Pre-Assessment Questions for Chairs Institute at UDC

Pre-Assessment Questions for Chairs’ Institute at UDC

June 5 and 6, 2006

From your perspective, what are UDC's 3 greatest strengths?

It’s student body.

It’s committed faculty.

It’s Mission and the fact that it is the city’s only public institution.

From your perspective, what are UDC's greatest educational challenges?

The number of students with English as a second language.
Needed academic support resources and faculty.
Incorporating best practices and a culture of assessment with resulting or implemented changes.

How do you view the institutional commitment to change and improving institutional effectiveness?

There is a core group of seasoned faculty who find change very difficult and subsequently the activities needed to institute and sustain change is viewed as extra work. This creates resistance and serves as barriers for mentoring and positive role modeling of junior faculty and the initiation of current best practices. The institution’s administrators have demonstrated an increased and visible attempt to improve faculty development that facilitates shared governance and opportunities to participate in change. However, these excellent opportunities go under supported, unattended, and underutilized by faculty. The synergy of change at the administrative level demonstrates strong commitment to improving; however a change in culture by some faculty appears slower with this buy-in.

What do you see as the area in which chairpersons can exercise the most leadership in helping UDC progress?

The Chairs’ greatest asset is a position that facilitates leadership and change by example; however in order for this to be effective there is need for clarity regarding their genuine authority. A critical factor associated with this clarity requires true identity of a role as faculty or administrator. There is great need for procedure or policy manuals to facilitate some universal behaviors and decision making by all Chairs. And if there are universal expectations for Chairs, new Chairs should be aware of them or where they may be referenced, and current Chairs receiving procedure updates as it relates to changes in their responsibilities to faculty, students, and the university. Chairs need critical time to plan and assess programs to facilitate program changes (based on systematic assessments) and/or program growth. In fact, I feel strongly that, as a group of first line supervisors, they should be their greatest support in the University Community via a “Chair’s Support Group”. There is strength and support in numbers and great ideas impacting the progress of the university and programs in general could be born out of such a group.

5. What three things can UDC do to help the Chairs become more effective?

Clarify the role and evaluate and rectify the method of annual appraisal.
Justly compensate the position.
Recognize, identify, and prepare new and potential Chairs (putting one in the best position to do the job once assigned/appointed), and maintain on-going development or exposure to changes and best practices in higher education and management skills for old and new Chairs.

THE FOLLOWING QUESTIONS SHOULD ONLY BE ANSWERED IF YOU ARE CURRENTLY AN ACADEMIC CHAIR

What was your view of the position of chair prior to assuming that position?

I had no view nor any idea of what this position , as I was hired for the position as an outsider, and when I asked about a position description to assist me with transitioning into the role, I was told that I would get it, plus have a senior chair mentor me. Needless to say, there is no position description and I learned thru trial and error, without the mentor. Not a good way to start such a critical position, and I am still learning after many years.

What aspect of the position has been most surprising to you?

The fluidity (some days a faculty others an administrative person) of the position and the breath of function for the role have been most surprising. In addition, the variability in individual functioning from Chair to Chair, department to department, and school to school. There are very few set patterns of behavior.

What roles, projects or relationships have brought you the most personal satisfaction as department chair?

The most satisfaction for me has come from my opportunity to work with faculty and impact a change in the culture of the department regarding scholarly activity and customer service (more student centered), and to serve as a professional role model for future professionals. In addition, as Chair, I have been in a position to work with and for the community in a manner that has positively impacted the external view of our programs, the competency of our faculty, and the capabilities of the University.

What roles, projects or professional responsibilities have frustrated you the most in your role as chair?

Most frustrating for me, coming from the outside, was trying to navigate this system for procurement, hiring, budget planning, faculty and student evaluations, and trying to get caught up with special and regular assignments(with insufficient staff). The work never ends (there is never the personal satisfaction of being caught up) and there is frequent, frequent duplication of task. I do not experience adequate time to plan, evaluate, and strategize for change or enhancements with faculty and students in the department. Things just happen (some good, some not so good).

Of all of the tasks that you currently do at the department level, which should be

allocated to a different place?

a. Attempts to assess, analyze certain data related to faculty, staff, and students.

b. Some the recruitment activities for the University.

c. Some student admission activities.

Are there any tasks you currently do that you feel are unproductive and can be eliminated?

I feel that some reports frequently requested by administration is an unproductive activity because they are often repeated and departments frequently do not see or experience benefit from them.

What are the strengths in the current evaluation process for chairs?

My immediate response (based on my experience) is the weakness in the process which is the absence of any focus on the administrative responsibilities inherent in the role.

Honestly Speaking: I have been a Chair since 2000, and of this time I have received only two evaluations (04 and 05) that were done by the Department Evaluation and Promotion Committee, based on submission of my evaluation portfolio. I am not aware of any other evaluation process for Chairs, nor have I gotten feed back from any possibly done on me. My experience with performance appraisal is the basis of my response in item #5 (bullet #1). There should be some evaluation for the administrative task and performance of chairs in the administrative area that deals with supervision of staff, oversight of resources (human and physical) and all other required management activities (focusing on quality and timeliness of performance)

How can the evaluation process of chairs be improved?

My response is included in the answer above.

Pre-Assessment Questions for Chairs’ Institute at UDC

June 5 and 6, 2006

From your perspective, what are UDC's 3 greatest strengths?

1. Diversity

2. Perseverance

3. Persistence

From your perspective, what are UDC's greatest educational challenges?

1. Aging faculty

2. Lack of diversified faculty to handle diversity issues in the classroom

3. Technology

How do you view the institutional commitment to change and improving institutional effectiveness?

The university appears to be making strides toward advocate for change. Improving institutional effectiveness is a constant battle for all educational organizations.

What do you see as the area in which chairpersons can exercise the most leadership in helping UDC progress?

Team building and the ability to engage in the decision making process at all levels within the organization.

5. What three things can UDC do to help the Chairs become more effective?

1. Provide autonomy within the department amongst faculty who are interested in making organizational changes based on student needs and organizational growth

2. Monetary support to strength morale within the department (make available monies for professional advancement within the department)

3. Provide continuous support to the chairs at the executive level

Greatest Strengths Location, Small Class Size, Cost

2 Future Replacement of mature faculty, Physical and financial resources

3 Seems to have a firm committment

4 Closer supervision of course offerings, faculty performance and student advisement

5 Proper transfer credits evaluation at the time of admission, Sufficient Class room facilities, Some means to reward faculty performances

6 Working long hours, attending to student and faculty concerns among other things

7 None

8 Working with students, seeing them graduate and pursue successful careers

10 Last minute validation requirement of transfer credits from other institutions

12 Certification of time sheets

Pre-Assessment Questions for Chairs’ Institute at UDC

June 5 and 6, 2006

From your perspective, what are UDC's 3 greatest strengths?

Diversity of its student body, faculty and staff; location in the nation’s capital; and low tuition cost.

From your perspective, what are UDC's greatest educational challenges?

The nature of its relationship to DC government; Tuition Assistance Grant Program; poor performing DCPS; and space limitation.

How do you view the institutional commitment to change and improving institutional effectiveness?

I am not aware of any articulated institutional commitment to change.

What do you see as the area in which chairpersons can exercise the most leadership in helping UDC progress?

Program development and assessment; formulation of professional development programs; development of partnerships with other institutions; and acting as a catalyst for faculty and student research.

5. What three things can UDC do to help the Chairs become more effective?

Well trained staff support; greater autonomy and authority in department administration; and better compensation scheme

THE FOLLOWING QUESTIONS SHOULD ONLY BE ANSWERED IF YOU ARE CURRENTLY AN ACADEMIC CHAIR

What was your view of the position of chair prior to assuming that position?

Administers faculty workload; provides leadership for program assessment and meeting accreditation requirement; student advising.

What aspect of the position has been most surprising to you?

Too many demands for data that should be available with the Dean’s Office or in the university; very short turn-around time for providing response to information request; inability to structure day-to-day activities

What roles, projects or relationships have brought you the most personal satisfaction as department chair?

Formulating School goals; interaction with colleagues; and representing the interest of the department to outside units and entities

What roles, projects or professional responsibilities have frustrated you the most in your role as chair?

Poor or slow response from various supporting units; inability to control schedule; constant demand for data.

Of all of the tasks that you currently do at the department level, which should be

allocated to a different place?

None that I can think of.

Are there any tasks you currently do that you feel are unproductive and can be eliminated?

No!

What are the strengths in the current evaluation process for chairs?

The evaluation in place is ‘meaningless’ lacking carrot or stick. The objectives are not clearly defined.

How can the evaluation process of chairs be improved?

Provide greater clarity; provide incentives and sanctions.

Pre-Assessment Questions for Chairs’ Institute at UDC

June 5 and 6, 2006

From your perspective, what are UDC's 3 greatest strengths?

-Its importance to the community.

-Provides adults a second chance to receive higher education

-Dedicated faculty

From your perspective, what are UDC's greatest educational challenges?

- Meeting the needs of a very diverse student body with diverse learning needs.

How do you view the institutional commitment to change and improving institutional effectiveness?

- While I believe the institution is committed to change and improving institutional effectiveness but, some priorities do not demonstrate the commitmentto first the educational components. Students who are not college ready should be provides intense workshops to get them ready. It is unlikely that an adult reading at the fourth grade level will jump to the eight grade level in one semester. Students are not being retested, to my knowledge, to determine progression and provided additional assistance if needed. I see this as the most important part of what we do and having the biggest impact on effectiveness.

What do you see as the area in which chairpersons can exercise the most leadership in helping UDC progress?

- Chairs need to embrace transformational leadership styles. They must provide vision and goal setting, know and use team building, have good communication skills, and reward outstanding performance to move the programs forward. They need to seek out avenues for continued faculty development, since the university is often short in this area. Chairs should be supportive but make it clear the expected level of accountability required of the faculty. Chairs should have the energy to do the job.

5. What three things can UDC do to help the Chairs become more effective?

- Stop appointing persons as chair because no one else wants the job. Maybe, we should look outside.

- Provide a complete orientation to the responsibilities of the job and training, where needed, to complete administrative task.

- Each chair should have an assist chair so that in the event something happens to the chair, the department activities can continue without problems.

Pre-Assessment Questions for Chairs’ Institute at UDC

June 5 and 6, 2006

From your perspective, what are UDC's 3 greatest strengths?

its location in the capital city and the various needs of the population it serves
diversity of faculty and the experiences they bring to the classroom
students; their maturity and in general their sense of purpose and level and diversity of experience they bring to the learning environment is unlike typical undergraduate students

From your perspective, what are UDC's greatest educational challenges?

basic resources needed to conduct teaching and learning effectively e.g. chalkboards are not the best teaching media and office space inadequate etc.
scars from past experiences worn by faculty that are now impeding change processes and institution improvement: faculty while having the best intentions for institutional advancements are always leery when suggestions for change and improvements are tabled
Faculty teaching load: many faculty have teaching loads that constrain their ability to engage in other profession activities such as research and publication
more experienced faculty may not show willingness or have the expertise to mentor junior faculty: for example joint research projects and publications
students: personal responsibilities and challenges they come to the college classroom with

How do you view the institutional commitment to change and improving institutional effectiveness?

Most members of the UDC community seem to be committed to institutional change and effectiveness however faculty which makes up a significant percentage of the community must see that the changes are purposeful and within the best interest of not only a few but for all. Change to any institution is always difficult and can only be successful when the members of the institution feel that the institution’s success will be beneficial to them.

What do you see as the area in which chairpersons can exercise the most leadership in helping UDC progress?

Customer relations and service: The students are our customers and sound customer relations and service keeps an organization progressive. Student retention and timeliness of graduation from programs needs is only one of the areas that needs to be improved.

Program initiatives: propose and encourage others to consider program initiatives that are suitable for meeting the needs of the population served – start thinking like the customer.

Student recruitment initiatives: research new ways to attract students to departments.

Faculty moral: Implement initiatives to improve and maintain faculty moral to a high level

5. What three things can UDC do to help the Chairs become more effective?

not sure as I do not know the parameters in which chairs conduct their daily responsibilities

From;Winston C. Nottingham, Ph.D.

Professor of Chemistry

Pre-Assessment Questions for Chairs’ Institute at UDC

June 5 and 6, 2006

From your perspective, what are UDC's 3 greatest strengths?

a) Its' desire/mission to provide education to a diverse under-represented segment of the population.

b) Its' workforce- the faculty and staff

c) The educational diversity; for the education of under-represented groups it appears to be of help to them do better when people like them are leading the enterprise.

From your perspective, what are UDC's greatest educational challenges?

Improve the image of the institution to such an extent that one is not always trying to justify that the work we do is comparable to that being done at other institutions our size and with a similar clientele.

How do you view the institutional commitment to change and improving institutional effectiveness?

I sense that there is a genuine concern to both address and provide some solution(s)/resolution(s) to issues that concern the faculty, staff and students.

What do you see as the area in which chairpersons can exercise the most leadership in helping UDC progress?

Chairs can provide the leadership to ensure that conducive learning opportunities are provided for the student through quality instruction and learning experiences, through the acquisition of materials and supplies and support for equipment both full-funding and partial/matching funds.

5. What three things can UDC do to help the Chairs become more effective?