #1 private university for awarding scholarship aid in the U.S. Now, the COVID-19 pandemic has created the largest disruption of education systems in history. Its impact on institutions like Harrisburg University that offers courses in the STEM fields has been significant. However, Harrisburg University saw pandemic disruption to learning as an opportunity to reimagine and revitalize education. “Many courses in the STEM fields include lab or field classes. Professors now must convert experiential learning, a key component of Harrisburg University education experience, to virtual experiences. STEM educators already rely heavily on technology, which benefitted schools like Harrisburg University, which was able to seamlessly switch to a completely online format as COVID-19 continued to grow,” says Dr. Darr.

Since the COVID-19 pandemic changed life as we know it, Harrisburg University has introduced numerous virtual resources to help support students during these unprecedented times.

Student Services introduced a Virtual Student Union (VSU) portal where students can find resources and services and feel comfortable asking student success team members questions regarding academics online. “As the pandemic wanes, we will allow for a staged return to campus when it is deemed safe to do so. As some students remain in a remote learning status, many of the same mobile resources introduced during the pandemic will be available,” shares Dr. Darr. When the pandemic subsides completely, Harrisburg University will continue operating as the best STEM university in the US. “Our professors and staff will continue to innovate to support students. From harnessing the university’s 3D printers to conducting research, lending expertise, facilities, and more, Harrisburg University remains committed to its core educational mission,” concludes Dr. Darr.

51

Higher Education Digest July 2021

ACADEMIC VIEWS

A TEACHER’S

JOURNEY BEHIND PRISON WALLS Beth Rondeau, Forner State Prison Teacher and Author of Seven Doors In

52 Beth Rondeau is a former Maximum State Prison teacher, and is now teaching in a secondary school, in her state in the USA. She is also the author of Seven Doors In, a new best-selling book on her experiences teaching in the state maximum prison. In 2017, Beth Rondeau was selected The Correctional Teacher of the Year in the state she worked in a Maximum Security Prison, USA. It was the prison National Association for the Advancement of Colored People (NAACP) group that made the award. Beth was interviewed for this article about her success as a prison teacher and about the importance of her recognition at the conclusion of the school year.

Higher Education Digest July 2021

It doesn’t matter who you are, either a teacher, or other worker. Everyone wants to feel that their work is meaningful and appreciated

Describe your role as an educator at the prison and the student levels you were teaching and the ‘successes’ you found you had accomplished while there: The following are the various roles and tasks I implemented and/or performed. I was the only full-time teacher at the State Maximum Security Penitentiary I worked. ● Taught the High School Equivalent Diploma (HSED) curriculum to ● Maximum Security Offenders at the State Penitentiary ● Classes taught: mathematics 1, advanced mathematics, writing, and social studies Other responsibilities included: Following DOC policies and procedures; and encouraging students to be positive, hardworking, and respectful team members At what educational levels did you find your students?

Many of these students came to my school program at a low reading level with only an elementary to middle

school knowledge. A number of the students sent to me had been locked up for years.

To what do you attribute your success in this program?

There are a few reasons I felt I was successful working with these students. First, I started to receive respect from the students who attended my classes. I realized how much the students were starting to respect me when I overheard some speaking of my caring attitude. They didn’t understand how someone could care so much about their education. Nobody had done this before.

When I started teaching the majority of the students swore on a regular basis. As the men became comfortable in the school setting, they swore less and would even catch themselves swearing and apologize to me.

When I first started teaching at the prison, I had about 15 students. When I left the prison, the school enrollment was up to 48 students. Unless a student was under 21, he did not have to attend school. These men were choosing to now attend school.

Higher Education Digest July 2021

53

54

If administrators truly want to make a difference in education, they need to care about the entire school community

Higher Education Digest July 2021

The majority of the men started school with little confidence. As they passed tests, I could see they started to care more.

I soon realized that I was watching grown men, some of them members of gangs, cry as they learned they were passing their first tests. They were learning something about themselves. Most told me that they had never accomplished anything, passing a test was a new start for them.

I felt most successful, not as each student graduated, but what each one said to me upon earning his diploma. Every graduate wanted to know what he could do to help next. They wanted, in some way, to continue to be engaged in the work of the classes. They were graduates and proud of it.

Most interesting, I sat and watched as members of opposing gangs worked together in the classes. I watched how they supported each other and helped to ‘bring each other up.’ Nobody looked down on anyone for failing or for succeeding.

Upon graduating, I had one white man tell me he was racist and didn’t want to work with any black students. He didn’t tell me this until he graduated and he did work with the students of different races in class. Upon graduation, he shook my hand and said I taught him more about life than I will ever understand.

He smiled and said, “thank you.”

As some of these newly successful students arrived at their graduation ceremony I noted that they all walked proudly with big smiles to their seats.

Those students who did not have family members present found support from me and the other graduates. I was proud how these men invited those without family to sit with their families. It made me smile.

On my last day of work, a few of the men cried.

Some told me that I had a special gift and I had the ability to change kids’ lives and help to make sure they didn’t end up in prison. They sincerely wanted me to go help kids.

What kind of responses did you receive from others at the prison when you were announced as The Correctional Teacher of the Year?

Honestly, the biggest response came from the students and the officers that worked in my area. I remember at graduation, one of the students asked everyone to

made it even more meaningful to me. Many congratulated me, as they heard from the officers, that I was awarded The Teacher of the Year.

stand up and clap as he was so appreciative of the help I gave him that he wanted to make sure I was recognized for my accomplishments in teaching these students up to the time they were graduating!

How important do you feel such recognition is for teachers?

It doesn’t matter who you are, either a teacher, or other worker. Everyone wants to feel that their work is meaningful and appreciated. The best way to show someone that they are doing a great job, is by recognizing their true strengths and commitments What responses did you receive from your students in the prison program? Your prison administrators?

The response I received from the students was amazing. They were truly happy for me and that

What else would you like to add for prison teachers and public and private school teachers in the U.S.A. and in Australia and the U.K., and other countries relative to the importance of special recognition for excellence in their teaching?

If administrators truly want to make a difference in education, they need to care about the entire school community. Recognition should be valuable and meaningful and doesn’t need to stop with the teachers. How about the administrators, school board members, secretaries, custodians, librarians, cooking staff, students, counselors, nurses, coaches, community members and parents that go above and beyond? It takes everyone to make positive changes and we all need to remember students learn from us all, “their surroundings”.

Additionally, it is important that teachers be given a voice when it comes to justice reform and to changes in public education. We are there living the experience and need to be listened to for our expertise.

I learned quickly that many of the men expected me to be racist. I heard that as these students attended school and worked with me, they realized I was just a genuine person that wanted to make a difference, was not racist, and had no hidden agenda. That was a huge step for them to find a respect for me.

Before I left the prison, I asked my tutors why no one ever tried to get me to do things for them.

Their answers were simple: “I cared and they didn’t want to lose me for a teacher.” They respected me. If they are going to try to get someone to bring stuff in for them it is going to be the people that treat them poorly because they don’t care if they get caught. An interesting concept.

For these students to learn, they need to have respect for the person teaching them. They need to feel comfortable and confident in the classroom. They do want teachers to hold them accountable but they also want teachers they can ask questions. I feel in both these situations I have accomplished my goals.

I truly am proud to be a teacher. I lead by example in my definition of what a teacher needs to be.

Higher Education Digest July 2021

55

ACADEMIC VIEWS

COPING WITH

THE IMPACT OF COVID ON STUDENTS Dr. Allen Sessoms, Managing Partner at Higher Education Innovation Group, LLP

56 A physicist, diplomat and education administrator, Sessoms received a B.S. in physics from Union College (N.Y.) an M.S. in physics from the University of Washington, a Master of Philosophy (M.Phil.) and a Ph.D. from Yale University. Sessoms worked as a scientific associate at the European Organization of Nuclear Research (CERN) and then moved to Harvard University. He joined the U.S. State Department and subsequently served as Director of the Office of Nuclear Technology and Safeguards, Counselor for Scientific and Technological Affairs at the United States Embassy in Paris, France and in Mexico as Minister-Counsel for Political Affairs at the United States Embassy and as Deputy Chief of Mission (Deputy Ambassador). Sessoms become the Executive Vice President and also the Vice President for Academic Affairs at the University of Massachusetts system. He subsequently served as president of Queens College (CUNY), as president of Delaware State University and as president of the University of the District of Columbia. He is currently the managing partner of the Higher Education Innovation Group, LLP.

Higher Education Digest July 2021

The value of a degree has traditionally been seen as what faculty advisors and administrators say it is. No more

H

igher education institutions responded surprisingly well to the Covid-19 pandemic.

There was an almost immediate realization that in-person classes and normal residential life would put students, faculty and staff at unacceptably high risk of severe illness or worse. Institutions rapidly pivoted to online and/or hybrid learning modalities which afforded minimal person-to-person contact without an apparent significant reduction in educational effectiveness.

Residential halls were emptied and students sent home for a very uncertain period of time. Dining facilities were closed except for the few students remaining on campuses who just, for any number of reasons, could not get home.

There is very little indication that the move to online learning was seriously resisted. This had been an issue that had been debated for decades on many campuses, with faculty governance bodies arguing mostly against a major transition to this modality for reasons of pedagogy and/or resistance to using this “new” technology. Faculty members everywhere just made the move and successfully adopted both to the technology, which made surprising strides in effectiveness during the “pandemic pause” without knowing just how long they would have to “live” with this disruption.

Students also stepped up to the plate. Even though many went through a massive disruption in their lives, they persevered. Some of them even thrived. Unfortunately, this was not true for all of them. In a number of instances,

the impact on their learning, for many reasons such as inadequate space or technology at home, was negative.

Many of the changes institutions experienced will be permanent fixtures going forward. These include: Mental Health and Wellbeing will be Front and Center It is now glaringly obvious that the mental health of students, faculty and staff is an institutional responsibility.

Significant institutional resources must be allocated and trigger warnings must be put in place to ensure, as much as possible, that issues are not ignored. There must also be significant education provided that addresses any stigma related to mental illness and facilities must be available to the campus community when needed. Not doing so will put an institution in legal jeopardy No More Boring Lectures.

The paradigm that students, even “traditional aged” ones, must sit through lectures in large classroom settings and learn as a cohort has been shown to be incorrect. There was already a small movement towards the “flipped classroom”.

It will now be a big rush. Students have shown that they are very capable of learning when the material is provided in a way they prefer, not necessarily the way faculty think is “best”. “Best” has been redefined.

Higher Education Digest July 2021

57

58

The Value of a Degree will be Viewed Differently The value of a degree has traditionally been seen as what faculty advisors and administrators say it is. No more.

Given the spiraling costs of higher education, and the debt load carried by most students, the value will be determined by the job market and what it indicates is valued by what graduates are paid and what they might earn over their professional careers.

For this reason, mastery of the liberal arts, while they will remain at the center of the collegiate experience, they will no longer be an end in themselves. Having a good grasp of the classics, history and languages, and an appreciation for modern forms of expression are essential for a person to be well rounded and to be an active participant in society.

However, this knowledge, and the ability to reason that a liberal arts education inculcates, is an essential trait for career success, but it is not enough to guarantee that success. There really are no guarantees but students, and their parents, will want to maximize their chances.

Campus Tours Virtual campus tours are here to stay, and they need to be good. I would expect that there will be enhancements, including virtual reality augmentation. This is very good since it begins to level the playing field for those who can’t make an in-person visit.

Closures The pandemic has made it clear that some institutions will not continue as they were before February of 2020. This is showing up in the declining enrollments and increasing discount rates of a number of private colleges. There have already been mergers and closures in states such as Connecticut, New York, Massachusetts, California and Vermont, with more likely to come. Mergers of public

Higher Education Digest July 2021

institutions were, and are, already taking place in states like Georgia and Pennsylvania. In Delaware, Delaware State University is in the process of absorbing near-by and private Wesley College. There will be many more mergers and quite a few closers, probably at a rate greater than in the recent past.

The Elite, and Previously Under Appreciated, will Prosper The most selective institutions in the country saw record numbers of applicants, partially because of their decision to go “test optional” because of the difficulty of testing during the pandemic. This opened the flood gates of applicants who, because of the belief that they would not have competitive standard test scores but were otherwise well qualified, would not have ordinarily applied. Many of these institutions also made clear the availability of need based financial aid which made them wonderful opportunities for less economically advantaged but high achieving students.

Several of these institutions, such as Cornell, plan to permanently expand the size of their undergraduate classes to capitalize on this trend.

Many Historically Black Colleges and Universities also saw remarkable surges in interest. This probably had more to do with the racial stresses that the U.S. is currently experiencing, but it appears to be a permanent trend.

Record breaking gifts are being made to minority serving institutions by many in the philanthropic community showing that they embrace the value of these peculiarly American institutions. State governments, including Tennessee and Maryland, seem to also have gotten the message since they have announced plans to take corrective funding actions in support of their public minority serving colleges in ways that would have been unthinkable just a couple of years ago.

59

Higher Education Digest July 2021

ROSE-HULMAN INSTITUTE OF TECHNOLOGY

60

ABODE OF EXTRAORDINARY STUDENTS AND WORLDCLASS FACULTY MEMBERS

E

very institute has a story to tell, and the curiosity to hear the story reaches its peak when we know that the beginning of the tale dates back to the 19th century. Rose-Hulman Institute of Technology, sitting on a beautiful campus near Terre Haute, a small city about one hour west of Indianapolis in the US, has a 147-year-old story to say. It starts with Chauncey Rose, a Connecticut native of Scottish descent who came to western Indiana in 1817.

Businessman, entrepreneur, builder of railroads, leading citizen and philanthropist, Rose and nine of his friends on September 10, 1874, established a corporation and articles of association aimed at creating and maintaining “The Terre Haute School of Industrial Science,” an institution chartered under the laws of the State of Indiana “for the intellectual and practical education of young men.”

A modest person, Rose wanted the school to be called the Terre Haute Institute for Industrial Science, but the institute’s co-founders soon changed the name in his honor. The school operated in the city of Terre Haute, Indiana, until 1922, when a generous gift from the Hulman family provided land east of the city for a new, larger campus. That is when the school’s name was changed to Rose-Hulman Institute of Technology, replacing

Higher Education Digest July 2021

61

Founded in 1874, Rose‑Hulman Institute of Technology campus located in west-central Indiana is home to some of the nation’s best science, technology, engineering, and math students, faculty and facilities.

Higher Education Digest July 2021

62 Rose Polytechnic Institute. For more than 100 years, the institute was all-male, but in 1991 the Board of Trustees voted to admit females. This was a positive move for growth and diversity on campus and helped Rose-Hulman secure the No. 1 ranking from US News and World Report for undergraduate engineering colleges for the past 22 consecutive years.

Today, Rose-Hulman has outstanding professors, highly motivated students, dedicated staff and wonderful facilities on a beautiful 200-acre campus.

“Our mission is to offer the world’s best science, engineering, and mathematics education in an atmosphere of individual attention and support. Our vision is to promote diversity, expand our global recognition and ensure that our graduates are inspired and prepared for lives of purpose and success, defining and solving problems for our global society,” shares Bobby Andrews, Senior Director for Enrollment Initiatives, Rose-Hulman Institute of Technology.

Life at Rose-Hulman Rose-Hulman is where smart, studious students who love engineering, science and mathematics find they are surrounded by others with similar interests, sometimes

Higher Education Digest July 2021

Bobby Andrews, Senior Director for Enrollment Initiatives, Rose-Hulman Institute of Technology.

for the first times in their lives. Bobby Andrews says, “Many of our students tell us they never knew there were others like them until they came to RoseHulman. However, that doesn’t mean our students don’t have fun. On the contrary, they are just as fun-loving as any college students, but they may express that in different ways.” For example, every year, Rose-Hulman students build a large bonfire for Homecoming celebrations, and part of the fun is finding a technology-based new way to light the blaze. They also enjoy competing in robotics, auto racing, human-powered vehicle, and other science and technology-based intercollegiate teams.

At Rose-Hulman, students can join numerous clubs, including astronomy, entrepreneurship, radio, and also in intramural sports, such as Ultimate Frisbee, disc golf and soccer. “Many of our students also enjoy varsity sports. In fact, our varsity teams are generally the strongest in our conference, and our coaches are frequently named Coach of the Year in our conference,” pinpoints Bobby Andrews. Being around for nearly 150 years, Rose-Hulman has many traditions, such as a firstyear student walk across campus followed four years later by a triumphant Walk Across Campus

Higher Education Digest July 2021

63

64

Higher Education Digest July 2021

With a wide variety of minors and numerous opportunities to double major, Rose-Hulman built a school that allows motivated students to combine learning with doing—no waiting.

on graduation day, where students are applauded by the faculty and staff. Indeed, life at Rose-Hulman results in close friendships and lifelong connections that serve its alumni long after they have started their careers. A strong Alumni Association also keeps Rose-Hulman graduates coming back to campus and participating in alumni groups spread across the country and the world.

Trilokshan Vinayagamoorthy, a sophomore majoring in computer engineering from Chennai, India, says, “My first memory of joining Rose-Hulman as an international student centers on the kind and supportive community I encountered. I thought coming to a different country and not knowing anyone would be difficult, but the supportive system at Rose-Hulman, including resident assistants, sophomore advisors and other student services, made the transition much easier than expected. In terms of education, it is always a hate-love relationship.” RoseHulman provides support services for international students, including English as a Second Language (ESL), an International Student Services Office for assistance with immigration issues, cross-cultural counselling, and other personal situations, and an active International Student Association.

Bobby Andrews shares, “We provide every international student with two career services counselors: one to ensure they meet all the requirements placed on them to secure employment in the United States, and one specific to the student’s major to ensure they have a connected mentor helping them to network with the right executives and alumni at their targeted corporations. This has led to a 100 per

Higher Education Digest July 2021

65

66

At Rose-Hulman, students have access to resources enhanced by course-specific videos and real-time sessions online.

Higher Education Digest July 2021

cent career placement of international students in our most recently reported annual placement report.” Rose-Hulman also hosts an international student orientation, which is an exciting program to welcome incoming international first-year and transfer students. International students arrive on campus before domestic returning students so that they have time to get to know the school and become familiar with the campus and the available resources. “We also provide an International Buddies and Transitions program, in which RoseHulman students serve as mentors and friends to help new international students acclimate to life in the US and at Rose-Hulman,” adds Bobby Andrews.

A Global Community of Learners and Leaders At present, over 292 international students receive financial aid to attend Rose-Hulman. Bobby Andrews and his team understand that Rose-Hulman would simply not be the institution it is without their international students. In fact, international students provide an essential global component to the education Rose-Hulman offers. Bobby Andrews states, “The economy in which our students will operate is a global one, where engineering and science has a tremendous impact on the entire world. Our students, domestic and international, benefit greatly from the broader perspective and opportunity for crosscultural learning that only international students can provide.”

Rose-Hulman is a place where students can experiment, tinker with ideas and explore new possibilities. Branam and

Kremer Innovation Centers at the institute allow students to work hands-on with robotics, electronics, aerodynamics and other projects 24 hours a day.

Rose-Hulman Ventures is another amazing hub where students can use state-of-the-art equipment, including 3D printers, CAD machines and much more, to develop solutions for real-world companies and clients. “Many of our students have their names on patented inventions or have worked as part of a team of students in international competitions. We closely monitor the success of our students’ projects through client feedback and their Institute-sponsored competition team activities,” says Bobby Andrews.

Rose-Hulman Ventures internship program was recently featured in the UK-based Times Higher Education publication. The article spotlighted how the institute’s students gain real-world professional experience working for companies that hire them through Rose-Hulman Ventures to handle engineering challenges and projects. “We strive to help our students develop an entrepreneurial mindset by focusing on adding value through their project work. We ask them, “How does your work add value to a company, organization or society as a whole?” shares Bobby Andrews. Rose-Hulman is part of a Kern Entrepreneurial Engineering Network (KEEN), which helps the students learn to create leadership development plans, build a professional network and expand their leadership skills. First-year students interested in following an entrepreneurial path are invited to join Rose-Hulman’s

Higher Education Digest July 2021

67

68

Escalate program, in which students take entrepreneurialfocused courses and participate in co-curricular activities.

Besides, the institute’s annual Rose Show further highlights the marketable projects developed by students each year, often in partnership with outside companies and organizations.

“Above all else, our faculty are committed to teaching our students. They get to know their students on an individual level and truly enjoy watching them succeed. Our faculty focus on teaching, yet are true experts in their fields,” opines Bobby Andrews. Rose-Hulman faculty members have earned their PhD degrees from the world’s premier universities, including MIT, Carnegie Mellon, Clemson, Brown, Stanford, Cal Tech and others. In addition, many of them have extensive industry experience, adding to their ability to share real-world experiences with their students and act as career mentors.

They have worked for organizations such as Google, the US Army Research Laboratory, NASA, Proctor & Gamble, General Electric, Honda, Boeing, Apple, the US Department of Homeland Security, and many others. “Yet, with all of their expertise and experience, our faculty remain committed first and foremost to teaching our students,” adds Bobby Andrews.

Persisting on Quality Education During Tough Times In response to the emergence of COVID-19 in early 2020, Rose-Hulman began remote, online instruction for all students

Higher Education Digest July 2021

about nine weeks before the conclusion of the academic year. Most Rose-Hulman students returned to their homes across the United States and around the world. “For our students unable to return home - mostly international students - we housed them on campus, providing meals and other services, although with safety protocols in place, including social distancing, masking and testing,” recounts Bobby Andrews.

Over the summer, Rose-Hulman prepared for the 202021 academic year by putting in place written COVID-19 protocols for all members of its community and guests.

This living document, known as Rose Ready, enabled the institute to update its response to the pandemic when necessary and allowed community members to remain up to date on evolving requirements by simply checking the updated document online. In essence, Rose Ready set forth guidelines for social distancing, masking, COVID-19 testing, quarantining, contact tracing and other measures designed to keep the campus as safe as possible.

Bobby Andrews adds, “We provided off-campus housing, mostly in nearby apartments or hotels rented by the university, for students who tested positive for COVID-19 or were found to be close contacts of those who tested positive. We also provided a support system for students living in isolation or quarantine, including individuals providing meals, classroom assignments

and simple human interaction.” Rose-Hulman’s public safety department provided transportation to-andfrom quarantine sites for students without automobiles.

The institute’s contact tracing and support services for students in quarantine were staffed by a large group of campus community volunteers.

“As vaccines became available in the United States, we conducted a vaccination clinic for our students, faculty and staff. To further protect our community, Commencement 2021 is taking place outdoors with COVID-19 safety protocols. We also require all members of our community and visitors to continue to wear face coverings through the completion of the 2020-21 academic year,” shares Bobby Andrews. At present, Rose-Hulman hopes to have most students, faculty, and staff vaccinated against COVID-19 by the fall of 2021. “We are still monitoring the situation to determine what COVID-19 protocols will be in place this summer and in the fall. One new development for us in the 2021-22 academic year will be the opening of a three-story new academic building, featuring state-of-the-art chemistry and biochemistry labs, high-tech classrooms, collaboration spaces for students and faculty, and a marvelous three-story interactive art installation that reflects the activity taking place inside this new facility,” adds Bobby Andrews.

Today, Rose-Hulman welcomes students from around the world to study on its beautiful campus. International

69 Rose-Hulman is a friendly, collaborative place where students are also surrounded by people who love science, engineering and math as much they do.

students like Trilokshan Vinayagamoorthy from India add to the rich cultural and educational texture of the institute. “Yes, Rose-Hulman is a tough school, but the outcome is undeniably beneficial and satisfying. Trying to get an internship or job as an international student is a little harder, but the Career Services office guides you through the process and spends a lot of time with you to find opportunities. I would say the people and communities at Rose make this place an unforgettable experience,” says Trilokshan Vinayagamoorthy. Undoubtedly, Rose-Hulman is the place for students looking for one of the world’s top engineering colleges and the opportunity to study abroad.

Higher Education Digest July 2021

ACADEMIC VIEWS

SOME HUMAN

IMPACTS OF EDUCATION PROGRAMS Dr. Hans Andrews, Distinguished Fellow in Community College Leadership

70

Hans A. Andrews, EdD is the Distinguished Fellow of Community College Leadership. He is a former secondary school business teacher, counselor, and community college counselor, teacher, administrator, community college president and author of seven books. His recent book, Recognition vs. Merit Pay for Our Best Teachers is available at his Matilda Press website.

Higher Education Digest July 2021

Numerous students who had been in for career and course counseling were found unable to enroll due to a lack of personal finances

E

ducators have developed a wide variety of special programs to meet emerging and changing needs of students over the years.

A few of these programs and the ‘human impact’ they have had on the recipients in these programs are presented here.

Clerk-Typist: A special program in the Grand Rapids area of Michigan, U.S., was developed in the mid1960’s to assist welfare women recipients to become clerk-typists for future employment. In a 24-week program three days a week eleven women out of the 13 who started the program successfully completed it.

The impacts noted from this program included: a. There was a significant improvement in their reported feelings of self-worth. b. They reported doing their homework with their children that noted that the children were getting improved grades in their school classes. c. At the end of the program certificates were presented. Some of the recipients had not previously completed secondary school so this was considered a major accomplishment. d.The students requested that the local newspaper come to take their picture at their graduation and it was

published. The students dressed much more formally for the picture. e.The program was extended from the original 16 weeks to 24 at the request of the students who wished to continue improving their clerk-typist skills.

Part-Time Adult-Student Financial Assistance: In the 1970’s there were reports in the United States that part-time adult students did not need to have community colleges and universities present them with financial assistance for their school expenses.

Two myths that were prevalent at that time were (1) the part-time student is not serious enough to command the attention and resources of postsecondary education; (2) The part-time student is working and can afford to pay his own way.

The community and student services administrators saw from their experiences that this was not the situation. Numerous students who had been in for career and course counseling were found unable to enroll due to a lack of personal finances.

Possibly the first part-time adult scholarship funds were sought by and received by Carole Edmonds from the English Department. She obtained $100 U.S. through a woman’s service organization and it was

Higher Education Digest July 2021

71

72

divided up between three adult women who were then able to enroll at that time.

Eventually two area foundations pledged $5,000 US each for part-time adult students. One foundation committed to students wishing to enter health related college programs.

The impacts these funds made were as follows: a. The students reported they would not have been able to enroll without the funds. b. The majority of the students sent notes to the foundation directors to let them know how important the funds had been for them. c. Once again, the reporting of improved self-images emerged when the students saw they could succeed in college level courses.

Higher Education Digest July 2021

d. The Miller Foundation of Battle Creek, headed

by Robert Miller, let the college director of the program know that his foundation had never received such positive feedback as from the recipients of this program. e. Both foundations decided to continue their support of the adult financial aid program in the subsequent years. f. Over $30,000 was collected and disbursed over a three-year period.

The Journal of Financial Aid published an article on the program as it appeared to have been the first formal program for part-time adult students in any college up to that date.

Dual-Credit Beginnings: In 1986 Illinois Valley Community College started the first dual-credit program between a secondary school and a community college.

b. Several reported that two of the community college professors were the best they had to date. c. During the first two years of the program there was an average of 35 students enrolled. d. The average number of college credit hours completed by secondary school graduation was 18. e. Parents reported saving thousands of U.S. dollars by their son or daughter having enrolled in this program.

Every new education program developed continues if it has positive human impacts upon the students and faculty members involved

The program allowed students to enroll in their home school or at the college in college courses that would not count as college credit and as credit toward the students’ secondary school graduation.

The program quickly expanded to allow ways that students could complete one semester or one year of college credit by the time they graduated from their secondary school. In later years the expansion allowed students to obtain their two-year college Associate Degrees during the same time frame of the last two years of secondary school education.

The following impacts were reported back by students a year after the first group had attended colleges throughout the state of Illinois. It was a ‘looking back’ survey conducted by the college and Marquette High School personnel. a. Students found they had a head-start on knowing what to expect in full-time college.

Teacher Evaluation: The improvements made in the teacher evaluation program at Illinois Valley Community Colleges (IVCC) in the 1980’s and 1990’s did much to improve student success outcomes.

Teachers who did not meet the standards of teaching expected and approved by the college governing board, faculty union, and college administrators were not awarded tenure (normally awarded for successful teaching after three years). Other faculty members, already on tenure and found needing to improve were given areas of remediation to improve. When this failed, which it did for a number of the faculty, they were given due process and formally dismissed by the governing board which had the authority to do so.

The following are some of the major impacts realized by this improved teacher evaluation program: a. Quality faculty were hired or continued so eventually there were high quality teachers in every college classroom. b. Large numbers of students transferring to senior four-year colleges and universities were found to be highly successful after their transfer. c. Illinois State University (ISU) which received the largest number of the IVCC transfer students reported that in 12 of 14 semesters the IVCC students obtained the highest grade point averages (GPA) of the 49 community colleges sending their graduates to ISU. Similar results were reported back to IVCC from other colleges and universities in the state.

Concluding Comments: Every new education program developed continues if it has positive human impacts upon the students and faculty members involved.

This report identifies several programs that this author was involved with over his teaching and administrative career. Such reports should be expanded to show the importance of so many of our educational programs around the world so people come to understand how important they become to the recipients of such programs.

Higher Education Digest July 2021

73

INDUSTRY PERSPECTIVE

HOW PEDAGOGICAL AND DIGITAL

TRANSFORMATION CAN INCREASE UNIVERSITIES’ BOTTOM LINES Dr. James Genone, Managing Director - Higher Education Innovation, Minerva

74 James Genone, Ph.D., is Managing Director of Higher Education Innovation at Minerva Project and Professor of Social Sciences at Minerva Schools at KGI. He oversees academic strategy, program design, and program delivery for Minerva’s higher education partnerships. He also works closely with Minerva’s Product Team to develop and refine the technology we use for curriculum design, instruction, and assessment of student learning. Previously he was Associate Dean of Undergraduate Studies at Minerva Schools at KGI, where he oversaw the Cornerstone courses for the undergraduate general education program, and coordinated curriculum development across colleges.

Higher Education Digest July 2021

Only institutions that recognize and incentivize the need for professional development among faculty will be able to serve students effectively

A

s we begin to see the light at the end of the tunnel of the global pandemic, leaders and innovators across sectors are searching for insights into how their industries have changed. In higher education, the shift has been monumental: distance education has been normalized, and online learning is no longer synonymous with asynchronous, self-paced courses. A generation of students, and their instructors, have been introduced to the idea that you can attend live classes from anywhere with an internet connection, and for some this option met their needs better than traditional face-to-face classes. The shift to remote instruction did not go smoothly for many faculty and students, however, and it shined a spotlight on the woeful technological and pedagogical training and support that most institutions of higher education provide. Among the critical questions facing higher education leaders in the wake of the pandemic is whether to invest deeply in addressing these shortcomings, or to return to business as usual.

The question of how to navigate the opportunities and challenges surfaced by the upheaval of the past

year and a half is complicated by the fact that many institutions of higher education were facing headwinds prior to the onset of the pandemic. Increased competition for enrollments, changing demographics, and pressure from students and their families to demonstrate return on investment for costly degrees have all presented strategic challenges for leaders. The lessons of the pandemic provide an opportunity for institutions to adopt a new mindset, one that addresses the needs of students—and the companies who will employ them—while simultaneously creating more flexible and resilient business models to ensure their ongoing competitiveness and relevance. Many in higher education struggle to connect these dots, however: how can a focus on improving instruction help an institution’s bottom line?

Differentiate your program to what is offered elsewhere At least one answer to this question can be found in the way that institutions respond to the increasing demand for online education, a trend that has been

Higher Education Digest July 2021

75

76

accelerated by the pandemic. While universities are recognizing that they can diversify revenue streams through new virtual and hybrid programs, many do this in the wrong way, by replicating asynchronous online programs offered by other providers with little to no differentiation beyond their brand. This is a gamble in competitive markets like the United States, where mega universities have emerged to specialize in online learning at scale. Despite this growth, traditional online programs have yet to demonstrate consistently strong results for students, with high costs, low completion rates, and poor employment outcomes.

Invest in digital pedagogy Adopting an educational model based on evidence of how students learn, and applying it to teaching the skills that they will need to be successful after graduation is a good start for differentiating new programs. This means doing away with recorded lectures, and providing students with opportunities to practice applying what they are learning to real world problems. For this to work in an online medium, institutions must invest in effective digital pedagogy—in particular the technology and human resource capacity it requires. This involves not just changing educational practices, but actually transforming institutional culture.

Few faculty are trained in student-centered learning approaches, and even fewer have the skillset to employ these practices using technology. Only institutions that recognize and incentivize the need for professional

Higher Education Digest July 2021

development among faculty will be able to serve students effectively.

Consider your end-to-end student experience The cultural change that is needed is not limited to academic coursework. To create effective and competitive new programs, institutions must rethink the entire student journey, from marketing and admissions, to student services, to alumni support. Designing a coherent and cohesive experience, where each point of contact is conceived of as a learning and growth opportunity for students, can differentiate new programs from the mass-market digital learning experiences that exist elsewhere.

The advantage of increasing university’s revenue opportunities through high quality virtual or hybrid programs is that it can be relatively inexpensive to fund compared to expanding face-to-face enrollments, which typically requires building new physical infrastructure.

In the increasingly crowded online education space, this approach provides competitive advantage through differentiation. Not many institutions are ready yet to take on the challenge of institutional change, and most will likely wait until students begin to vote with their feet and enroll in the strongest new offerings. Just as earlier waves of online education innovation have brought significant advantages to first movers, those institutions that seize the opportunity to evolve in the wake of the pandemic will be among the leaders who benefit—along with their students—from the lessons of the past year.

Want to Sell or find Investor for your Business?

77

Higher Education Digest July 2021

ACADEMIC VIEWS

LESSONS IN LEADERSHIP: ROBUST MANAGEMENT/ LEADERSHIP DEVELOPMENT FOR MID-LEVEL LEADERS ENSURES PRESENT AND FUTURE SUCCESS Dr. William Marzano, Adjunct Faculty Member, Aurora University and Michele Needham, Executive Director of Waubonsee Community College

78 Dr. William “Bill” Marzano is a Former Academic Administrator At Waubonsee Community College In Sugar Grove, Illinois.

He is an Adjunct Faculty Member In Management For Aurora University In Illinois and a Former Psychology Professor.

Michele Needham is the Executive Director of Human Resources at Waubonsee Community College in Sugar Grove, Illinois.

Higher Education Digest July 2021

An institution can create its own “Leadership Academy” that can provide professional development opportunities for employees, among whom are aspiring Mid-Level Leaders

T

he American workplace is experiencing a major generational transition in leadership, and the community college system is in the midst of this passage.

Presidents and executive level administrators who are “Baby Boomers” continue to retire. Senior administrators, who are predominantly “Gen Xers” advance to replace them. Mid-level administrators progress to fill those vacancies, and fresh recruits to administration will be needed. Consequently, in the coming decade the system must be replenished with new mid-level administrators who will be predominantly “Millennials.”

AACC Competencies Provide Guidance To proactively address this looming leadership development challenge, community colleges must reevaluate their current training/development practices. Fortunately, the American Association of Community Colleges (AACC) offers the AACC Competencies for Community College Leaders, Third Edition as a comprehensive guide for the development of emerging leaders with an emphasis on the skills necessary to advance student success and to affect

institutional transformation. The document contains eleven focus areas, which are specific categories relevant to the internal and external operations of a community college.

Competencies are provided under each focus area and are customized to each of six employee categories: Faculty, Mid-Level Leader, Senior-Level Leaders, Aspiring CEOs, New CEOs, and CEOs. Furthermore, each competency has an associated “behavior,” which illustrates exactly what that competency means in each of the six employment levels. These behaviors are a “treasure trove” of learning outcomes, which have effectively guided leadership development in the community college system since their introduction.

Returning to the challenge of recruiting a new crop of Mid-Level Leaders, it will be assumed that a majority will emerge from within. Most community colleges are organized by the major functional divisions of academic affairs, student affairs and operations/finance,with new administrators typically advancing from these areas. Common examplesare: 1) a faculty member becomes a department chair or assistant dean; 2) a counselor or admission specialist becomes a director; and 3)a staff accountant

Higher Education Digest July 2021

79

also influences the potential for further advancement.

Jim Collins, in his 2001 classic bestseller Good to Great, provided a visual depiction of management/ leadership development in his Level 5 Hierarchy.

Levels 1 and 2 are the “Super-workers,” who exert a positive influence on the organization even before they assume a formal management position. Level 4 are senior/executive managers and Level 5 is the chief executive officer. All these executives are expected to be transformative leaders. Sandwiched in the middle is Level 3: theCompetent Manager. One has to become a competent manager before progressing to true leadership, for as Collins asserts, “…fully developed Level 5 leaders embody all five layers of the pyramid.”.

Thus, Level 3 is pivotal and critical. Whenhighly competent faculty and stafftransition to administrative positionsto become Mid-Level Leaders, they usually need a healthydose of basic management training. It is likely that many have never been exposed to this content, such as courses in Fundamentals of Management or Supervisory Management.

80

becomes the director or manager of accounting. For these individuals,the transition into administration will likely be the most difficult one in their career.

Super-worker to Supervisor As is typical in most organizations, the “super-worker,” i.e., the individual who performs the duties and responsibilities of their job at a superior level, is a prime candidate to become a supervisor. However, this new supervisor is in for a radical change in the nature of their work. First of all, the individual’s role changes from performer to manager.

Finally, the individual must become conscious of and competent in exerting influence and motivating others.

Meeting these daunting challenges not only determines the individual’s success in his/her present position but

Higher Education Digest July 2021

A Training Proposal What should this training involve and how can it be delivered? The authors propose two components: (1) A‘start at square one’ study in management principles and customized training in the administration of policies, practices and procedures specific to the institution. The second component is regularly addressed by either formal in-service training and/or mentoring. The first component is sometimes overlooked. Fortunately, the community college is a learning institution and is richly resourced to provide this initial management training. What follows is a description of five resources that a community college can leverage to deliver this professional development.

Credit Course Work: New Mid-Level Leaders can enrol in core management courses offered by their own institutions.

Selecting three to five from a list including courses such as Fundamentals of Management, Human Resource Management, Supervisory Management, Workplace Communications, and Fundamentals of Finance would provide a solid foundation. The courses could be taken online or at times outside of the administrator’s normal work hours. Additionally, the administrators could share experiences with fellow students from other professions who are experiencing similar challenges in their new roles.

Continuing and Professional Education: Most community colleges have non-credit divisions that offer a variety of basic management and leadership topics in shorter, workshop formats.

Leadership Academies: An institution can create its own “Leadership Academy” that can provide professional development opportunities for employees, among whom are aspiring Mid-Level Leaders. Illinois’ Waubonsee Community College (WCC) created and offered such an academy formore than six years with great success. Currently, it is being considered for resurrection with mangers as one target audience with a second model to be developed for’ aspiring managers’. Also, a number of states nowoffer statewide academies for new administrators.

One example isthe Ohio Association of Community Colleges(OACC) which recently established a Leadership Academy to encourage the development of mid-level administrators in its system of 23 colleges.

Targeted In-Service Training: As mentioned above, this format is thetraditional mode for delivering customized training in the administration of institutional policies, practices and procedures.

Furthermore, it can also be leveraged for training in specialty topics utilizing outside resources.

Formal Mentoring: A senior colleague may be asked to take a new Mid-Level Leader under his/her wing. A retired, proven Level 4 or 5 leader could work in a part-time,focused capacity to shepherd a cadre of apprentices.

As the American Community College system faces the challenge of the developing a new generation of leaders, it is rich in resources and appears poised for success

Conclusion As the American Community College system faces the challenge of the developing a new generation of leaders, it is rich in resources and appears poised for success. The AACC Competencies For Community College Leadersserves as a comprehensive guide for the development of emerging leaders with very detailed and precise learning outcomes.

Furthermore, individual community colleges have a variety of learning opportunities for new Mid-Level Leadersto become grounded in basic management principles. These authors posit that this healthy doseof professional development will not only benefit the institution as these new administrators perform more competently in their current roles but will also sow “the seeds of success” fortheir future as Senior-Level leaders and CEOs in the mid-portion of the 21st century.

Higher Education Digest July 2021

81

WEST TEXAS A&M UNIVERSITY’S COLLEGE OF ENGINEERING THE SPRINGBOARD OF GLOBAL LEADERS AND INNOVATORS

82

U

nlike the higher education institutions in India, universities in the US are steeped in history. Many colleges and universities in the US are designated as National Historic Landmarks or Districts due to their stunning architecture, famous founders, and each school’s place in the story of America.

One such great establishment is West Texas A&M University that opened its doors in 1910 as West Texas State Normal College. Today, West Texas A&M University offers 60 undergraduate programs, 38 master’s programs, and two doctoral programs through its six colleges and graduate schools.

“As laid out in our generational plan, WT 125: From the Panhandle to the World, our history is contoured by the perseverance and tenacity of our citizenry and informed by the climate, the land and the serenity of the Panhandle,” says Dr. Emily Hunt, Dean and Professor of Mechanical Engineering, West Texas A&M University’s College of Engineering. West Texas A&M University is located in Canyon, home to three of Texas’ most popular tourist attractions.

It is conveniently located near Amarillo, a growing metropolis that’s the largest city on Interstate 40 between Oklahoma City and Albuquerque.

Dr. Hunt shares, “WTAMU’s vision is to become a Regional Research University responsive to these unalterable forces that shape who we are. Our focus on the people and places of the Panhandle will create a distinctiveness acknowledged throughout the Panhandle, across the country and around the world. Our mission

Higher Education Digest July 2021

83

West Texas A&M University’s College of Engineering offers diverse programs in mechanical, civil, electrical, and environmental engineering as well as engineering technology, mathematics and computer science.

Higher Education Digest July 2021

ABOUT

DR. EMILY HUNT,

DEAN AND PROFESSOR OF MECHANICAL ENGINEERING, WEST TEXAS A&M UNIVERSITY’S COLLEGE OF ENGINEERING DR. Hunt joined the College of Engineering in 2005. She received BS, MS, and PhD degrees in mechanical engineering from Texas Tech University in 2001, 2002 and 2005, respectively. Dr. Hunt teaches primarily in the thermal fluid sciences, including fluid mechanics and thermodynamics. She is the author of Nanostructured Metallic Alloys: Synthesis,

84

Properties, and Applications and the popular children’s book Engineering Elephants. She has co-authored several publications and has made numerous presentations as an invited speaker, both nationally and internationally.

DR. Hunt is a member of the American Society of Mechanical Engineers, Society of Women Engineers, Materials Research Society, and the American Society of Engineering Education and serves as the adviser for the student sections of ASME and SWE at WTAMU. Dr. Hunt’s research interests include energetic/explosive material reactions and synthesis, high-speed infrared imaging, and engineering education and assessment. She currently holds two patents for work in developing novel nanostructured materials.

Higher Education Digest July 2021

is accomplished by offering intellectually challenging, critically reflective and regionally responsive academic programs that provide students keen insight and vocational vitality.” WTAMU provides students with an immersive college experience based on growth and bound by tightly knit friend groups and a wellconnected community.

The campus and the city of Canyon, Texas, is walking and bicycle-friendly, allowing international students who may not have their own vehicle to navigate easily. The 100-year-old trees and carefully manicured landscaping of the campus have been recognized as one of the most beautiful in the United States.

“Many students develop or deepen a love for the outdoors while attending WTAMU through excursions to Palo Duro Canyon (the namesake of our city and the second-largest geographic canyon in the US), which is 15 miles down the road, and snow skiing trips to the nearby mountains of Northern New Mexico,” says Dr. Hunt.

Closer to home, WTAMU is widely recognized as having one of the most successful sports programs in Division II. The campus is home to a beautiful new football stadium that provides a heartbeat not just for the campus but also for the region. Students ardently support the Buffalo (or Buffs, as they are known) athletes in the fall, winter, and summer. At

Dr. Hunt and engineering students conducting water experiments in Coimbatore, Tamil Nadu, India

85

Higher Education Digest July 2021

86

WTAMU, student organizations are centered around faithbased groups, hobbies, social clubs and academic fields.

The University recently was named the safest campus in Texas and among the Top 10 safest universities in the US. For a Student-Centric Engineering Education West Texas A&M University’s College of Engineering offers diverse programs in mechanical, civil, electrical, and environmental engineering as well as engineering technology, mathematics and computer science. “The College of Engineering at WTAMU is a unique program among American universities. We have strategically increased our program offerings, faculty size and student population with the growth of the individual student in mind,” shares Dr. Hunt. While many engineering programs adequately teach engineering principles to students, the

Higher Education Digest July 2021

Technologies developed through the university’s research programs are shaping the world, and its education extends far beyond the classroom, engaging industry partners and practitioners to create real-world opportunities for the students.

87

goal of WTAMU is not just to teach students the strategies to solve engineering problems. Instead, the college teaches students how to develop a framework to solve any problem that they might encounter – and then how to communicate that solution to others. This extension of the common engineering curriculum provides students with a space to grow not just into great engineers but into great teammates, leaders, and innovators. “To achieve this value proposition, we hire faculty that are involved in cutting-edge research, but more importantly, are student-centred. This focus on the student creates an environment that is incredibly hospitable to minority student populations, including Indian students,” explains Dr. Hunt.

West Texas A&M University’s College of Engineering boasts a diverse student and faculty population. The size of the student population fosters the development of

meaningful relationships among students from various backgrounds. “Our graduates often comment on the durability of these relationships following graduation, as well,” pinpoints Dr Hunt. While on campus, international students have access to a host of programs that facilitate integration within individual colleges, the campus body as a whole, and the local community that surrounds WTAMU. Dr. Hunt adds, “Our College of Engineering faculty specifically has a large number of talented researchers, teachers and administrators from the Northern and Southern regions of India. These faculty are critical to our efforts as a college and provide an additional level of comfortability to new international students.”

WTAMU has a healthy and growing population of Indian students within its ABET-accredited electrical engineering undergraduate program as well as in the

Higher Education Digest July 2021

undergraduate mechanical engineering program, which is also ABET-accredited. Graduates from these programs have a 100 percent placement rate within industry jobs upon graduation. “Our program offerings are further bolstered by undergraduate degrees in civil engineering, engineering technology, environmental engineering, and computer science. We also offer a very innovative MS in Engineering as a graduate program,” shares Dr. Hunt. Generally, WTAMU supports an International Students population of just under 300 and 10 per cent of them are Indian students. WTAMU also offers a host of robust scholarship opportunities for qualified students. Currently, scholarships begin at $1,000 for eligible students, which provides the student potential access to in-state tuition rates.

Being a Regionally Responsive Research Institution In March 2021, WTAMU unveiled a five-year strategic plan that aims to guide the University in its quest to become a pioneering Regional Research University. “One of the great things about being part of a regionally responsive research

88

Higher Education Digest July 2021

Electrical engineering students design and construct energy systems in Honduras, Central America.

institution is that funding is an ongoing pursuit to support our research community,” states Dr. Hunt. Throughout the year, WTAMU supports and sponsors research at the undergraduate and graduate levels through programs administered through the Office of Sponsored Research Services located on campus in the Killgore Research Center within the Graduate School. Research grants via proposals and competitions are supported, and generally, awards are made in the amount of up to $3,500 for eligible research initiatives.

Currently, WT 125 and supporting strategic plans strive to ensure WTAMU’s future as a regionally responsive research institution built upon deep roots to the Panhandle of Texas, the State of Texas, the nation, and the world beyond. The University has been conducting innovative research in many different disciplines and venues. Since 2013, WTAMU has received 166 grant awards totalling more than $24 million (data 2015-16 fiscal year). Besides, WTAMU’s College of Engineering faculty hold patents in materials science, nanotechnology and energy storage. Specific examples include a novel material that mimics human tissue, battery design, and antimicrobial materials.

“At WTAMU, we are firm believers in the good that engineers can accomplish. Engineering skills are not nearly common enough, and those of us involved

89 A mechanical engineering student interacts with local children in Central America while building a schoolhouse for their village.

in the field are called to use our knowledge to serve people,” says Dr. Hunt. WTAMU’s College of Engineering maintains a focus on humanitarian engineering, giving engineering work purpose and meaning for students as they see research and design improve people’s lives. Dr. Hunt explains, “All our projects are designed to be humancentered, and you are sure to discover ways to extend your skillset beyond your job while learning with us. Engineers who are well suited to the MS in Engineering program are: Driven by a need to discover, intrigued by research and design, pursuing research because they want to learn new things, ready to use their skills to improve people’s lives and interested in developing learning skills in new areas of engineering while enhancing skills in their own area.”

Higher Education Digest July 2021

90

Mechanical engineering students developing water filtration systems in Coimbatore, Tamil Nadu, India.

On the other side, WTAMU has an active commitment to fostering entrepreneurship and technology commercialization.

The University established the WT Enterprise Center 20 years ago with the explicit purpose of taking educating and equipping entrepreneurs from its area with the skills and resources to bring ideas to market. “The College of Engineering has a very close working relationship with the WT Enterprise Center, local economic development offices, and private angel investors in our region. In just the last five years, these entities have provided over $850,000 (USD) in startup funds to engineering and product development companies in the area,” pinpoints Dr. Hunt. Many of these entrepreneurs are graduates of the WTAMU’s College of Engineering. They are now operating businesses with the skills and resources they gained through their education at the University.

Helping the Society in Its Toughest Phase When educational institutions worldwide were struggling to cope with the new norms of teaching and learning, The College of Engineering at WTAMU found innovative solutions. They

Higher Education Digest July 2021

went into action when the pandemic arrived. “Our faculty researchers began to examine the virus at the molecular level, leading to the development of many new ideas and patents. One of those - Copper Clean, a self-sanitizing copper that protects high-touch surfaces - is used throughout the University and has been commercialized. It is an antimicrobial copper sticker and can be applied to door handles, push plates, and other high-touch surfaces to kill surface-borne bacteria,” shares Dr. Hunt. In fact, WTAMU has a long history of successful development of antimicrobial products, and Copper Clean was created in direct response to the call for a higher level of sanitation to help slow the spread of COVID-19.

“While we still face challenges in the face of the pandemic, many places in the world are starting to open back up. The COVID-19 situation is constantly evolving, and the University is working hard to actively facilitate and adapt to the circumstances,” says Dr Hunt. WTAMU’s College of Engineering is now creating a novel 2+2 program for international students to do the last two years of an undergraduate degree and MS degree on campus. “The lessons learned during the pandemic have made the university stronger, wiser, and better prepared to prepare tomorrow’s learner,” concludes Dr. Hunt.

Powerful protection designed for PC gamers

91

Higher Education Digest

NORTONLIFELOCK.COM July 2021

ACADEMIC VIEWS

COURAGEOUS

CONVERSATIONS WITH PARENTS Dr. Tania Farren, Author, Raising the Well-Adjusted Child: A Parent’s Manual

92 Tania Farran, EdD, has 25 years of experience in education, consisting of 14 years of teaching and 11 years as an administrator. During this time, she has been both an elementary administrator and a high school administrator.

Having great conversations with parents and creating partnerships for the benefit of the child is something Tania is passionate about. She loves her career working with children and adults and feels as if she learns something new each day. She recently wrote a book ‘Raising The Well-Adjusted Child: A Parent’s Manual’. Tania holds a Bachelor’s of Science in Elementary Education from the University of Missouri St. Louis, a Master’s in Administration from Lindenwood University in Missouri, and a Doctorate of Education from Missouri Baptist University.

Higher Education Digest July 2021

Teachers are sometimes intimidated and afraid to point out academic or behavioral problems because they are not armed with the tools on how to have these conversations

“H

elp! I am not sure why my child is acting this way! I don’t know what to do.”

I have heard this many times from parents of children during my time as an educator. Throughout my 25 years of being an educator (14 years as a teacher and 11 as an administrator), I have learned that having courageous conversations with parents can be challenging and rewarding all in the same breath.

Conversations with parents about students’ challenging behaviors and varying academic abilities requires a strong skill set in communication. In order for solutions to be presented and improvements in student outcomes to be made, conscious and courageous conversations are crucial.

I have found that teachers who are just beginning their careers have minimal experience with providing solutions to the problems that parents are experiencing with their children. As an administrator, I’ve had to guide many teachers through a process to help them work with the parents and provide a positive outcome for everyone involved.

I believe that teachers who are new to education do not have the confidence in guiding a parent on certain topics, such as improving behaviors, encouraging academic growth and handling regression, discipline, routines, and other behaviors.

Some new teachers think parents should know how to help their own child and that the teacher should not intervene. That is simply not true; there are many parents who need support and guidance on parenting their child. They will often look to educators for that assistance. Even though new teachers have skills in teaching academics, they do not always have the skills to talk to a parent about tips and strategies to help their child succeed in school or at home.

Many times, new teachers are much younger than the parents they end up working with. This age difference can make them feel less confident in providing solutions to parents. When I have worked with new teachers, they have come to me with a problem and even with a solution, but they are worried about calling a parent and delivering the support.

Teachers are sometimes intimidated and afraid to point out academic or behavioral problems because

Higher Education Digest July 2021

93

94

they are not armed with the tools on how to have these conversations.

There are many great topics that colleges and universities use to help future educators prepare to help their students academically. I have always thought there needs to be a class titled, “What You Really Need to Know About Being a Teacher.” Courageous Conversations could be one unit. This course would allow the student to learn how to talk to a parent, use the appropriate tone of voice, mind their body language and facial expressions, suggest effective strategies, provide written notes to the parents, follow up with the family, and celebrate the successes.

The first time a teacher is confronted with a negative conversation from a parent or has to call a parent about a negative situation in the classroom can be very intimidating.

Practicing and learning how to have courageous conversations with parents can make all the difference.

Here are some of the tips I use to guide my new teachers when they begin the school year.

They are also great reminders for all of us who work with children: Pick Two - Prior to having a difficult conversation, come up with one or two aspects that the child/parent could work on so as not to overwhelm the parents. Don’t focus solely on the negatives because there is always good in every child. Make sure you are looking for the good too. ●

Build Rapport - As important as it is to build a relationship with the students in your school, it is also important to build a positive relationship with the parents. Making sure that your first interaction with a parent is positive requires you to reach out early in the school year. ●

Call the Parents! - It is critically important for teachers to have the courage to call parents when they have a concern about a child’s behavior or academic progress. I promise you that parents would prefer to hear from the teacher before the situation escalates to the level of principal involvement. ●

Higher Education Digest July 2021

Listen to the Parents - Take the time to listen to them and hear what they are saying.

Try to truly understand their side of the story. ●

Their Child - Don’t forget that, ultimately, the student is their child. Always remember that you are talking to them about their child who they love and care for. Choose your words carefully and make sure they understand you care about their child too. ●

No Judgments - Check your judgments at the door. Do not judge the person you are talking to; you do not really know their situation. Be kind and compassionate to their needs. ●

The first time a teacher is confronted with a negative conversation from a parent or has to call a parent about a negative situation in the classroom can be very intimidating

Be Kind - It is hard to be a parent, so treating them with kindness is always a good idea. Emphasize that you are working for the betterment of the student, their child. ●

Chunking - Break suggestions into small, manageable chunks. Think of a few ideas for the parent to implement, so you don’t overwhelm them or make them feel inadequate. Bombarding them with a laundry list of things their child is doing wrong will send a negative message. ●

Follow-up - Set a follow-up meeting with a parent to reconnect and check in on how things are going. At the meeting, determine next steps for all parties. Consider another follow-up meeting depending on the situation. ●

Celebrate - Recognize the student’s and family’s successes! No matter how large or small. Working together and watching a student learn and grow builds a great foundation for teachers and families.

This list is just the tip of the iceberg, but it is a very good starting point for courageous conversations with parents. Helping teachers learn communication skills allows them to work with parents to implement effective interventions. In turn, our society and the next generation of children will become more well-adjusted. ●

Higher Education Digest July 2021

95

ACADEMIC VIEWS

MENTAL HEALTH

AND HIGHER EDUCATION STUDENT SERVICES PERSONNEL DURING THE COVID 19 PANDEMIC Dr. Mosadi Porter, Associate Dean, Admissions and Outreach, Lone Star College-University Park

96 Dr. Mosadi Porter has been a contributor to the field of higher education for over 20 years. She is currently serving at Lone Star College-University Park as the Associate Dean for Admissions and Outreach which encompasses Admissions, Outreach, 3 Campus Service Centers and Orientation. Her journey started as a first-generation college student at Texas A&M University. She earned her Bachelor’s degree in Speech Communication and Master’s in Educational Administration with an emphasis in Student Affairs Administration in Higher Education (SAAHE). Her educational journey continued to the University of Houston where she earned her doctorate in Administration and Supervision with an emphasis in Higher Education.

Higher Education Digest July 2021

Admissions, student activities, advising, orientation, and testing had to continue for those students who chose to go forward with attending college in spite of what was going on in the nation

T

here was so much excitement and anticipation at the thought of all that 2020 would bring. Many colleges, churches and organizations touted 2020 as the year of new vision and new beginnings. Little did everyone know that a few months into the year, the world would literally shut down. The pandemic of 2020 had, and continues to have, many far-reaching implications for the world. It invaded every unit of daily life. The effects will be seen and felt for years to come. While the world was having widespread suffering due to the global COVID-19 pandemic, the United States was also battling several social pandemics. The death of George Floyd burst wide open the ongoing assault on the African American community by the police sparking protests, attacks on the Asian and Asian American populations, and a divisive presidential election tore apart already shaky relationships among races, cultures and groups.

In March 2020 we witnessed a significant shift with the shut down of the education system in the United States which still has not fully recovered.

All educational institutions endured changes and losses. Elinor Aspegren reported in USA Today that some colleges closed for good. Schools, colleges and universities across the world had to make adjustments in the spur of the moment to accommodate the many unforeseen needs of its students. Amid all of this, colleges were forced to examine a shift from students being college-ready to determining if the colleges were student-ready.

As someone who has served as a Higher Education professional for over 20 years and parent of 2 collegeaged students, I experienced this from both sides. It was a challenge to ensure that all was well at work, at home, and personally. I am positive I am not the only one who experienced this. Also, I am sure that I did not experience half of what some other colleagues experienced. While trying to manage our personal lives, we had to think outside of ourselves and think about what our students needed. The American Council on Education published a report in 2020 that was prepared by Active Minds, American College Health Association, American Council on Education,

Higher Education Digest July 2021

97

98

Healthy Minds Network, JED Foundation, Mary Christie Foundation, and The Steve Fund. This report starts with the sentence “Higher education’s response to the COVID-19 pandemic rests largely on its executive leaders, whose varying responses to the crisis will make an imprint on their institutions for years to come”. That was a lot of pressure to carry, but it was necessary. They were expected to take care of work and students while facing their own personal issues, some pouring from the proverbial empty cup.

“Eighty percent of surveyed faculty and staff believe

Higher Education Digest July 2021

that it is very or extremely important to model positive health and wellness behavior to students” (American College Health Association 2020).

In addition, many administrators had teams to lead and set an example for. In my personal experience, I tried to continue to lead our weekly meetings virtually and keep up the morale of my team.

At one point, I had to be vulnerable and let my team know that I was not ok. They did not see me as weak or incapable. In actuality they appreciated the fact that I shared with them and felt that it allowed them to do the same. That vulnerable moment released the pressure of them having to act like everything was perfect and that they had it all together. There would be things that fell by the wayside and there would be some days that just were not good.

However, student services staff and administrators could could not afford to forsake the duties that were required. Admissions, student activities, advising, orientation, and testing had to continue for those students who chose to go forward with attending college in spite of what was going on in the nation.

It was the job of the student services personnel to try to help students continue to feel connected to the college or university. They attempted to anticipate the next wave of needs for the wide diversity of students, especially considering not all students had the same needs and issues. Shifting ways of doing things while still maintaining the integrity of their institutional goals, strategies and policies became the daily way of life. Many had to negate plans that had been worked on for months and justify things they never had to justify before in hiring, budgets and operations.

“Faculty and staff are on the front lines of serving and supporting students, leading the charge during these uncharted times. Supporting them is one of the most effective ways leaders can support students.” (American College Health Association 2020). In all of this, were the mental health needs of faculty, staff and administrators being attended to? Student services personnel found themselves stressed, overworked, unable to separate work and home, experiencing loss of students from attrition, and not enough services available to them based on their insurance plans. While there are Employee Assistance Programs, those typically have a limited number of visits included in the plan. Staff and administrators must be considered when discussing the mental health of our academic communities.

53 99

Higher Education Digest October July 2020 2021

100

Higher Education Digest July 2021