Provost

Capital campaigns are intense efforts to build the financial assets of an institution in a specified amount of time. This study provides an empirical view of how changes in leadership affected concomitant capital campaigns at ten colleges and universities. The transitions during these 10 campaigns influenced morale on campus, altered timing of the campaigns, created negative publicity, and caused lost momentum; however, all capital campaigns persisted to meet financial goals despite disruptive transitions. One area of note is the lack of fundraising training and development for provosts, many of whom assume interim or full-time leadership posts after a presidential departure.

Mentoring students has become so much more important in higher education. But, the why, how, and what of mentoring is often unaddressed. I've written this guide to assist faculty.  If you don't want to read the guide, skip to page 53 and 60 for what to do.

This is the first course in the series.

If you write me at " artanddesignprofessor@gmail.com " from your ".edu" institutional email address, I'll send you all three courses, including editable documents, the course map, syllabus, lessons, lesson plans, quizzes, exams, answer keys, PowerPoints, everything.

This paper analyses the Art Markets between the former Netherlands and Spain during the end of the 15th century and the beginning of the 16th century. With regards to the transport and marketing of the art works, documents held in Spanish archives show that a complex network of agents and infrastructure existed. Not all ports were equally equipped, and it is feasible to think that expensive triptychs and tapestries were shipped to seaports endowed with docks, ramps and suitable warehouses. Inexpensive, mass-produced works such as small statues were taken to any kind of port, as their transport would not require such detailed and careful planning. The role of the merchants is of paramount importance in art trade; evidence shows that whereas most merchants would include any kind of art works in their ships, a select group would focus only on expensive requests. Not only did this elite work just for wealthy patrons, but they also lent money to the Crown and became a very influential social group in the political daily life of their time. This is fairly proved by the use of their merchant marks, initially used as an identifying sign that later became included in their own artistic commissions, proudly displayed, just as the nobility did with their heraldic shields.

The contribution uncovers a net of kinship bounds of P. Jan Alexius Čapek who served as the Arch-dean of Pilsen between 1671 and 1682. Sequentially it marks some of the signifi cant relatives both from paternal and maternal line, while trying to characterize their lives' fortunes. The text does not even leave aside the emphasis which Jan Alexius Čapek put to his legacy in a collective memory. Úvod O významném plzeňském arciděkanovi P. Janovi Alexiovi Čapkovi 1] nebylo doposud na-psáno mnoho. Pokud je zmiňován starší literaturou, pak především ve vztahu k dějinám jeho rodného města Vysokého Mýta či pouze krátkým zápisem vážícím se k místům jeho působení. 2] Právě ve Vysokém Mýtě byl vždy vnímán jako jeden z nejvýznamnějších rodáků. Uchování paměti na něj bylo v minulosti dáno především jeho odkazem, konkrétně jeho studijní nadací, kterou založil a díky níž mohlo studovat nemálo vysokomýtských chlapců, kterým by jinak s ohledem na sociální situaci jejich rodiny zůstala možnost vyššího vzdělá-ní odepřena. Druhým důvodem jeho obecnější známosti jsou jeho činy na postu plzeňského arciděkana. Základní cíle tohoto příspěvku byly dva. Na prvním místě chtěl autor setřídit a ozřejmit často rozporuplné zmínky o životních osudech Jana Alexia Čapka a jejich sou-vislostech. Na druhém místě chtěl rozkrýt a objasnit síť příbuzenských vztahů tohoto cír-kevního hodnostáře, které měly zcela zásadní vliv na jeho životní směřování, literární čin-nost a v neposlední řadě církevní i světskou kariéru. Životní osudy P. Jana Alexia Čapka Jan Alexius Čapek se narodil v roce 1640 manželům Bartoloměji Čapkovi a Anně, dceři Václava Bridla. Ohledně jeho data narození však v literatuře panuje neshoda. Starší litera-tura uvádí jako datum křtu, potažmo narození 28. prosinec 1632, 3] přičemž toto datum je 1] Jméno se objevuje i ve variantě Jan Aleš Čapek. 2] Z literatury věnované dějinám Vysoké Mýta se krátce o Janu Alexiovi Čapkovi zmiňuje již Alois Vojtěch ŠEMBERA, Wysoké Mýto, králowské wěnné město w Čechách, Olomouc 1845, s. 123; Hermenegild JIREČEK, Královské věnné město Vysoké Mýto, Vysoké Mýto 1884, s. z. 3] Přestože o datu narození Jana Alexia Čapka jasně vypovídá nejstarší vysokomýtská matrika, panuje v něm v li-teratuře značný nesoulad. Jako první publikoval nesprávné datum narození Alois Vojtěch Šembera ve své knize Wysoké Mýto, králowské wěnné město w Čechách. Šembera uvádí jako jeho datum narození 28. prosinec 1632. Od Šembery toto chybné datum zřejmě převzal i Hermenegild Jireček a publikoval ho v práci Královské věnné město Vysoké Mýto vydané více než čtyřicet let po práci Šemberově.

Background Administrators, executives, faculty, and staff working in higher education have risen valiantly with the challenge of temporarily closing down our campuses and moving to online educational delivery systems in response to the COVID-19 pandemic. With all our hearts, we want to go back to our classrooms, studios, labs, and offices.

Trends in student persistence and retention capture the attention of academic administrators, but it is in each faculty member's classroom where the greatest opportunity for supporting students' success occurs. This guide presents strategies that every faculty member can implement to fuel their students' educational attainment.

Networked governance integrates distributed capacities for problem solving and policy-making. For policy problems harboring a given level of complexity, the higher the level of social capital within an identified governance network, the more autonomy and self-organization may be conducive to achieving problem solving functions, and thus positive governance outcomes.. .. Social capital is the fabric of trust, shared values, and understanding that allows diverse participants to work together towards collective outcomes and common goals. i Even a cursory examination of history leads to the observation that human beings tend to organize themselves into groups, which become increasingly difficult to manage as the groups grow in size or complexity. Systems of governance arise in response to this need, granting greater authority to certain individuals in order to work towards the greater good of the whole. Few large social organizations are as fundamentally democratic as ancient Athens, where all male citizens over the age of 18 participated directly in the assembly. ii German sociologist Max Weber observed that in the modern era, governance is characterized by systematic coordination of the work of many individuals through a formalized and hierarchical structure run by an administrative class responsible for coordinating the activities of the organization's members. The hierarchy determines lines of communication, delegation of authority, and division of work based on specialization, all conducted under a complex set of official policies and procedures. iii This system is endemic to nearly all human institutions today because it possesses distinct advantages in ensuring consistency, control, accountability, objectivity, and impartiality. However, it also produces negative consequences in the form of attitudes and actions that damage individual morale, subvert organizational effectiveness, create divisions between people within the organization, and engender internal strife. iv Being large and complex social organizations, universities exhibit many of the same characteristics. Furthermore, they share in a collective identity with other universities, including a common historical lineage dating back to medieval Europe, and a typical set of norms and practices. They are also embedded within particular geographical and socio-political environments and subject to specific " governmental regulations, professional norms, and cultural-cognitive values, beliefs, and traditions. " v The subsequent development of immensely intricate, formalized, multilayered governance systems is therefore unsurprising and taken for granted by their constituents. In contrast, networked governance is an informal or organic social system of voluntary cooperation between autonomous groups and individuals. Relationships are not legally binding, existing

Q: What do you WISH was talked about openly regarding career paths after college? A: How to file taxes as a small business, how to write practical contracts for everyday gigs, and how to make cold calls for a broad variety of gigs. Turns out the real world is NOTHING like how my professors described. I'm starting to wonder what planet they grew up on. 1 Higher education faces an increasingly contradictory set of priorities shaped by external expectations and changing realities. First among these is the drive to increase access to higher education. As President Barak Obama said, Education is an economic issue when nearly eight in 10 new jobs will require workforce training or higher education by the end of this decade. Education is an economic issue when we know beyond a shadow of a doubt that countries that out-educate us today will outcompete us tomorrow. 2 This is all the more important when we realize that a high school education is no longer seen as sufficient preparation for the job market. Unlike old-fashioned vocational education, high school-level career and technical education doesn't really prepare people for jobs directly after high school. While the stated end goal of K-12 education in America is for students to be " college and career ready, " the reality is the existence of career-ready high school graduates is a myth. The expectation that high school produces career-ready adults in a 21st century economy is unrealistic and counterproductive. It has become clear that, for today's students to be prepared for tomorrow's jobs, all pathways must lead to a credential with labor market value, such as a certificate, associate's degree or bachelor's degree. Good jobs that only required a high school education, in blue-collar fields and the military, have declined, while the jobs that took their place in fields like health care, information technology and business services require more than a high school education. 3 Despite the evident mandate to provide more students with a college degree, serious questions about the quality and outcomes of degree attainment plague higher education arise, looking askance at the imbalance between rising costs, poor graduate rates, and long-term alumni outcomes. For decades, Washington has focused almost exclusively on defraying the cost of college for families as tuition sticker prices have increased. But the time has come for a new national conversation to address the far more serious and fundamental problem: how to significantly increase the quality of college education while lowering the actual cost. Take the 1.2 million students who will begin a four-year college in 2015. Based on current statistics, only 39% will graduate with a bachelor's degree in four years, with 41% failing to graduate in six. Forty-four percent will not find work that requires a four-year degree, 25% will graduate with over $30,000 in debt, and a shocking 36% will demonstrate no meaningful gains in critical thinking. 4

Faculty, staff, and administrators each play a key role in university cultures, but these groups are not coequal in status or authority when compared to one another or within each subgroup, which complicates matters of collegiality and authority for academic administrators.

These materials are part and parcel of a book I'm writing. Should you use these materials, please cite me. Thank you!

Why do 4o% of those who enroll in higher education fail to complete their degrees? Higher education is not known for supporting student success. In fact, competition among students has historically been encouraged, fostering a sense of pride among graduates who achieved what more than a third of their freshman peers were unable to do. Many incoming college students heard speeches that were variations on the same theme: "Look to your right. Look to your left. One of you will not be here by the end of the course." Nevertheless, it's difficult to imagine another field of human endeavor in which a 60% success rate would be tolerable, or where we would accept a 40% risk that a hefty financial investment would pay no dividends. The question 21 st-century educators must answer is this: should a college degree continue to be a badge of honor reserved only for those who prove themselves worthy? Or is it time to rethink the way we go about educating our students? An excerpt from a discussion on College Confidential illustrates lingering attitudes towards collegiate success: 1 Some colleagues were reminiscing last night and noted that the old "look to your right, look to your left, one of you won't be here by the end of the year" speeches that used to be commonly given at some colleges are long dead. Those warnings were a point of pride by universities. Which is kind of appalling. Today of course universities brag about retention rates. How times have changed. (~Maya54) The "point of pride" in that saying in past decades was the implication that the school did not water down its courses and curricula to accommodate weak students who may have gotten in due to much lower admission standards back then. Yes, students whose high school records only barely indicated college-readiness found it easy to get into many colleges back then, but they really needed to turn around their motivation and study habits to succeed in college. Of course, back then, the cost of starting college and not finishing was also much lower than it is today. (~ucbalumnus) I don't understand why some people have a problem with sink-or-swim environments. In our rankings-obsessed culture, smaller/lesser known schools simply can't attract as many top students as elite universities. There is only so much these colleges can do, in their control, to provide high quality academics, and that means students either sink-or-swim. "We'll let you in, but you are expected to keep up." Furthermore, these less selective schools generally provide a range of tutoring/support services to help struggling (but motivated) students stay on top. And the ones that get weeded out? Too bad so sad... they had their chance.. .. Diluting the academics to accommodate less-prepared students is far more concerning than giving them a second chance to prove themselves.. .. Above all else, I think colleges need to maintain quality... whether that means a) making it harder for students to get in, or b) making it harder for students to get out. (~fracatlmstr)

This student guide grew from my personal experiences as a student and as the parent of college students, grounded in my work as a faculty member, academic administrator, and scholar of teaching and learning. My goal is to empower you to make the most of your college experience by sharing strategies for success that will help you avoid common pitfalls and navigate around the obstacles that can subvert your aspirations. Please consider this guide in the same spirit that you would a friendly conversation with an adult mentor who has your best interests at heart. Even if you only act upon some of the advice in the following pages, I believe you'll enhance your college experience and be more successful academically.

Strategies for Success: A Student Guide to Getting the Most Out of Higher Education (give this to your students)

#education #students #highereducation #college #teaching #university #scholarship #success #studentsuccess #studentaffairs #studentengagement #studentexperience #learning #learningexperiencedesign #grit #mindset #growthmindset #cultureofcare #empathy #learningtolearn #learningstrategy #faculty #chair #dean #provost #designthinking #firstprinciplesthinking #meetstudentswheretheyare #studentready #studentsupport #studentlife #studentsfirst #learninganddevelopment #learningexperience #learningstrategies #leadership #leadershipmatters #leadershipmindset #coaching #mentor #mentoring #mentorship #mentorshipmatters

ACTIVE LEARNING: A LESSON (can be used in conjunction with any discipline)


#activelearning #learning #studystrategies #curriculum #curriculumdevelopment #curriculumdesign #teaching #teachingandlearning #teachbetter #teachsmarter #learningdesign #learning #learningexperiencedesign #lxd #experientiallearning #appliedlearning #students #studentengagement #studentready #studentsuccess #studentsupport #pedagogy #andragogy #lessons #lessonplan #lessonplans #instructionaldesign #leadership #leadershipmatters #leadershipexcellence #leadershipskills #leadershipdevelopment #leadershipmindset #grit #gritandgrace #mindset #growthmindset #university #college #faculty #chair #dean #provost #president

artanddesignprofessor@gmail.com

Since data proves that Liberal Arts majors will earn more over a professional lifetime than most other disciplines, why not embrace the instrumental capabilities of the discipline with a professional graduate degree, and an undergraduate minor!  Please let me know if this is of interest or useful.

This is the second course in the series.

If you write me at " artanddesignprofessor@gmail.com " from your ".edu" institutional email address, I'll send you all three courses, including editable documents, the course map, syllabus, lessons, lesson plans, quizzes, exams, answer keys, PowerPoints, everything.

Laburpena: Ikerkuntza ezberdinak Behe Erdi Aroko Donostian probestutzak izan zuen garrantziaz aritu dira. Oraindik baina, hainbat esparruk guztiz argitu gabe diraute. Horietako bat karguak XIII-XIV. mendeetan izan zuen oinordetza da, Mans leinuaren eskuetan geratu zenetik aurrera. Batzuetan, dokumentazioak ematen dituen datuak eta horien ondotik egin diren irakurketak zalantzagarriak dira. Modu honetan, datozen paragrafoetako helburua, esparru horretan sortutako zalantzak argitzea izango da.
Gako-hitzak: Donostia. Erdi Aroa. Probestutza. Mans leinua. Jaraunspena.


Resumen: La importancia del prebostazgo en el San Sebastián bajomedieval ha sido puesta de manifiesto por diversas investigaciones. Sin embargo, todavía quedan algunos flecos pendientes. Uno de ellos es conocer los avatares hereditarios del cargo entre los siglos XIII-XIV, una vez patrimonializado por los Mans. A veces, la información aportada por la documentación y las lecturas derivadas de ellos son algo confusas. Por eso, el objetivo de las siguientes líneas será aclarar algunas cuestiones vinculadas a ese ámbito.
Palabras clave: San Sebastián. Edad Media. Prebostazgo. Linaje Mans. Herencia.


Abstract: The provost was a very important post on the late medieval San Sebastian, and researches have exposed it. In spite of that, there still are some loose ends about it. One of them are the hereditary changes during the XIII-XIVth centuries, when the post was in the hands of the Mans lineage. Sometimes this kind of doubts are provoqued by cofuse information of the documents. This will be the objective of the next lines: try to answer some questions about the succession of the post.
Keywords: San Sebastián. Middle Ages. Provost. Mans lineage. Inheritange.

Trends in student persistence and retention capture the attention of academic administrators, but the greatest opportunity for supporting students' success occurs in each faculty member's classroom. This guide presents an overview of strategies that every faculty member can implement to fuel their students' academic achievement.

The phrase "engaged learning" broadly indicates any situation in which students actively participate in their own acquisition of knowledge or skill. Collaborative learning methods such as problem-based or project-based learning can be identified as engaged learning, among other pedagogical practices such as increasing the frequency of instructor feedback, incorporating writing across the curriculum, and establishing learning communities.

This is the fourth document in a series I'm writing. Please look at this document along with:

~Creating a Culture of Care (for which the ppt was made)
~Mentoring
~Mentorship: the New Master - Apprentice Model in Higher Education

artanddesignprofessor@gmail.com

A perpetual debate exists in higher education, with forces on one side continuing to advocate for the intrinsic value of a liberal arts education pitted against equally vocal opponents demanding increased emphasis on career preparation. We can exemplify this by contrasting the views of Booker T. Washington and W.E.B. DuBois. Both valued higher education as a way to raise the quality of one's life. Washington also emphasized that higher education include vocational training along with the liberal arts, even going so far as to involve students in the construction of campus buildings. He promoted the idea that self-advocacy and hard work, partnered with vocational skills and competencies, were the foundation of a successful life for college graduates. DuBois, on the other hand, emphasized intellectualism, scholarship, and critical thinking – the core values of the liberal arts – as the most essential aspect of higher education, believing that they would lift graduates up to a better life. Today, the cost of higher education continues to rise even as it becomes increasingly essential for most 21 st century careers, producing a commensurate increase in expectations that students' educational experiences will be focused on career preparation rather than general studies, or the liberal arts and humanities. For example, California Governor Jerry Brown proposed a fully-online community college " meant to provide flexibility for an estimated 2.5 million adults who want to improve their job skills by earning certificates or other non-degree credentials. The online courses will use a competency-based approach that advances students based on their knowledge, not on time spent in the classroom. " 1 Brown's proposal aligns with other governors who have touted career preparation and STEM fields over liberal arts or humanities studies that are (inaccurately) believed to provide fewer career options for graduates. This same schism appears in disciplinary accreditation standards. NASAD, for example, heavily emphasizes the need for students to acquire a specific set of skills and competencies, particular those pursuing the " professional " degrees of a BFA or MFA. NASAD's requirements include multiple pages of descriptors for what students of each artistic genre should be able to do, but little exposition of other conceptual or intellectual components of their education, saying only that a student's degree program should include, " breadth of general studies in the arts and humanities, the natural and physical sciences, and the social sciences. " 2 However, NASAD makes no overt connection between these content areas and the artistic skills and competencies students are expected to acquire.

Simply telling students how to do something or lecturing about knowledge we expect them to acquire is rarely enough to foster lasting learning. Guided instruction provides a solution, incorporating sufficient opportunities for practice of everything we expect students to know or be able to do as the result of our teaching.

This is the third course in the series.

If you write me at " artanddesignprofessor@gmail.com " from your ".edu" institutional email address, I'll send you all three courses, including editable documents, the course map, syllabus, lessons, lesson plans, quizzes, exams, answer keys, PowerPoints, everything.

Every discipline taught in higher education-bar none-has a potential impact on our students' abilities to achieve productive careers. Our fields of study are not only valuable for their own sakes. They also have practical application in developing our graduates' core competencies in: • Collaboration and the ability to work effectively as a member of a team • Communication across contexts and audiences • Critical thinking and the ability to solve complex problems • Creativity and innovation • Content area knowledge • Confidence in one's own abilities and capacity to work independently Students are more engaged in learning when they understand how their experience in the classroom will be relevant to the other courses they take, to their major, and to their careers after graduation. However, we have historically left it up to our students to discover these connections for themselves. We teach what we teach, trusting that the intrinsic value of the disciplinary knowledge we convey is sufficient reason to require that students learn our course content. We're usually very good at telling our students what they need to know, and outstanding instructors also take the extra step of creating classroom activities and assignments that provide for how students will learn this required content. But do we do an equally good job of convincing our students of why they need to learn what we're trying to teach? Hopefully, the answer to that last question isn't, "Because it will be on the final exam." Do we genuinely and convincingly communicate why the knowledge we convey in our classrooms is of genuine value to students' personal hopes and aspirations beyond the last day of class? Linked learning is a strategy to maximize students' career success by directly connecting classroom learning to professional application. By drawing overt and intentional parallels between our course content, academic disciplines, creative practice, or scholarly activity and students' future careers, we surpass standard expectations for higher education. Instead, we cultivate students' ability to internalize and apply what they learn in our classrooms, strengthening their collegiate experience and better preparing them to become successful professionals in whatever career field they choose to pursue. Applying a career-focus to your instruction need not alter your course content dramatically, nor is it prohibitively difficult or time-consuming. The first place to begin is to plan a 10-minute lesson for each week of instruction. In time, perhaps you'll decide to create additional components to supplement the career-focus of the 10-minute lessons, devoting an entire class period or more to activities such as inviting a guest speaker, creating or modifying an assignment to include career-related expectations, or forging a partnership with an external organization supportive of the linkage between your course content and career application for your students. For now, let's begin at the beginning. Focus Areas for 10-Minute Lessons What topics or questions could your career-focused lesson address? This will depend on whether you're teaching a course for students who intend to pursue professional practice in an art or design discipline, or teaching a general education or liberal arts requirement. Students majoring in your discipline should receive specific information about the realities of professional practice in your field outside the context of higher education. Students majoring in a related field who take your course as an elective should

Consolidations and closures in higher education continue to mount. As such, it's best to begin considering such logistical decisions, and their accomplishment. This is not a definitive contribution. Nevertheless, if it should cause others to think a bit more, then it's value will be as intended.

I really didn't enjoy putting this one together. Nevertheless, I suppose it's good to know for informational purposes.

The need to consider closing programs is one of the most challenging situations that an institution of higher learning can face. Nevertheless, external forces sometimes impose this mandate upon us, dictated by circumstances outside of our immediate sphere of influence. Cuts to higher education funding by state legislatures, for example, may threaten our programs, leaving us with no choice but to adapt to emerging financial hardships beyond our control. The evolving nature of society outside of the university also impacts our program offerings as new technologies alter traditional career paths. Nearly everyone would choose for our programs to continue unaltered, yet this is not a decision that rests with us alone. Despite the unwelcome (and even painful) choice to eliminate programs, we can minimize the negative impact of these decisions by taking the following actions. 1. Establish a shared understanding of why program cuts are necessary. a. The mandate for change will likely be given from the top down, with administrators being the first informed of decisions by academic executives, Boards of Regents, or other governmental entities. b. Administrators should make this information transparent to all stakeholders so that everyone can arrive at a shared understanding of present realities. c. The more open the process, the better we are able to understand together why we must move in a different direction than we'd prefer. d. Finances should not be the only motivating factor behind the decision to close a program, even if they're the precipitant cause. Maintaining a focus on institutional mission and the new opportunities that could emerge through the process of implementing change can cast what might otherwise be only negative in a much more positive and productive light. 2. Work collaboratively from the very beginning of the process. a. Both faculty and administrators should take a team approach to dealing with difficult problems. It should never appear that administrators are heavy-handedly imposing their will on the faculty, nor should the faculty rise up in opposition to the administration. Adversarial approaches are counterproductive and can create damage lasting long after the present crisis has passed. b. Instead, we should realize that all decisions impact everyone. The best mindset says, " We're all in this together and we'll work side-by-side to find the best solution with the smallest impact on the fewest individuals possible. " c. Cuts should be made equitably. For example, agreeing to reduce budgets for administration in equal proportion to cuts affecting faculty helps to establish the mindset that everyone is being treated fairly. d. Administrators and faculty possess different spheres of knowledge and information. Administrators may be privy to financial information that faculty don't usually know,