July 31, 2012 · 11:54 pm

How to Increase Faculty Publication Rates

In higher education, the “publish or perish” environment presupposes an academic’s ability to construct, submit, and defend written positions while expanding preexisting research and theory.  It’s very important that faculty who seek research and tenured positions, be active publishers in peer-reviewed journals.  Unfortunately, only a small percentage of academics are actively publishing.  Current publication rates also seem to be disproportionate with the value and pressure higher education places on faculty to publish.  The number of publications and the integrity of those publications can either help or hinder faculty professional development (employment, promotion, tenure), professional value within the system (institutional or national recognition), and the chances of earning professional incentives (grants and awards).  As important as publications have been made within higher education, how can educational administration more effectively support faculty to publish?  The following suggestions are helpful publication interventions that increase faculty publication rates:

  • Writing-for-publication professional development courses, retreats, workshops, or consultations.  These strategies provide structure, writing timelines, goals, and instruction.  Ideally, the PD publication intervention is also fun; hosted in a motivating environment amongst like-minded researchers and writers.
  • Writing-for-publication support groups, clubs, teams, and social media forums. These strategies strengthen writer motivation, decrease writing anxiety, provide a reward system for successful publications, offer accountability measures, and create structured time dedicated for writing.  Facebook, acadamia.edu, and academic blogs are just a few examples of how social media can increase communication amongst writing group members.
  • Writing-for-publication co-author partnerships.  This strategy unites two academic writers with a common writing goal.  The relationship helps keep each author accountable or on task.  Co-authors also share research and writing responsibilities as well as provide editing support.  Co-authors may choose their writing partner from within their same discipline or establish a cross-discipline partnership to complement their expertise.
  • Writing-for-publication coaches or mentors. These strategies provide structure, accountability, instruction, lessons on writing processes and politics, practical writing exercises, and editing support.
  • Submit papers to cross-discipline, peer-reviewed journals.  This can increase the exposure rate and therefore, the acceptance rate into journals with paralleling research interests.
  • Strengthen undergraduate and graduate writing-for-publication cultures on campuses.  Indoctrinated with the motivation, experience, and skills needed to publish, students seeking professorship and research positions will demonstrate more consistent publication rates after graduation.

The scholarly peer-reviewed journal article has been a key indicator of an academic’s value in higher education.  Without a strong record of publication, many academics will be denied rewards such as external funding, promotion, tenure, or even employment.  The suggestions mentioned above provide structured interventions to streamline publication processes and increase faculty publication output rates.

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June 18, 2012 · 8:35 pm

College = Employment

Groans and whining; that’s all I heard while listening to my previous student describe her experience at a student job fair:

“It was the same old, same old.  I pitched the same monologue over and over while shaking the hands of local employers in hopes that I land a job after graduation.  Why do I have to work so hard for only a few potential jobs?  It seems like someone should have invented a more efficient way for students to land a cool job by now… isn’t this the 21st century?”

Looking at her with amusement, I shook my head in agreement before replying, “Check out Presentfull.com”.

You see, until now, colleges and universities have used traditional, localized methods to introduce students to the workforce.  It has been a difficult task that requires significant time, staffing, and institutional resources.  Many postsecondary institutions cannot afford student employment resources which leave students to experiment with employment challenges alone.  Fortunately, higher education can now use social media to achieve our instiutional mission faster and more efficiently.

Presentfull.com offers a more effective approach to increase student employment rates.  If enrolled in college, a student can create a free profile to market themselves and apply for internships, part-time, and full-time jobs.  Presentfull’s international student employment website has officially launched this month in the United States. I suggest that students, higher education, and the business sector explore its usefulness.

Think about it…no more door-to-door, hope to get an interview, inefficient employment plans.  You now have the freedom to brand yourself as a qualified professional from the comfort of your own home.   Presentfull.com is a new resource for college students to introduce themselves, develop and promote their resume, network with local and international companies, and apply for jobs all on one website.  Did I mention it’s free?!

How can your business benefit from having a free profile on Presentfull.com?  How can college students benefit from marketing their skills and applying to jobs all around the world? How can professors use Presentfull to increase student engagement and learning? And lastly, how can higher education benefit from using Presentfull’s resources?

  • Business Benefits- Open access to qualified college students interested in internships, part-time jobs, and full-time careers at your company.
  • College Student Benefits- Increase professional network of potential employers and business partners, apply for internships, part-time jobs, and full-time careers on a local level and international level, and engage with other students and college professors.
  • Professor Benefits- Familiarize yourself with students, create a free class discussion forum, introduce your students to open job opportunities that correspond with your course topic, and invite business professionals to speak to your class as guest experts.
  • Higher Education Benefits- Free and streamlined student career planning: resume/CV development, Video Resume development, Cover Letter/Letter of Interest development, application station, mentor and network center.

Check out Presentfull.com for yourself by creating a free profile. Let me know what you think.

Also, congratulations to all 2012 graduating college students and incoming fall senior college students. I hope the Presentfull.com resource helps you get the job/internship that makes you very happy and successful. Good luck. -Tara

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June 6, 2012 · 4:15 am

6 Tips for Interviewers Using Skype

Remember, in order to create a goodness-of-fit between your organization and the new hire, the applicant needs to be confident in the professionalism and stability of your work environment.  How you represent your place of work is just as important as how the job candidate represents their workable value.  The following suggestions will help you to make the interview process more streamlined and professional.

1.)    Email the job applicants before the interview and inform them of the number and names of the interviewers.  Applicants can be overwhelmed with large Skype interview panels when they expected one or two interviewers. 

2.)    During the interview, take short-hand notes and make eye contact with the camera and/or screen as much as possible.  The applicant who only sees a screen full of people vigorously writing can become nervous.  In addition, staring at the crown of your heads is not as fun as you might think.

3.)    Before jumping into the interview questions, begin with introductions and small-talk.  This helps create a more comfortable interview environment compatible for effective discussion; needed to make informed decisions about the applicant.

4.)    Even though the Skype interview doesn’t have the physical presence of the applicant, treat the situation as if he or she was in the room.  This means avoid having smaller conversations while others are talking, write things down so that the applicant cannot see it on their screen (like candidate ranking sheets), and don’t eat or chew gum during the interview.  Just because it feels less formal doesn’t mean it is.

5.)     Dress professionally and represent your organization in a way that attracts quality candidates.  The first impression you make will affect the candidate’s expectation of your organization. 

6.)    Come prepared to the Skype interview knowing the candidate’s qualifications.  Simple internet search engines can also provide ample information that contributes towards knowing the candidates qualifications.  Have questions ready to ask the candidate about their qualifications and experience related to the new position.

Although rudimentary, these interview tips are often overlooked, weakening the integrity of interview processes.  Technology, such as Skype, requires extra considerations that traditional interview processes don’t need.  Digital communication is fast and cost-effective; hence, mastery of internet discussions, such as interviews, is highly recommended for 21st century professionals.

If you have any other tips add them below. 

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June 4, 2012 · 4:15 am

6 Tips for a Successful Skype Interview

The following tips are for job applicants about to have a Skype interview.  The suggestions are created from the interview panelist perspective and my next blog on Wednesday, June 6th will provide suggestions for interview panelists to make the process of a Skype interview better from an applicant’s perspective.

Six ways to increase your success during a Skype interview include:

1.) Be familiar with your video equipment before your begin.  The camera’s autofocus, your microphone volume level, the amount of laptop battery-life, and your internet signal strength are just a few tools that need to be considered and managed before you begin the interview.  I recommend practicing an hour before with a friend or colleague to ensure a streamlined presentation.  You and your interview panel will then be able to focus on the discussion and not be distracted by technical difficulties.

2.) Where is your camera positioned?  Avoid setting it on the desk below your head or on a shelf above you.  The outcomes of these two positions are unflattering and send mixed signals to the interview panel.  For example, I once interviewed a candidate and all I saw was the inside of his nostrils.  Ideally, we want to have a conversation with you at eye-level.  If your laptop or computer cannot dock a camera around eye-level, use another tool like a tripod.

3.) What is in the background? Make sure to eliminate distractions behind you so that the interviewers focus on you and not other things like your pictures, random people, a messy office, your library collection, or what’s going on outside of the window behind you. It’s funny how much an interview panel reads into the small things and even tries to infer who you are by what surrounds you. Make sure you’re sending the right message.

4.) Practice your eye contact.  Yes, talking into a camera can be awkward but Skype and other forms of virtual communication are here to stay; so you need to get comfortable and master the tools.  Before your Skype interview, practice speaking into the camera with your eye contact looking into the lens.  There isn’t anything more distracting or off-putting than someone whose eye contact is all over the place.  This is especially true when the applicant looks down at their own computer screen; all the interview panel sees is your eyelids.

5.) Professional appearance is up to you.  Digital interviews rely heavily on the first impression you make.  Besides dressing professionally, make sure that your LSF (lighting, sound, and camera frame) are how you want them.  I recommend a well-light environment that creates an up-beat and hopeful atmosphere.  Dark or overshadowed faces send heavy and sinister messages.  For sound, avoid rooms that echo and prevent interruptions such as phone calls, clock chimes, dogs barking, or doorbells ringing. Lastly, the frame refers to what the camera includes in your presentation.  Adjust the frame so that it records more than a super close headshot but don’t include your entire body.  I recommend your frame includes your upper torso (above your elbows and higher) to present a comfortable and professional video presence.

6) Be prepared.  Confidence and organization shine through Skype interviews and significantly affect your first impression.  Have a notepad, pen, a bottle of water, important questions for the interview panel, your resume, and the job description next to your computer (out-of-sight but clear and accessible if needed).  Remember, you’re interviewing the organization and interview panel just as much as they are interviewing you.  A goodness of fit should be established by you and them so show the panel that you’re really interested in their answers to your questions by taking notes and giving follow-up questions.  Also, try small-talk or casual jokes during the interview.  Most applicants using Skype are nervous and uncomfortable but preparation will help you be successfully memorable merely by being confident, comfortable, and prepared.

Good luck and let me know if this helps.

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May 31, 2012 · 12:58 pm

4 Twitter Tips for Professors

1.)    Use Twitter to get to know your students, have them get to know each other, get to know previous students, campus clubs and resources, and department faculty early in the semester.

(Twitter can contribute toward greater student engagement, interest, and utilization of campus resources that compliment your teaching objectives)

2.)    Have on-going, real-time discussions about current events related to your learning objectives.  

(Unleash student creativity, interest in your topic, Twitter autonomy, and cyber collaboration; it contributes to student success in greater capacities than traditional instruction can provide)

3.)    Introduce your students to other leading authors, speakers, and researchers in your industry while staying up-to-date with the most current articles, research studies, seminars, webinars, current events, etc. that relate to the syllabus.

(Twitter combines “what you know” with “who you know”; this not only helps them learn the course content faster but also sets them up for future networking and professional opportunities)

4.)    Create a Hashtab and TweetChat forum for your class to discuss topics during conferences, seminars, or webinars.

(Class discussion during a meeting, online webinar, guest speaker, conference, etc., can stimulate greater student collaboration, engagement/interest in the topic, and lead to further investigative cyber research. TweetChat forums presuppose internet connection; therefore, students can check the references mentioned in the conference, research counter theories or opinions, collect supporting documents, etc. while still in the TweetChat discussion.  This leads to extraordinary learning)

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May 14, 2012 · 4:14 am

You Are What You Tweet

Who are you on Twitter?  More importantly, how does the world perceive you based on your Twitter profile?  Did you know that what you tweet is just as important as who you follow? By Tweeting and following other profiles you create a unique personal brand.  Those investigating who you are make conclusions about you through both the direct (tweet) and indirect (who you follow) strategies which market your skills, interests, values, and priorities.  The Twitter profiles that you choose to follow reflect your purpose in life.  Dramatic? I think not.  If there’s truth in the saying, “your friends are a reflection of who you are”, than who you follow on Twitter is merely an extension of who you are on a global scale.

Ironically, who you follow and associate with on Twitter represents who you are to those who want to follow you.  (Still following?) You see, viewers can often determine where you live, where you went to school, what you do for work, your approximate income, age, gender, if you have a family, who your friends are, and who influences you just by reviewing the people and organizations that you follow on Twitter.  Viewers begin to see patterns and themes within your “Following” and hopefully, those are the messages you want to project.

For example, a law professor who follows other prestigious law professors, law firms, specialty law organization, and so forth reflects a consistent image devoted to the interest of law and justice.  If the law professor primarily followed physics, physics professors, and organizations devoted to physics, the professor’s personal brand would be inconsistent and distracting.  Depending on your motivation and use of Twitter, these distractions can weaken the integrity of your message.  Following other profiles on Twitter can create closer connections with people or organizations that share professional or personal interests, motivations, or commonalities with you.  Knowing this, Twitter users are able to infer who you are by reviewing not only your tweets, but who you follow.

What is it that you want to be known for?  Who you follow on Twitter reflects your interests, hobbies, language, culture, where you live, religion, humor, favorite television shows, books, sports teams, movies, etc.  Review your Twitter “Following” and decide if they are an appropriate reflection of yourself and the personal brand you want to be known for.

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May 10, 2012 · 10:53 am

Online Higher Education: A brief article review

No Financial Aid, No Problem. For-Profit University Sets $199-a-Month Tuition for Online Courses, is a Chronical of Higher Education article introducing a revolutionary higher education model about for-profit online education.  I analyzed the article using political, structural, human resource, and symbolic organizational frames recommended by Bolman and Deal (2008).  The article addressed the benefits, obstacles, and controversy surrounding online education.  Even though the article stated that its online student enrollment has increased 30 to 40 percent each year, what are some other confounding variables that affect students and higher education?  Furthermore, how do employers perceive an online degree and will that perception help or hinder an online graduate’s probability of being hired?  The increasingly popular online education system provides a self-paced model creating flexible student schedules and a pay-as-you-go payment plan.

The article mentioned that online, for-profit universities are also changing the role of faculty.  Instead of a professor, faculty members are “Course Mentors”.  Their primary responsibility is to teach with little or no advisement requirements.  Furthermore, “Course Mentors” have no grading responsibilities.  “Graders” are outsourced staff with the sole responsibility to assess and record student grades (having no instruction responsibilities).  Like the online education revolution, almost every major organizational change is accompanied by new policy, new problems, and new solutions.  The question is, will educational leaders resist or embrace the changes?  Information Technology (IT) and Social Business (SB) will continue to synergize with higher education.  It will be the innovators and educational leaders who study and restructure the use of IT and SB to produce our most desired outcomes.

We will witness many intended and unintended consequences resulting from for-profit, online education.  These changes will transform traditional scholar, instructor, administrator, and employer roles.  As we redesign the college experience to fit a 21 century culture, let’s reevaluate our mission and policies from a structural, political, symbolic, and human resource organizational frame.  This strategy will help us plan and implement new initiatives contributing to the most efficient, effective, and streamlined hybrid higher education system.

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May 1, 2012 · 10:42 am

New Study: Mentoring Impacts More Than Graduation Rates

“Mentoring” can be defined as the structured, intentional and sustainable relationship between a person with more experience and knowledge (mentor) and a person with less experience and knowledge (mentee). Research has shown that mentored relationships can encourage professional and personal success, and that pre-college programs that include mentoring can more effectively help students transition from high school to college. However, a recent study conducted by the University of Nevada, Reno College of Education suggests that the act of mentoring can contribute just as many positive outcomes for mentors as it does for mentees.

The study looked at college student mentors of sixth through twelfth grade students in the University’s Dean’s Future Scholars program. The program is an outreach, research-based mentoring approach to increase high school graduation rates and college enrollment for first-generation, low-income students. In the study, the college student mentors identified themes of how mentoring affected their own lives. The college mentors stated that being a mentor enabled them to reflect on their own behaviors as a student and make better decisions leading to their own success. As a result, the mentors believed it had inspired greater motivation for achievement, improved their own study and work habits, increased their accountability to faculty, and caused them to reevaluate their own professional goals. The lesson learned: being a mentor is more than supporting the goals of another. It is an opportunity to reflect on one’s own behavior, strategies and goals. Mentoring is a win-win situation for both those aspiring to attend college in the future, as well as for current college students who serve as their mentors.

The sixth through twelfth grader students who participated in the Dean’s Future Scholars Program since its foundation in 2000, have been given the knowledge, skills, direction and support to make the decisions necessary to graduate from high school and complete college. The program recruits students during their sixth-grade year from Washoe County School District Title I schools and mentors them through high school and college. The program has established a homegrown, sustainable educational model resulting in a 90 percent and 86 percent high school graduation rate of participants the last two years, respectively. This is significant when compared to Nevada’s high school graduation rate of 56 percent and the national average graduation rate of 74 percent.

The program requires students to meet with a college student mentor regularly to review grades, establish goals, make sure the necessary steps are taken to fulfill high school graduation requirements, and plan for college. The program also hosts a summer program to provide high school math courses, early college credit and an introduction to college life. It provides tutoring, examination preparation, community service projects, campus internships, college application assistance and financial aid. The program is largely funded by private donations and grants, along with campus resources.

The mentoring component is key to any academic or professional program. Aspiring college students should consider inviting a trustworthy, knowledgeable and experienced mentor to provide guidance in their lives, and trustworthy, knowledgeable and experienced professionals should consider mentoring students. To watch a short interview with Bob Edgington, director of the Dean’s Future Scholars Program, visit http://ow.ly/adKb5. Or, for more information on the program, contact Bob Edgington at 775-784-4237 or bobdfs@unr.edu.

 

Co-authors: Tara Madden-Dent & Dr. Patricia Miltenberger

Tara Madden-Dent is a Nevada Law Instructor and PhD Candidate in higher education administration at the University of Nevada, Reno College of Education; http://taramaddendent.com  http://twitter.com/#!/DrTaraMDent   http://www.linkedin.com/in/taramaddendent

Dr. Patricia Miltenberger is professor emeritus of higher education administration at the University of Nevada, Reno College of Education. http://wolfweb.unr.edu/homepage/pmilten/  https://twitter.com/#!/coyotepat   http://www.linkedin.com/pub/pat-miltenberger/20/719/38a

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April 23, 2012 · 1:22 pm

What Makes a Successful Expatriate or Student Traveling Abroad?

As I research and develop new strategies to increase USAC student, US expatriate, and transpatriate success rates, I realize that job satisfaction and mission achievement are dependent on two things: the caliber of early training/preparation and the clear expectations of individual performance.  These are the essential elements that students and employees must have in order to accomplish their learning or working objectives abroad.

Regardless of the reason for international travel, certain levels of preparation and study are required for optimal success overseas.  In the last few months, through interviewing transnational companies and researching study abroad programs, I have found that intensive international training models are lacking.  A successful trip overseas should include pre-travel assessments, continuous evaluation while abroad, and post-travel assessment in addition to supplemental cross-cultural sensitivity and customs training.  As digital citizens, communication is made easy and bimonthly updates should be protocol for every student and employee.  Dependable liaisons in both parent-country and host-country should be provided as well. Commitments to host-country relationships should be made far before the student or employee leaves the US and should be sustained while living in the host-country.  Practicing the language and using local resources while participating in internships or volunteer positions can help speed through transition stages.  Also, membership in community clubs, churches, and organizations should be considered to fast-track assimilation, strengthen relationships, maximize opportunities, and take advantage of time spent overseas.  A clear understanding of host-country cultural dimensions should prepare the traveler for the new region’s values and customs.

Did you know that the US is known for having the highest expatriate failure rates?  Research shows that this is largely due to family member cross-cultural inadaptability (not able to transition beyond culture shock stages).  Often, US expatriates travel overseas with their spouse and children but companies underestimate their influence on employee performance.  Companies should recognize the importance to thoroughly prepare family members as well as the employee.  An unhappy family can lead to an unhappy expatriate; thus a lower return rate on company investments.  Personalized training models that provide adaptation shortcuts will significantly help reduce periods of frustration and homesickness.  Mentors and SykpePals (like pen-pals) will also encourage a faster transition even before the student or employee leaves America.

As we continue to notice the impact of world staffing for global operations, we witness the development of global citizens or third country nationals (TCNs).  The amount of international accomplishment and job satisfaction presupposes the amount of time and money invested into overseas preparation.  Increase your success rate while studying or working in a foreign country by being honest with what you are expected to achieve and what you must do in order to achieve it. Visualize yourself in the new living environment and make local mentor connections to guide your transition.  Finally, dedicate sufficient time preparing for the language, cultural, and logistical differences abroad. For tricks, tips, and training, email me at tara@taramaddendent.com.  We can discuss the newest model of cross-cultural adaptation I am currently researching, designing, and testing to increase student, US expatriates, and transpatriate success rates.

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April 16, 2012 · 9:23 am

College Student Development

The most common theme I hear from my students is, “I’m not sure what I want to do”.  These college students are spending countless hours and money attending college and passing classes without really knowing who they are, who they want to be, or establishing professional goals. It’s almost as if they choose college majors based on everything but personal conviction and professional passion.  Why choose a major that you don’t love and can’t see yourself wanting to know more about the subject every day?  I know some students who have picked a degree based because it had the least number of required course credits for graduation. I wonder if that’s because some students are not sure what they want.  How important is it for a student to learn about them self, their ethics, their values, priorities, and specific goals and how would those insights impact college student success more than merely going through the motions until graduation?

Managing Oneself by Peter Drucker is a handy, quick read to stimulate self discovery and goal setting for all developing individuals; especially for college students.  The book is part of the Harvard Business Review Classic Series and was intended to shape best practices and leadership skills in managers. I believe that the concepts are significantly important for college students as well.  The concepts and lessons generate personal identification of values, ethics, and goals; everything that could help students better understand who they are now and who they want to become.

Each of the following sections are partnered with simple rational and multifaceted support guiding the reader to better understand their value system, their skills, develop a healthy professional motivation, and leads to setting professional goals:

What are my Strengths?

How do I perform?

Am I a reader or a listener?

How do I learn?

What are my values?

Where do I belong?

What should I contribute?

Responsibility for relationships

Cutting down the time students flip from one major to another will help them to graduate faster.  By narrowing their focus and aligning their passion with their studies will help them to enjoy their college experience and gain more from their research.  Managing Oneself introduces the important and critical qualities that young leaders should spend time on in order to be the most efficient in their own pursuits for success. If we’re asking our college graduates to make a choice and pick a career, let’s ensure that they’re equipped with the skills, self-identity, motivation, and personal conviction that contributes towards their graduation and professional success.

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April 9, 2012 · 11:08 am

There’s No Stopping It: Social Media in Higher Education

As we know, higher education is slow to change.  Faculty and administrator resistance is enabled by the extensive matrix of institutional paperwork, procedures, hierarchies, and traditions. Those familiar with both business and higher education know that most colleges and universities lack critical application of technology and social media.  Think about how much more effective higher education could be if faculty, administration, departments, curriculum, and outreach used social media and social business to achieve their objectives.

The thing is, our digital culture won’t wait for higher education to discuss, rationalize, and slowly implement technology into their services.  Social media has already partnered with our students who use it all day, every day.  Yes, this includes during our class time (I know my students are surfing Facebook, LinkedIn, Klout, Twitter, Pinterest, Tumbler, Hootsuite, etc).  But now, how can I redesign my instructional methods to harness the power of social media to achieve my teaching objectives?  How can faculty and administrators use social media to increase student success and organizational change?  Furthermore, how can administration use social media to increase faculty and staff effectiveness, streamline employment practices, and increase job placement for our graduates?  In the near future, I will discuss these important questions through a blog series called Presentfull starting on Monday, June 18th, 2012.  This new company is helping to revolutionize higher education and more readily streamline a P16 environment.  Administrators, faculty, and staff will use this new social media application to find it directly contributes to institutional mission achievement.

Stay tuned, we live in an exciting time and I can’t wait until I can share it with you.

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April 2, 2012 · 12:03 pm

2012 Leaders are Creative Innovators

A well-known executive has advised me that the best way to succeed at work is to keep my head down, put in extra hours, take things slowly, and pace myself to avoid becoming over ambitious or overzealous.  I was recommended to work through traditional ranks and demonstrate my talents and values through years of dedication to a school or company.  Even though this recommendation has merit, I have decided not to follow the advice to its fullest intension.  I do crave professional stability but realize that I can create my own structure through creative hard work.  Today’s culture is different from previous working cultures; taking risks, standing out, and acting quickly to restructure business as usual, are qualities of successful leaders.

The fast paced, digital environment of 2012 challenges everything traditional.  Slowly working through traditional ranks while keeping one’s head down has been replaced with a new professional culture: the race for creative innovation.  As digital citizens, we have instant knowledge, integrated communication, and international collaboration at our fingertips.  We have the ability to rebuild or reinvent anything we can imagine.  So why take things slowly?!  Instead of waiting for a job opening, we can create a new career, position, program, service, or product.  Greatness can happen quickly; but it must begin by evaluating conventional norms.  Instead of traditional working environments, how can you succeed by combining creativity, goal setting, and hard work?

You see, true leaders create their own paths and leave behind a distinctive legacy for others to follow.  Creative leaders take big risks and receive big rewards.  How are you different from everyone around you and how can you use those skills for your benefit?  Cultural uniformity can hold you back from greatness.  Challenge yourself today by considering how you can achieve your goals in ways that haven’t been tried before.  Regardless of your profession, you can benefit by challenging current norms and exploring new and creative methods to achieve your goals. Michael McKinney shares in Hacking the Creative Process that everyone uses creativity in their job.  Creativity is used every day in problem solving, working with other people, developing programs, schedules, or activities. McKinney agrees that working harder is not always the answer; be creative and structure your creativity to get the most out of your ideas.  Todd Henry, author of The Accidental Creative: How to be Brilliant at a Moment’s Notice states, “When you establish effective boundaries, you are focusing your creative energy rather than allowing it to run rampant.”  I believe that promotion and success in our current working culture is directly correlated with quick action and creativity.

Those who think outside of the “box” get ahead; achieving goals through original and creative strategies.  One example of this includes a previous student of mine.  He wanted to make more money and had enjoyed fashion.  After giving himself permission to be a creative leader, he begin an online business selling t-shirts while attending college part-time. Guess what? It worked!  His idea was original and creative.  In the beginning, his friends thought he was crazy for trying something so original and risky but they soon were asking for jobs and internships.  He became a self-made successful leader because he challenged his cultural norm and dared to be different.  He said that the trick was dedicating a small amount of time each day to his idea. The truth is, you can create our own success at your own pace. By giving yourself permission to be successful, you will become a better leader on a unique path to success.

Know this, you are GREAT! You have permission to dream big, creative, and differently than those around you.  Traditional processes and professional norms can work but think how you can maximize your leadership and success by being different, creative, and providing a new service or need.  If you can envision a goal, you can achieve it.  Be bold, take risks, create your own structure and creative practices; these skills will produce greatness.

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March 21, 2012 · 12:06 pm

Social Business in Higher Education: Increasing Faculty Competitiveness

The following Screenr introduces a newer concept in higher education: Social Business can increase faculty competitiveness to both support research and job security.

For further information regarding my Social Network Equation mentioned in the Screenr presentation, please visit: Social Network Equation.

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March 14, 2012 · 5:00 am

21st Century Conferences: Increasing Faculty Competitiveness

[This video blog interviews Dr. Joseph Bonnici, College of Business Professor at Central Connecticut State University and Dr. MeHee Hyun, Professor of Liberal Studies at Antioch University.  The discussion introduces multiple discipline conferences and how faculty can benefit from them to increase their competitiveness and effectiveness.]

Before jumping right into the multi-disciplinary discussion, let’s take a look at what inspired me to research the issue.  I have recently established a university Publish or Perish club (PPC) to generate a culture of research and student publication.  Student members benefit from and prefer using collaborative models to co-author their publications.  Because the club is open to all university students including diverse backgrounds, grade levels, and research interests, students are reporting an increase in their writing quality and creativity.  The PPC’s multidimensional matrix of complimentary academic interests has inspired robust research through cross-discipline and cross-department communication.  Partnerships amongst the colleges of Business, Education, Engineering, Liberal Arts, Medicine, Student Affairs, the Diversity Center, and the Recreation center are just a few examples.  Students range from incoming freshmen to graduating PhD students and have shared that they benefit from working together.

This successful premise of cross-discipline collaborative student networking is transferable into faculty networks.  (Do you see where I’m heading?)  Where does faculty go to share their research and learn about new research?  Traditionally, they attend single-discipline academic conferences; but increasing trends of multiple academic disciplines have recreated higher education conferences.  For example, today I attended the 2012: International Conference for Academic Disciplines in Las Vegas, NV.  It is hosted by the International Journal of Arts and Sciences at the University of Nevada, Las Vegas.  The journal believes that the conference’s enriched culture of international perspective and academic frames provide faculty with a more robust conference experience.  Today’s multiple discipline conference and networking structure has inspired many new ideas.  For example, Dr. Donald Noone, Division of Business Professor at Caldwell College, introduced the benefits of Transformative Learning Protocols.  Even though the idea came from a business presentation, I can use the concept by customizing the model to fit my specific instructional objectives.

Complimentary research and expertise beyond a single discipline can contribute to a more dynamic research perspective.  Like the PPC, multiple discipline partnerships can offer faculty diverse research perspective that applies to their professional interest.  Isn’t this concept of blending and pairing complimentary disciplines what institutions like Harvard have done while creating their newer PhD programs? (Discipline-Plus Model)

Single-discipline conferences are beneficial by providing narrow, specific, and in-depth discussions on a related topic.  Multi-discipline conferences reflect a matrix of complimentary research interests and scholars with a common publishing goal.  These inclusive teams reach a wider audience through unbridled creative innovation.  National and international 21st century conferences help encourage co-author publication, increase educational leadership networks amongst a variety of disciplines, promotes a global culture of collaboration, and increases faculty recognition; thus increasing faculty’s competitive and professional value.  Make connections outside of your current circle and expand your scope of expertise by attending a multiple discipline conference.  Let me know how it helps you become more competitive in higher education.

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March 13, 2012 · 5:01 am

Blogging 101 for Educational Leaders

[The attached video is an interview with Dr. Bret Simmons, a College of Business Associate Professor of Management at the University of Nevada, Reno.  His extensive research and experience in management, leadership, and social business contributes significant merit to our discussion about faculty or administrators developing and managing a blog.]

Lately, higher education faculty and administrators, perplexed about the blogging culture, have approached me with specific questions regarding how to start a blog.  Confusion about blogging formats, tone, purpose, length, and how often to post are blogging barriers for many academics.  This blog will respond to their concerns in hopes of helping to reduce initial blogging intimidation or anxiety.

Social media will continue being a significant influence in post-secondary education instruction and communication. Did you know that there are more than 160 million public blogs and over 180,000 blogs created every day?  Faculty and administrators have the duty to adapt, master, and lead educational instruction and research dissemination through technology.  Blogging is one strategy to accomplish these goals.  Blogging is a way to network with leading scholars, analyze current studies, and develop co-collaborative publications.  It also is an effective way to test theories and receive feedback on article topics.  Blogging should not hinder a faculty or administrator’s ability to lead but instead be effective means of increasing student learning and research development.  By introducing the usefulness and inclusivity of blogging to faculty and administrators, misconceptions and hesitations of blogging in academia will dissolve.

Remember to relax and have fun; it’s a blog not an APA 6th edition research paper.  Blogging is an opportunity to have real-time, relevant conversations that contribute original knowledge within your industry.  Educators should be at least familiar with blogging as a means to research and converse with leading professionals, increase professional competitiveness, increase college recognition, and increase instructional effectiveness.  So blog responsibly, discern reliable and valid internet resources from extraneous materials, and be known for relevant, valid, and reliable content.

A few free blog websites where you may choose to start your own include WordPress, Blogger, LiveJournal, Blog.com, & Weebly.

Blog examples include: Bret Simmons, Greg Mankiw, Seth Godin, Gerald Lucas, Craig Monk, Bob Sutton, Tom Peters, LawProfessorBlogs, and Statistical Modeling, Causal Inference, and Social Science.

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March 5, 2012 · 8:30 am

I wish…

A young woman from Florida named Elise wrote me last week and asked, “Because I don’t have an overwhelming passion for only one thing and I don’t have a personal brand, how can I become a more valued and important professional in my workplace?”

Most likely, there are many opinions and recommendations for Elise about this subject but I will respond by answering, “listen for I WISH statements”.  “I WISH” statements are another way of saying, “here is a need and it is an opportunity for someone to create a solution”. Purpose and value are often determined by the ability to satisfy a need and “I WISH” statements can identify those needs.

Examples include:
-“I WISH my child had a mentor”. Solution: Dean’s Future Scholars

-“I WISH teachers had it better, I’d become one”. Solution: To Teach or Not to Teach

-“I WISH I knew more about blogs and how blogging can help me become a better writer” Solution: 6 Ways Blogging helps writers

-“I WISH I was more nationally recognized in Higher Education”. Solution: The Social Network Equation  Social Business in Higher Education: Increasing Faculty Competitiveness  Connecting the dots: Increasing competitiveness and leadership

-“I WISH we could study abroad”. Solution: USAC Increases Student Competitiveness

-“I WISH I didn’t have to drive all the way to Carson City in order to attend a Nevada Legislature meeting” Solution: Knowing the Politics behind your Success

-“I WISH I had more publications to put on my curriculum vitae”. Solution: Cross-disciplinary student initiated collaboration  Publish or Perish

“I WISH my son or daughter could do something extra to be more successful in college” Solution: Sticky Campus

“I WISH I had someone to talk to about becoming more competitive” Dr Tara Madden-Dent

These I WISH statements came from people in my life.  I responded to them by addressing the need and creating a solution or recommendation.  If I can’t solve their I WISH statement, I introduce them to other resources that can.  Either way, I contributing to others and creating progress within my industry.

Listen for I WISH statements in your life. These are moments when you can be of value and satisfy a need; thus becoming more productive and essential in the workplace.  Being proactive and taking initiative reflects creative ambition and selflessness: two very respected and rare qualities in today’s workforce.  If you can’t resolve a need by yourself, search for other resources or work in partnership with other professionals. You’re ability to contribute to society, create change, and see your efforts manifest into solutions will inspire your passion through feelings of being useful and productive.  Creating solutions for I WISH statements can add professional value to yourself and your business.

Please let me know Elise after you address an I WISH statement in the workplace and how it impacted your role as a professional. Thanks for the email; I wish you great success.

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March 1, 2012 · 2:37 pm

Knowing the Politics behind your Success

“Knowing the Politics behind your Success” is a PowerPoint tutorial that provides instructional steps to 1) conveniently access your Nevada Legislature’s meetings during a LIVE INTERNET BROADCAST and 2) easily contact your Legislative Representative and include them into your professional network.

Your Legislatures are voting on legal issues that directly impact your current and future professional success.  Become politically savvy to predict and prepare for future trends, needs, and business opportunities in your society and workplace.

This Screenr PowerPoint tutorial gives an example of how current legislation is impacting Higher Education for those working or studying at a college or university.

Try the two strategies presented in “Knowing the Politics behind your Success” and share your thoughts and/or experiences to this blog.  I appreciate the feedback about how you increase your professional competitiveness through political awareness.

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February 24, 2012 · 5:00 am

Cross-disciplinary Student Initiated Collaboration

What happens when university undergraduate and graduate students from multiple disciplines organize a network of collaborative research and publication partners?  The outcome resembles the Publish or Perish Club at the University of Nevada.  Its mission is to increase student publications through a culture of research by means of workshops, peer collaboration, faculty advising, and co-authored publications. The intensive level of intrinsic motivation to publish in peer-reviewed scholarly journals empowers the student initiated club to produce many single author or co-author publications.

The Publish or Perish Club (PPC) is a professional student organization that encourages undergraduate and graduate student scholarly research and publication in partnership with university faculty and administration.  Membership in the PPC is open to all University of Nevada, Reno students and faculty. The PPC provides opportunity for students of all grade levels and amongst all disciplines to collaborate on research and design articles for publication. At a research institution, it is mportant to prioritize valid research and publication throughout campus culture.  PPC collaborative student and faculty networks increase publication rates, increase professional competitiveness and experience, emphasize a culture of active publication, and synergize research efforts throughout university disciplines to provide robust perspective and expertise on relatable studies.  These cross-disciplinary, interactive co-author partnerships compliment research studies from multiple professional perspectives and encourage interdisciplinary research.

Monthly PPC meetings provide workshop platforms to design and edit publications while building co-author networks. During the academic year, the PPC hosts coffee socials to further encourage smaller group discussion around topics including, but not limited to research, publication, presentations, and professional competitiveness.  An end of semester awards ceremony provides students and faculty scholarships to support future research.

PPC members have increased their professional network to include more scholarly writers, have increased opportunity for co-author or editing support, and established new publication goals. Students are also learning how to prepare thier course assignments to be transformed into future publications and presentations.  The PPC student initiative is demonstrating creative ways to increase professional competiveness through cross-discipline collaboration, communication, and publication education.

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February 20, 2012 · 5:00 am

6 Ways Blogging Can Make You a Better Scholarly Writer

We often hear that social media publications are less important and inferior to peer reviewed journal publications.  Faculty and researchers are discouraged from distractive activities such as blogging, tweeting, or social media communications. Many departments completely ignore social media application in order to focus on more traditional research and instructional methods.  Ironically, it turns out that in today’s digital society, researchers and writers actually improve scholarly publication skills through blogging. The following are six ways that blogging can make you a better scholarly writer:

1. Practice makes perfect:

The more experience a writer has, the faster he or she will develop advanced writing skills.  Original ideas organized and communicated effectively via blogging provide scholarly writers the platform to practice writing articles and to receive feedback.  Blogging is a metacognitive activity that encourages stronger and more creative writing abilities. Reading blogs will also introduce different viewpoints and organizational frames to consider including in future scholarly articles.  The more exposure and experience with disseminating data, the better.

2. Research feedback: 

Writers make their scholarly articles better by seeking peer reviewed feedback in order to build the strongest paper possible.  Traditionally, we ask faculty or friends for their opinions but now, with social media, it is possible to expand our peer reviewing network to include researchers, faculty, students, and nonacademic professionals from all around the world. Blogging is free, instantaneous, international, and informal.  Interactive blogging provides multiple perspectives and suggestions to incorporate into an article or support an original premise. Before submitting a finished article to a peer-reviewed journal, try breaking it up into one or more blogs and test it within a social discussion.  Blog writers will benefit from the interactive discussion and feedback.  These discussions often lead to future research and inspire new articles.

3. Collecting data:

Do you think you’re the only one contributing quality content on a particular topic?  There are over 160 million public blogs and over 180,000 blogs created every day.  Think about the amount of knowledge and experience circulating the web about your interests? To gain access to current data, writers need to go no further than their own computer. Books and journal articles take a long time to publish.  Blogging allows you to read about what other researching leaders are currently working on. This helps you to collect relevant data and maintain your leadership position within your field.

We are no longer limited to only peer-reviewed journal articles for valid data.  We can use blogs to find prestigious scholars, read about their work, and then link to the author’s published article.  Also, by reading blogs that contradict or challenge your own hypothesis, you can gain a better understanding about the topics you want to write about. By challenging other countering principles, and defending your own, you will become a stronger writer. Blogs will provide you with a more robust foundation of data while leading you to new authors, research, or scholarly articles.

4. Scholarly recognition:

Blog sites can be used to organize your data and clearly demonstrate your research line.  Because it chronologically records and displays your digital publications, you may build upon previous research.  Your blogs will be referenced by scholars of all skill levels who will then refer you to their colleagues and friends.  You will be considered a leader in your industry; actively publishing and searching for effective outcomes. Others interested in your field will be able to follow your research more easily. Blogging also provides potential collaborative partnerhships for future research with leaders from all over the world. The best part is, the international researchers will come to you.

5. Professional development:

Blogging sites allow you to publish your curriculum vitae or resume that potential employers, hiring committees, and journal review panels can refer to while considering your expertise. Blogging allows you to format your presentations and publications in a causal style using video blogs, PowerPoint, Screenr, or traditional articles. Grants and service can also be displayed on blog sites or hyperlinked to other sites displaying such committee work, scholarly awards, or other related achievements.  By producing a quality blog site, writers will practice their scholarly abilities while developing a professional image and brand as a writer.

6. From blog to book:

Once you have established a thorough line of valid blogs that complete a research hypothesis or provide substantial original content, it is to time consolidate the individual publications into a streamlined book. Many scholarly writers aim to design and write a book.  Blogging helps to structure the book one blog at a time.  If organized effectively, each blog could be a chapter of your next book. After addressing online responses, discussions, feedback, and revisions of your blog entries, you can consolidate a series of related blogs into one book for publication.

The residual ignorance, fear, and hesitation lingering amongst traditional scholars will inhibit not only their publication abilities but those of whom within their apprentise or mentoring relationship. In the past, it has been easier for faculty and scholars to simply overlook the importance of social media within Higher Education; but now, today’s publish or perish culture within a digital society demands that educational leaders embrace blog techniques amongst other strategies to enhance the industry.  Blogging will expand the scope of writers’ publishing abilities while increasing their influential reach across the web. Blogging can improve scholarly writing skills, increase publication rates, and expand professional networks.

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February 9, 2012 · 9:57 pm

Mentoring: Increasing Professional Competitiveness

Mentor: A person with more experience and knowledge who shares their wisdom with a person with less experience and knowledge.

Research has shown that mentored relationships can encourage professional and personal success.  Regardless of your age, gender, socioeconomic status, or professional interests, seeking and receiving effective guidance and advice from a mentor can encourage faster development and increase professional competitiveness.  Yes, mentorships require time and effort but the outcome can often be more effective than most training or preparation programs.

For example, the University of Nevada hosts a college preparation program called Dean’s Future Scholars which uses a relational approach to mentor students into college.  Since its foundation in 2000, DFS has established a homegrown, sustainable educational model resulting in a 90% high school graduation rate for first generation, low-income high school students.  This is significant especially because Nevada’s high school graduation rate is only 54%.  

The program traditionally recruits students during their sixth grade year and mentors them through high school and college.  DFS college student mentors meet with their high school students every week to review grades, establish goals, fulfill high school graduation requirements, and plan for college opportunities.    

DFS also hosts a six-week summer program at the University of Nevada to provide high school math credit courses, improve high school grade-point averages, and introduces students to college life while building sustainable academic networking skills.  Free tutoring, examination preparation, internship opportunities, student job opportunities, and an array of student resources such as computers, printers, and a writing stations are available through the program.  This long-term commitment allows first-generation, low-income students a greater chance for graduating from high school and entering college.

Dean’s Future Scholars, Big Brothers Big Sisters, National Mentoring Month, and Mentor are just some ways to enhance your personal and professional development.  Ask a respected professional within your industry who has more knowledge and/or experience than you do, to be your mentor today.  Just make sure that you are committed to work hard, listen to, and consider following your mentor’s suggestions.  Having a trusted ally in your corner whose goal is for you to succeed is an effective strategy to improve your professional competitiveness.

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February 1, 2012 · 9:21 pm

Interview with Dr. Marc Johnson, President of the University of Nevada

Increasing Professional Competitiveness: An Interview with Dr. Marc Johnson, the President of University of Nevada.  Discussion centers on increasing professional competitiveness for faculty and students.

1.      Question (Tara):

What are some key ways that college students, college graduates, and young professionals can better prepare themselves to stand out from the large applicant pool of professional competitors?

Response (Marc):

The first way for students to stand out is to be at the top of their classes.  By working hard from day one in their subject area, a student will gain the knowledge to be a leader in that field.  Internships, service learning, and building practical experience will also help develop a strong resume.  Building academic and professional relationships with faculty and administration will provide strong references.

2.      Question/Response Video:    

 Question:

As higher education’s capitalistic transformation continues to create challenges for economically struggling institutions to attract top faculty, how can Higher Education entice and retain nationally recognized faculty and administrators in times of limited resources?

Response:

It is important for any businesses to focus on their best product lines.  Keeping the size and quality of strong departments while strengthening specialized units or discipline areas that consistently attract student enrollment and produce research will keep universities competitive in a budget short environment.  The national reputation of institutional units or specific academic disciplines will attract top faculty.  They will want to build their professional success at your university.  Maintaining a national reputation in at least a few fields of study will draw in nationally recognized faculty to the institution.

 3.       Question:

What are the most helpful experiences, skills, strategies, degrees, or qualifications that helped you get to where you are today, that other professionals can practice for themselves?

Response:

After earning the necessary degrees, a variety of professional experiences can be very helpful to build leadership qualities.  I am a researcher, scholar, teacher, and administrator and that all took time, patience, commitment, and hard work.  It is good to pace yourself and work upwards through the ranks.  It is also important to be contributing and helping others.  By giving and helping, you improving your industry while you build professional skills.  Soon, others will begin to ask you to lead in positions of your specialty because of your commitment and service.

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January 29, 2012 · 9:51 pm

Interview with Dr. Christine Cheney


Interview with Dr. Christine Cheney: Encouraging aspiring faculty, administrators, and teachers to increase their professional competitiveness through education.

The following video discusses the relationship between professional competitiveness and a college degree in education.  The video blog is an interview with Dr. Christine Cheney, Dean of the College of Education at the University of Nevada.  She discusses what ways a College of Education degree can help aspiring educators become more professionally competitive.  She mentions top leadership qualities that Human Resources, hiring committees, and employers look for in an applicant within the educational industry. Dr. Cheney mentions some helpful professional experiences, skills, strategies, and qualifications for other educational professionals.

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January 25, 2012 · 5:05 pm

2012 State of the Union address: Educational Discussion/ Activity

What educational issues were addressed in the 2012 State of the Union? Did you learn anything new from the speech? If so, share with us about the educational issue(s).

Suggestion: quickly research your specific issue online and then support your response with your researched findings. Make sure to reference the online resource and give credit to the author (include the web address where the reference is found). This strategy builds a larger reference about a topic in our blog discussion; allowing readers to learn more about what you know.

Also, include any concerns about the educational issues discussed in the address. What issues are you glad President Obama covered or what educational issues do you wish he had covered?

Do you have a suggestion to improve current or future educational issues that were talked about in the 2012 State of the Union address? We will learn more about the educational issues discussed in last night’s speech from each other’s opinions, experiences, research, and resources. Thank you for participating in the blog discussion/ activity.

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January 21, 2012 · 9:52 pm

Nevadans can increase their competitiveness through education

This Screenr presentation discusses how Nevadans can increase their professional competitiveness with education.  A look at Nevada’s national ranking suggests that those with a high school and college degree will likely live healthier and more professionally successful lives. There is national concern to improve Nevada’s economic sustainability, educational standards, and diversity.  Opportunity will find those who commit to increasing their competitiveness through a college degree.

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January 19, 2012 · 3:58 pm

USAC Increases Student Competitiveness

Interview with Monica Robertson about how USAC (University Studies Abroad Consortium) can help college and university student be more competitive in today’s international market.

Monica is the Manager of USAC Publications and Marketing, based at University of Nevada.   Some benefits & skills that  USAC provides students with during a USAC college experience include, but are not limited to:

• Academic Credit

• International travel

• Cross-Cultural Communication skills

• Leadership skills

• Real world experience

• International internships and volunteering opportunities

• Problem Solving Skills

• Language proficiencies

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