ALI Newsletter

Compassionate Leadership

Ka Yong Kleiner — Mon, 16 Jun 2025 15:17:56 +0000

Compassionate Leadership Ka Yong Kleiner Mon, 06/16/2025 - 09:17

Dear Faculty Relations: This is a very challenging time for many of my colleagues. How might I practice and demonstrate compassion as a leader and a colleague? What prompts can you offer for my reflection? 鈥擟ontemplating Compassion

Dear Contemplating Compassion: Compassion is defined as awareness of the suffering of another individual, coupled with the desire to alleviate their suffering and its causes. In short, compassion is empathy plus action. A few prompts for your consideration:

Have you asked yourself how you experience compassion from colleagues?
I myself have experienced compassion when a leader responded to my expression of overwhelm by suggesting that we identify work that I could redefine or defer until a future time. A note of support, an invitation for coffee, and interest in my wellbeing have also made me feel seen and cared for.
How do you demonstrate curiosity in your interactions with colleagues? Can you recall a time when asking questions gifted you insight into a colleague鈥檚 perspective?
You might include standing questions in the agenda for your recurring 1:1 meetings to create an expectation of care. For instance, I鈥檝e found 鈥淗ow are we?鈥� to be helpful for fostering mutual concern. Each person can and should respect their boundaries for sharing, yet a brief invitation to share can give us a meaningful glimpse into a colleague鈥檚 experience. Similarly, asking 鈥淲hat can I do to support you in your work?鈥� normalizes the fact that needs for support are dynamic and that anticipating and responding to a colleague鈥檚 needs is a key concern for leaders.
Finally, are there ways to make compassion more visible and celebrated across your unit?
A recurring group meeting might benefit from an agreement that prioritizes patience, listening, and empathy. Or perhaps rather than beginning a meeting with what鈥檚 not working, you might start by asking colleagues to identify what鈥檚 going well. This is a challenging time for many in our campus community and an especially fitting time to reflect on how we can all benefit from treating ourselves and others with compassion.

Written by Merinda McLure, Director of Faculty & Academic Leadership Development鈥�, Office of Faculty Affairs and Professor and Health & Human Sciences Librarian, University Libraries

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Dear Faculty Relations: This is a very challenging time for many of my colleagues. How might I practice and demonstrate compassion as a leader and a colleague? What prompts can you offer for my reflection? 鈥擟ontemplating Compassion

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Leadership Starts Here

Ka Yong Kleiner — Mon, 19 May 2025 15:10:56 +0000

Leadership Starts Here Ka Yong Kleiner Mon, 05/19/2025 - 09:10

Dear Faculty Relations: I just finished my first year as associate chair. It had its challenges, but I鈥檓 enjoying it more than I鈥檇 expected. Do you have any wisdom to share as I contemplate other leadership roles? 鈥�Learning to Lead

Dear Learning: I love this question, and congratulations on making it through year one with your curiosity and spirit for service intact! I encourage you to continue on your leadership journey by tapping into resources from the Office of Faculty Affairs. For instance, the Faculty Leadership Institute (FLI) gathers a cohort of emerging academic leaders (like yourself) from across the campus each year to engage in conversations about current campus issues and to develop leadership skills. Here鈥檚 is sampling of what we heard this past year:

Build daily rituals that help you reset. Whether it鈥檚 playing the piano between meetings or downshifting with crossword puzzles, find small moments that recharge you so you can show up fully and be present for the people around you.
Leadership is about relationships. Your highest highs and your lowest lows will come from others, so make sure to put time into developing your emotional intelligence.
There is no such thing as work-life balance鈥� but all is not lost! There will be seasons of sacrifice and seasons of quiet. Adjust your expectations and try to get the best out of both.
Listen first. The best leaders may not be shrinking violets, but they鈥檙e never the loudest voice in the room. Listen to the people around you and then measure your words carefully.
A shift is not a cliff. Change is different than crisis. Embracing change is part of the job, and your ability to navigate uncertainty with clarity and calm will set you apart as a trusted leader.
Well done is better than well said. Our training has prepared many of us to speak effectively, but as a leader, it鈥檚 what you do that counts.

Finally, our goal is to grow more and better leaders. Leadership is about leaving the ladder down. And so, Learning, think back to what you wished you鈥檇 known last fall and share that with the person who follows in your footsteps. Thank you for stepping up, leading with heart, and for giving back to your unit and your college.

Written by Anu Sharma, Professor, Speech Language & Sciences and Faculty Fellow, Faculty Leadership Institute based on discussions with senior leadership across campus including:

Jennifer Fluri, Chair and Professor, Geography and Faculty Director, Office of Faculty Affairs
Pat Ferrucci, Chair and Associate Professor, Journalism and Faculty Director, Office of Faculty Affairs
Peter Hamlington, Chair and Associate Professor, Mechanical Engineering
Erika Randall, Interim Dean and Vice Provost, Undergraduate Education and Professor, Theatre & Dance
Elizabeth Dutro, Interim Dean and Professor, Education
Francisca Antman, Associate Dean, College of Arts & Sciences and Professor, Economics
Nils Halverson, Associate Dean, College of Arts & Sciences and Professor, Astrophysical & Planetary Sciences
Stefanie K. Johnson, Director, Center for Leadership and Associate Professor, Organizational Leadership & Information Analytics
Michael Sy Uy, Director, American Music Research Center and Associate Professor, Music
Ann Schmiesing, Interim Vice Chancellor for Strategic Initiatives and Professor, German & Slavic Language & Literatures
D鈥橝ndra Mull, Vice Chancellor for Student Life
Scott Adler, Dean, Graduate School and Professor, Political Science

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Dear Faculty Relations: I just finished my first year as associate chair. It had its challenges, but I鈥檓 enjoying it more than I鈥檇 expected. Do you have any wisdom to share as I contemplate other leadership roles? 鈥擫earning to Lead

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Leadership Succession

Gentry, Annie (Exchange) — Tue, 15 Apr 2025 15:46:23 +0000

Leadership Succession Gentry, Annie 鈥� Tue, 04/15/2025 - 09:46

Dear Faculty Relations: I鈥檓 leaving my role as department chair after six long (but good!) years. I鈥檓 confident in my successor, but I also know there鈥檚 a steep learning curve. What should I do to prepare them? 鈥擯aying It Forward

Dear Paying It Forward: First of all, thank you for thinking about leadership transition! Universities experience a lot of turnover in academic leadership, and as you point out, the learning curve is steep.

Here are a handful of easy-to-follow steps for a smooth transition:

Create weekly meetings from now until the handover. Make a list of your responsibilities and create simple agendas that cover each of these. Part III of the PRR is a good place to start as it outlines the roles and responsibilities of academic leaders.

Share unit records. You鈥檝e undoubtedly kept records about scheduling, leave requests, personnel issues and all of the minutiae that it takes to run an academic unit. Your regular meetings with the incoming chair are the perfect time to teach them how to maintain them.

Cc the incoming chair on emails. Help them out by showing them how and about what you鈥檙e communicating with colleagues. This is especially important if you are making decisions that they will inherit this summer.

Include them in meetings. Their schedule likely won鈥檛 allow them to attend every meeting you attend as chair, but if they can sit in on, say, scheduling meetings with staff, all the better.

Speak with them candidly about personnel issues. Every unit experiences interpersonal conflict and less than perfect behavior. As the PRR (III.C.1.i) makes clear, it鈥檚 vital that you communicate with the incoming chair about these issues.

Recommend they attend the Academic Leaders Institute orientation for new leaders. New leaders will receive an invitation as part of the transition.

Share your wisdom. Okay, 鈥榳isdom鈥� may be an elevated term, but you鈥檝e learned something, and that something is important! Offer your advice.

Most importantly, Paying It Forward, wish your incoming chair well and if you鈥檙e comfortable doing so, offer to serve as a resource for them as they grow into their role. They will thank you, and the university thanks you for the time you鈥檝e given your unit.

Written by Burke Hilsabeck, Assistant Director of Faculty Relations, Office of Faculty Affairs, April 2025.

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Dear Faculty Relations: I鈥檓 leaving my role as department chair after six long (but good!) years. I鈥檓 confident in my successor, but I also know there鈥檚 a steep learning curve. What should I do to prepare them? 鈥擯aying It Forward

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Reporting Concerning Behavior

Gentry, Annie (Exchange) — Tue, 18 Feb 2025 00:13:36 +0000

Reporting Concerning Behavior Gentry, Annie 鈥� Mon, 02/17/2025 - 17:13

Dear Faculty Relations: I鈥檓 an experienced chair, but I鈥檝e never understood when and how to report concerning behavior from faculty, staff, students, or non-affiliates. Should I be doing this? And if so, how do I do it? 鈥擳each Me

Dear Teach Me: Thank you for sharing your concerns with me! It is important to always share concerns about violent behavior, threats, harm, or other concerning behaviors promptly to ensure the safety and well-being of our community. Maybe you鈥檝e noticed that a staff member just hasn鈥檛 seemed themselves, you鈥檙e hearing that a student is disrupting a colleague鈥檚 class, or you鈥檙e worried about a faculty member鈥檚 outburst in the hallway.

First, it鈥檚 not your job or responsibility to diagnose problematic behavior or to figure out how to respond. This is the job of the Behavioral Intervention Team (BIT). BIT identifies, assesses, and addresses these behaviors from anyone on campus, keeping our campus safe and secure.

猫咪社区 is lucky to have a team of people who represent the whole university. Our people have knowledge of policies and experience in their roles so they can address these behaviors quickly and effectively. This team works together on a wide range of issues, including matters related to federal mandates, campus safety, and policies that impact faculty, staff, students, and even guests. With this team in place, we can quickly direct concerns to the right office for resolution. The cross-representation ensures clear communication and coordination, addressing individual concerns while providing support to those affected.

So, should you share your concern鈥攅ven if it seems minor? The short answer is yes, please always share your concerns. You may observe a shift in a staff member's demeanor, while someone else on campus might have overheard them make a threat. We want to create a culture where sharing concerns is encouraged and where sharing makes our community stronger and more resilient.

How do I share a concern? 猫咪社区 has several processes for sharing concerns and requesting support, including reporting options through CUPD, the 猫咪社区 Don't Ignore It website, and anonymously through 猫咪社区 Safe2Tell.鈥疉dditionally, our team is always happy to consult and talk through the concern to ensure it鈥檚 getting to the right place.

Written by Montelleo Hobley Jr., Director of Threat Assessment and Members of the Behavioral Intervention Team.

猫咪社区 BIT Team鈥�

Behavior Intervention Referral鈥�

Mandatory Reporting鈥€�

Student Referral for Resources, Support, and Concerns鈥�

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Dear Faculty Relations: I鈥檓 an experienced chair, but I鈥檝e never understood when and how to report concerning behavior from faculty, staff, students, or non-affiliates. Should I be doing this? And if so, how do I do it? 鈥擳each Me

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Perpetual Conflict

Ka Yong Kleiner — Wed, 01 Jan 2025 18:05:41 +0000

Perpetual Conflict Ka Yong Kleiner Wed, 01/01/2025 - 11:05

Dear Faculty Relations: I have two colleagues who are locked in perpetual conflict. It can be frustrating when it comes to committee assignments, or just having to be mindful of whether they鈥檙e going to run into each other. They鈥檙e never going to be friends, but is there anything I can do to improve this situation? 鈥擟onfused Chair

Dear Confused Chair: As academic leaders, it鈥檚 not only our responsibility to improve situations like this, but also to make sure that conflicts do not affect the culture of our units.

I am going to assume the conflict is just a run-of-the-mill personality clash. If the behavior rises beyond this, you should consult the Professional Rights and Responsibilities (PRR). According to the PRR, every faculty member must 鈥渢reat all members of the campus community with mutual respect.鈥� If either of the people in your department is not living up to this standard, then consider talking with Faculty Relations.

Otherwise, I would sit down with both colleagues and explain to them how their animosity is affecting the unit. For example, my department includes fewer than twenty faculty members, and if this situation occurred between senior colleagues, it would be very difficult to keep them off committees together.

To begin, simply acknowledging the conflict can have positive effects. In many situations, leaders know these conflicts exist, but do not bring them up because they believe they are unfixable.

Next, try not to fix, minimize, or invalidate their conflict, but rather make them understand that they need to be able to set their differences aside for the good of the unit. I might start by saying, 鈥淲e need to figure out how to move forward so that whatever is going on between the two of you doesn鈥檛 negatively affect the rest of us.鈥�

Too often we try to fix conflict, but sometimes just openly acknowledging it and making clear it is affecting others can work. This way we can make sure faculty conflict doesn鈥檛 begin affecting the whole of the unit, which can lead to worse problems.

As leaders, we鈥檙e not trained mediators (even if it feels that way sometimes). But we are entrusted with making our unit鈥檚 culture the best it can be. My advice? Quit trying to fix personal issues and try speaking directly to your colleagues.

Written by Pat Ferrucci, Chair and Associate Professor in the Department of Journalism, and Faculty Director for Academic Policy and Faculty Support, Office of Faculty Affairs.

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Dear Faculty Relations: I have two colleagues who are locked in perpetual conflict. It can be frustrating when it comes to committee assignments, or just having to be mindful of whether they鈥檙e going to run into each other. They鈥檙e never going to be friends, but is there anything I can do to improve this situation? 鈥擟onfused Chair

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I've Resolved a Complaint, Now What?

Ka Yong Kleiner — Fri, 01 Nov 2024 15:40:54 +0000

I've Resolved a Complaint, Now What? Ka Yong Kleiner Fri, 11/01/2024 - 09:40

Dear Faculty Relations: One of my colleagues brought a complaint to me, and after several weeks, I resolved it through the PRR. Now that it鈥檚 over, how do I follow up with the colleague who brought the complaint? 鈥擶ary Leader鈥�

Dear Wary Leader: First, congratulations on resolving this complaint. When you participate in the PRR process, you play a vital role in shared governance.

Notice to your colleague who brought the complaint is an important and final part of the process. Do this verbally rather than through email. Communication is much more than the words we use. Your tone, facial expressions, and pacing of speech can help convey the seriousness with which you handled the situation.

Learning that there is a finding but not knowing your specific action can sometimes feel unsatisfactory to a person who brings a concern.鈥疐or this reason, make sure to convey how seriously you took their concern, let them know that their concern was warranted, and give them confidence that you took appropriate action.鈥€€€�

You might word your response like this:

I鈥檇 like to update you on your concerns about unprofessional behavior.鈥疐irst, thank you for bringing this to my attention. It may not have been easy, and I appreciate your courage.
The inquiry is now complete, I found that Professor X violated the PRR (slow down to emphasize these words). I cannot provide specific sanction information, as this is a confidential personnel matter.鈥€�

Occasionally, this isn鈥檛 enough to give a colleague who brought the concern a sense of satisfaction. For example, they might push to know how your action will make a difference.鈥疘f needed, you can let them know that their concerns and your findings have been documented following the PRR process.鈥疜nowing that there is a record can be reassuring. An additional option is to refer them to Faculty Relations, where we can answer questions about the process.鈥疉lthough Faculty Relations must also honor the confidential nature of personnel matters, there is a lot of other general information, such as insight about best practices, that may be encouraging for your colleague to hear.

When you conclude the PRR process and follow up in good faith with those who bring concerns to your attention, everyone benefits, and we create a more positive and productive culture for all. 鈥�

Written by Suzanne Soled, Assistant Vice Provost for Faculty Development and Support and Director of Faculty Relations, and Burke Hilsabeck, Assistant Director of Faculty Relations, Office of Faculty Affairs.

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Dear Faculty Relations: One of my colleagues brought a complaint to me, and after several weeks, I resolved it through the PRR. Now that it鈥檚 over, how do I follow up with the colleague who brought the complaint? 鈥擶ary Leader鈥�

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Intent vs. Impact

Ka Yong Kleiner — Tue, 01 Oct 2024 18:28:49 +0000

Intent vs. Impact Ka Yong Kleiner Tue, 10/01/2024 - 12:28

Dear Faculty Relations: I鈥檓 fielding student complaints about a faculty member鈥檚 tone in the classroom. I鈥檝e known this colleague for years and I really value them, but sometimes there鈥檚 a disconnect between their good intentions and the impact of their words. Can you share ways to address this? 鈥€擣razzled Chair

Dear Frazzled Chair: Addressing student complaints about a colleague鈥檚 tone can indeed be challenging, especially when there's a discrepancy between what you鈥檝e come to understand as your colleague鈥檚 good intentions and the way they sometimes come across to others. It's important to approach such situations with a mindset that fosters understanding and growth for all parties involved. If we want to repair relationships, we need to separate intent from impact.

We suggest you begin by acknowledging the students鈥� feelings. Validating their experience can prevent someone from feeling ignored or marginalized. Resist the instinct to defend your colleague. Instead, you might say, "Thank you for sharing this with me. I hear how much this bothered you, and I want to understand more about what happened.鈥� Do your best to understand their experience and tell them that you will address it with the faculty member.

Next, as the supervising administrator responsible for addressing these complaints, engage in a conversation with your colleague about the students鈥� experience. This isn't about making accusations but rather sharing observations that might help them to understand the difference between what they meant and how their words or tone landed. For example, you might frame this conversation by saying, "I recognize that you didn't intend to cause any distress, and the way the words came across had a significant impact on this student." The use of the word 鈥渁nd鈥� here is intentional and important. It helps keep the focus on the impact and validates your colleague鈥檚 good intentions.

Our goal is to foster a culture of authentic curiosity in ourselves and others by inquiring about others鈥� experiences without judgment. Instead of focusing on intentions, we should focus on repair and learning. This creates opportunities to demonstrate how conflicts can be managed constructively and leads to stronger connections between our students and our colleagues.

Written by Julie Volckens, Senior Director of Assessment and Prevention and Teresa Wroe, Assistant Vice Chancellor of Prevention & Deputy Title IX Coordinator, Office of Institutional Equity and Compliance.

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Dear Faculty Relations: I鈥檓 fielding student complaints about a faculty member鈥檚 tone in the classroom. I鈥檝e known this colleague for years and I really value them, but sometimes there鈥檚 a disconnect between their good intentions and the impact of their words. Can you share ways to address this? 鈥€擣razzled Chair

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Restorative Justice

Ka Yong Kleiner — Sun, 01 Sep 2024 18:25:02 +0000

Restorative Justice Ka Yong Kleiner Sun, 09/01/2024 - 12:25

Dear Faculty Relations: Our unit is trying to turn the corner with a formerly abrasive colleague. They know they've caused harm, and I really want us all to move forward. Can you suggest some practices that move beyond punishment and help us to repair our relationships? 鈥擧opeful Chair

Dear Hopeful Chair: I applaud you for wanting to think beyond punishment and focus on the relationships in your unit. Most of us aren鈥檛 used to thinking that way. And luckily, there are tested practices that do just this. Restorative Justice (RJ) offers an opportunity for those who have caused harm, those who have been harmed, and all other members of a department to reaffirm, repair, and rebuild their relationships. These practices can also help to improve your department鈥檚 climate.

What is RJ? RJ is a philosophical approach that embraces the reparation of harm, healing of trauma, reconciliation of interpersonal conflict, reduction of social inequality, and reintegration of people. A central component of RJ is a collaborative decision-making process that includes:

Accepting and acknowledging responsibility for harmful behavior.
Repairing the harm caused to individuals and the community.
Working to rebuild trust by showing understanding of the harm, addressing personal issues, and building social connections.

Even better, RJ is a proven and effective method for repairing harm without punitive measures. Rather than imposing a punishment, the RJ Circle process seeks mutual understanding by providing the opportunity for everyone who agrees to participate to share their perspectives and listen to their colleagues. Instead, the RJ process is voluntary, and the Circle process draws from indigenous knowledge. RJ acknowledges that:

We are all in need of help and helping others helps oneself.
Repairing harm requires the collective wisdom of everyone in the Circle.
All Circle participants are equals.
It is valuable for all participants to share their individual life experiences and wisdom to generate a new way of understanding the current situation that caused harm and to collectively agree on solutions.

If you鈥檙e curious to learn more, please get in touch. Faculty Relations facilitates RJ circles on campus and has a wealth of resources for learning more about RJ.

Written by Jennifer Fluri, Faculty Director for Leadership and Restorative Practices, Office of Faculty Affairs and Professor and Chair of Geography, College of Arts and Sciences.

Resources: Karp, David R. (2019) The Little Book of Restorative Justice for Colleges and Universities. Good Books.

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Dear Faculty Relations: Our unit is trying to turn the corner with a formerly abrasive colleague. They know they've caused harm, and I really want us all to move forward. Can you suggest some practices that move beyond punishment and help us to repair our relationships? 鈥擧opeful Chair

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Believes in Belonging

Ka Yong Kleiner — Thu, 01 Aug 2024 18:22:04 +0000

Believes in Belonging Ka Yong Kleiner Thu, 08/01/2024 - 12:22

Dear Faculty Relations: I'm an academic leader committed to fostering a sense of belonging for all faculty in our department. How should I focus my efforts? 鈥擝elieves in Belonging

Dear Believes in Belonging: We鈥檙e fortunate that 猫咪社区 professor Dr. Stefanie K. Johnson is an expert in this subject. In her keynote for Excellence in Leadership Program Fellows and alums this past year, she highlighted contributing factors to an individual鈥檚 sense of workplace belonging that might focus your efforts.

My Voice Is Heard
Feeling heard is the most essential contributing factor. Ask yourself, how can I work to ensure that every faculty member feels heard? Might anyone feel excluded from critical meetings, social events, or personal connection with colleagues?

I鈥檓 Treated Fairly
When someone perceives that their identity is impacting their access to opportunity, it鈥檚 hard for them to feel that they belong. Ask yourself, how can I equitably support opportunity for everyone?

I鈥檓 Essential
Individuals thrive when they feel that they鈥檙e essential to the success of their team. Ask yourself, how can I communicate to people that their unique expertise, talents, and contributions are critical to the team's success?

Dr. Johnson emphasized that individuals want to feel that they belong as they are. This means feeling that they don鈥檛 need to show up differently to be heard and valued. She stresses five actions that anyone can take, represented by the acronym AEIOU.

Amplify: Ensure that your colleagues' voices are heard and that their ideas are recognized.

Edify: Increase your knowledge to teach your colleagues and to support their growth and development.

Identify: Work to build personal relationships with team members.

Optify: Take every opportunity to shine a light on others鈥� accomplishments!

Unify: Engage everyone in the team in working toward the inclusion and belonging of all.

Fostering belonging is a critical component of leadership. Ask your colleague leaders what strategies and ideas they can share with you, and delve deeper with Dr. Johnson鈥檚 book Inclusify: Harnessing the Power of Uniqueness and Belonging to Build Innovative Teams (Harper Business, 2020).

Written by Merinda McLure, Faculty Director for Academic Leadership Development, Office of Faculty Affairs, drawing on a keynote presented by Dr. Stefanie K. Johnson. Ebook and print copies of Inclusify can be accessed through the University Libraries.

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Dear Faculty Relations: I'm an academic leader committed to fostering a sense of belonging for all faculty in our department. How should I focus my efforts? 鈥擝elieves in Belonging

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What Did I Just Sign Up For?

Ka Yong Kleiner — Tue, 02 Jul 2024 03:16:00 +0000

What Did I Just Sign Up For? Ka Yong Kleiner Mon, 07/01/2024 - 21:16

Dear Faculty Relations: I鈥檓 new to my leadership role and it truly is a brave new world. Before I rush headlong into my job, can you tell me how the university understands my responsibilities as an academic leader? 鈥擳repidatious

Dear Trepidatious: You sound overwhelmed! And not without reason. Faculty life and administrative life are like different decks on the same ship. Passengers in their cabins and crew at the helm may mix somewhere on board, but they exist in otherwise different worlds.

According to the Professional Rights and Responsibilities of Faculty Members and Roles and Professional Responsibilities of Academic Leaders, or PRR, academic leaders are 鈥渟enior faculty members who take on extra administrative responsibilities.鈥� What exactly are these 鈥渆xtra administrative responsibilities鈥�?

The PRR distinguishes between leadership and administrative duties. Leadership describes your responsibility for the future and vision of your unit; administration has to do with operational, day-to-day tasks. Plotting a course and steering the ship, if you will.

Leadership is the big picture stuff, like ensuring a positive climate for the folks in your unit; representing your unit in larger college and university bodies; managing personnel processes for both faculty and staff; and developing others.

Administration is the nuts and bolts (the rigging and cleaning?). This is just as important as the leadership matters above. You may be responsible for course schedules, for instance, but also budget, personnel files, compliance, recommendation of leave, and resolution of allegations of unprofessional conduct.

We have two pro tips. First, read the PRR. Part III of the PRR lays out what the university expects of you. Second, increase your knowledge and skills to become an effective leader through the Academic Leaders Institute. Start with the New Leaders Orientation in August and continue your professional development by attending other workshops throughout the year and participating in the annual ALI mini-conference. These are places where you can learn about your responsibilities as well as connect with other leaders.

Please contact us with any questions. We wish you smooth sailing!

Written by Burke Hilsabeck, Assistant Director of Faculty Relations, Office of Faculty Affairs, July 2024

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Dear Faculty Relations: I鈥檓 new to my leadership role and it truly is a brave new world. Before I rush headlong into my job, can you tell me how the university understands my responsibilities as an academic leader? 鈥擳repidatious

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