When we were preparing to launch the Association for Academic Leaders, we did our homework. In surveys and interviews, we asked Academic Leaders what they needed in order to do their jobs well.
You have meetings to attend, speeches to give, and not enough moments in the day to possibly pack it in. Are you able to be engaged in every moment or do you have a constant undercurrent of anxiety that you’ll miss something important? If it’s the latter, we’ve got a recommendation for you. Document! Document what you’re doing as you’re in motion so that you (or someone else) can build the structure that will make next year easier. Already have those checklists? It’s time to review and revise.
May is a tough month. And the past three academic years have basically been one long May.
Hypervigilance is the state of constantly assessing potential threats and making decisions based on that assessment. For Academic Leaders, it’s been the third May in which hypervigilance was a job requirement.
In April, we asked Academic Leaders to tell us if they’re dealing with unexpected faculty departures this spring, and how their 2022 experience compares with 2021. Their answers may surprise you.
I’m going to share an interview tactic that might come as a surprise to some academic leaders. Tell candidates up front what you’re going to be asking them during interviews
I spent a good decade of my career differentiating instruction for students with learning differences. Drawing on the wealth of research, I dutifully created lessons with a range of learning modalities and designed units where all students had at least a few activities that suited them best. Every teacher I know has done something similar. Here’s why this isn’t the best approach: every student learns differently, so differentiated instruction is highly inefficient.
Exclusive to Association members.