KnowledgeShares.Org

A blog for sharing knowledge. Visit us at www.knowledgeshares.org

[knowledgeshares]

WE WANT YOU! CALL FOR GUEST BLOGGERS

CALL FOR GUEST BLOGGERS DEADLINE: July 30, 2014

Designed to serve colleges and universities and their faculty members, FacultyClub.org helps match institutions of higher education with qualified individuals. Facultyclub.org is much more than an industry-specific employment service, though. Instead, it is a career-oriented online resource that job seekers and faculty members alike can use to enhance their credentials as well as seek suitable opportunities.

Established by KnowledgeShares.org, FacultyClub.org identifies several objectives shared by most colleges and universities, as well as by their faculty members and job seekers. FacultyClub.org is committed to also providing relevant and timely content to our members, and strive to offer our members a chance to share their thoughts via guest blogging.

We invite you to be a part of our community as a guest blogger. For this call, we are looking for experienced faculty members and academic hiring personnel that would like to write on a variety of various topics for publication on our August 2014 blog cycle.

Successful guest blog articles are comprehensive, action-oriented, how-to style posts that teach our readers about a particular aspect of effective college teaching, classroom management, adult learning theories or academic career tips and advice.

The Value of Submission

FacultyClub.Org is committed to providing high quality content that is relevant in scope and meaning. By providing us with your time and expertise, we will share your article with over 3000 of our members, as well as share on our Facebook page, Twitter account, Google+ and other social media outlets. As you help us meet our goals of diverse information, we will help you meet your goals of being more visible online, and promoting your thoughts to the world.

How to Submit:

Please email your completed article to Rhea Isla at [email protected]. Due to the volume of requests we receive each month, we cannot respond to all submissions. If your article meets editorial standards and aligns with our content strategy, we will respond to you via e-mail let you know your article will be published. This process may take about 2 weeks to complete.

Guest Blogging Requirements for FacultyClub.Org

Well-written and high-quality original article about teaching, instruction, hiring practices in Higher Education, or other Higher Education related material.

Article that reflects the writing style/tone of current postings on FacultyClub.Org.

Short personal biography that includes your current employment, education levels, and any appropriate titles.

You must properly give attribution of all data, quotations, and any third-party content in your guest blog post. No plagiarism.

No length requirements: posts should be as long as they need to be to be high quality and comprehensive.

Written posts should be submitted in a Microsoft Word document.

Creative and media submissions are allowed.

Not-So-Fine Print:

Submissions must meet the FacutyClub.Org blogging team’s quality standards in order to get published.

Please avoid self promotion in your blog post. This information can go in your personal biography.

Please do not republish your post to your blog after it is published on FacultyClub.Org. You are more than welcome to link to it and share on social media.

The FacultyClub.org team reserves the right to edit your submission for content and clarity.

Become a Member Today!

One of the keys to FacultyClub.org is our focus on helping connect people with the perfect jobs and opportunities in higher education. We also add value to your professional goals with relevant, immediately useful job and career information that can help you succeed. Finally, we help our client Universities and members not only survive in Higher Education, but also to grow and evolve. Are you ready to take the next step, and learn more about this exciting launch and our services? Don't delay! Visit jobs.facultyclub.org to sign up today and post your resume.

[knowledgeshares]

The Value of Service – FacultyClub.Org

FacultyClub.Org has officially launched, and our first full week of servicing faculty members and our member institutions has gone better than we could have hoped.

  Over the past week, our member service team has networked directly with faculty members and human resources personnel at numerous colleges and universities. Many were impressed by our site, our social-benefit mission, and above all, our commitment to personalized customer service.

  We want to provide a service that is personalized and helps all of our members (job seekers and member institutions) find that special employment fit.

  Please take some time to review our job-matching services, and you will immediately see our dedication and commitment to providing value to FacultyClub members. We also want to help connect quality faculty with top-tier colleges and universities Along with our partner, KnowledgeShares.Org, we aim to fulfill an important void in higher education.

  Our Website

FacultyClub.Org is designed with you in mind.  We have developed a design that is easy to navigate and use.  We love feedback about our site, so if you want to share any thoughts, please e-mail us at [email protected].

  Our Blog

We also have a blog that is connected to our job site that is being designed to share our message with the world and alert job seekers and employers to what we have to offer. We have received interest from several faculty members to become guest bloggers and subject matter experts. If you are interested in submitting a blog, article, or white paper for publication on the site, please e-mail [email protected]. We are interested in a wide variety of topics involving higher education and faculty issues.

  Our Social Media

  Like us on Facebook:

Tweet with us on Twitter!

  Follow us on Linked In!

  Our Products

The products we will offer our members are free just for being a part of our club. One of these great products is a monthly ePublication for faculty. Delivered digitally to our subscribers each month, Faculty Connections will talk about relevant and timely issues that our clients encounter. The goal is to make the best faculty member even better.

  Remember, this is YOUR club. We want you to make it great! Please share more about our efforts with your colleagues. Every interested member will strengthen us, and support our growth.

[knowledgeshares]

The Value of Interns/Internship Programs

There are many reasons employers institute an internship program and students apply for these internships.  At KSO, our internship program embraces our values and incorporates our services so interns have the opportunity of practical, hands-on experience in a business atmosphere.  This internship provides valuable work experience, helps develop marketing skills, enhances the student’s resume and degree requirements, and can lead to possible employment.

  Let’s discuss why employers establish an internship program.  Internships.Com states the following benefits of starting an internship program:

  Find future employees.  An internship program is a year-round recruiting tool providing an ongoing pipeline of future fulltime employees.

Test-drive the talent.  New employees make a solid impression in the interview, but may not blend with your current team or your company’s philosophy.  When you "try out" candidates, you benefit from added manpower, while more accurately assessing candidates.

Increase productivity.  Interns can help your employees be more productive, as well as free them up to accomplish more creative tasks or those where higher-level, strategic thinking or expertise is required.

Increase employee-retention rate. The proof for the test-driving theory is in the positive employee-retention figures:  According to NACE's 2009 Experiential Education Survey, almost 40% of employers reported a higher five-year retention rate among employees they'd hired via their internship programs.

Enhance perspective.  New people bring with them novel perspectives, fresh ideas, and specialized strengths and skill sets. These augment the abilities of your professional workforce.

Take advantage of low-cost labor.  Interns are an inexpensive resource. Their salaries (if paid internships) are significantly lower than staff employees.  Employers must adhere to the Fair Labor Standards Act (FLSA) for unpaid internships.

Give back to the community.  Creating an internship program is an excellent way to give back.  Hiring interns not only helps students in your community get started; it enhances the local workforce as a whole.

Support Students.  Interns gain experience, develop skills, make connections, strengthen their resumes, learn about a field, and assess their interest and abilities.

Benefit your small business.  When looking for full-time work, the top talent often goes for big-name businesses. But when seeking internships, learning is the leading draw. Many candidates feel they'll get more hands-on training, real experience, and mentoring opportunities with smaller organizations.

According to College Parents of America, participating in an internship is an important experience to complement the learning students do in the classroom.  They state an internship:

  Gives students an opportunity to “audition” a job or a field before taking a permanent position.

Students may discover gaps in their practical knowledge which may affect their course selection in future semesters.

Looks good on a resume.

Students may make important contacts and have an opportunity to do some networking that will benefit when s/he looks for a full-time position.

Students may earn academic credit.

Students may gain valuable practical experience about a particular job, the work world in general, and may have learned an important lesson about what s/he does not want to do, or a work environment in which s/he will not thrive.

Students who complete internships may receive higher salaries when they are hired.

May lead directly to a job offer.

Is fun and a great self-confidence builder.

  KSO’s two interns are Lauren Peterson and Jeannette Vance.  They both attend Cleveland State University. Lauren is majoring in marketing and Jeannette is majoring in international business.  Lauren has been shadowing Elizabeth Brandt, Social Media and Communications Manager, and Jeannette has been mentored by Heather Leslie, Academic Development Manager, and Kamala Dontamsetti, Vice President, International Enrollment Management on an international student project. 

  When asked about the internship, Lauren said, “I am really learning a lot about marketing, especially the social media aspect. It’s helpful to learn about the resourced I’ll be needing in the field and use this time as a resume building tool.”

  To find out more about the KSO internship program, visit knowledgeshares.org/careers.

      Ms. Linda Goodwin

Director of Human Resources

Ms. Goodwin holds a Bachelor’s Degree in Business Administration from Chancellor University, graduating first in her class. She has over 30 years of experience in the human resources field (safety, compensation, benefits, training and development, employment law, and recruitment) in various companies and in postsecondary institutions.

  Contact Linda: [email protected]

[knowledgeshares]

International Student Retention: We Can Do Better

In recent weeks, several articles have brought to light a common problem in the international student community: retention rates and disparate expectations between students and institutions.

A unique NAFSA report, which incorporates student perspectives alongside university perceptions, sums up the issue succinctly:  “ … poor retention is a function of the mismatch between expectations of students prior to enrollment and the actual experience of students once they are on campus.”

Awareness that a problem exists is critical to its solution. What can the higher education community do to take the next step in bridging this gap? The Chronicle of Higher Education begins to offer a few solutions in its May article titled, “Retention Is a Growing Issue as More International Students Come to U.S.” But is there more?

Students in the NAFSA article reported a lack of access to jobs as a defining factor in their dissatisfaction with their school of choice. As the Chronicle of Higher Education article points out, within the confines of the law, individuals who enter the U.S. with a student visa may not work outside of a university provided job. And while many students balk at the lack of university jobs available upon their arrival, as part of the process of recruitment, the issue of employment has already been explained, often numerous times, by the student’s main point of contact from the school.

During the application and acceptance process, these specific laws are definitively stated. Students entering on an international student visa must also prove conclusively that they are able to pay for their education prior to being accepted and enrolled in the institution of their choice.

A simple way to resolve this issue is to work with students to make sure they are clear that university jobs are not guaranteed upon arrival to the individual’s new institution. Clarifying beyond doubt, prior to setting foot on campus, that there is no guarantee of employment should allow the student to better prepare themselves to budget their funds.

Additionally, there is a misconception on the part of some international students that by enrolling and working toward a college degree in the United States, they will simply be placed into a job upon graduation. This issue must be dealt with early in the recruitment process. Universities are under no obligation to place students, local or international, into their chosen field. Again, the onus is on the student. A better way to ensure students fully understands this expectation is to introduce them to the career services department early in their university experience. This provides foresight for future employment questions they may have while also allowing them to grow accustomed to the process of looking for jobs and gaining experience in the American market.

To that end, while much of the responsibility lies with the student in matters of finance, it is critical that institutions work with the student at all levels to ensure success. Internationalization of a campus can only be achieved when the entire institution works to immerse and groom international students for success. This includes acceptance and understanding from administration, faculty and fellow students, as well as the effort of the international student.

Students, both international and local, understand that an education is an investment, both culturally, intellectually and financially. In that sense, institutions must be responsible for many aspects of their experience and as customers, students must also accept and be willing to work within their own financial strategies to finance this great investment.    

What are some of the ways in which your institution works to improve the disconnect between student and university expectations? Tell us about it in the comment section of this blog.

To find out how KnowledgeShares.Org can provide your institution with these valuable services, visit our International Enrollment Services page, or contact [email protected] for more information.

Ms. Libby Brandt Social Media & Communications Manager

[knowledgeshares]

Are You Ready to Teach Online? – Part Two of the Personal Branding Series

A few weeks ago, I wrote Part One in a Personal Branding series for people who want to teach online. Part one, titled “Have You Googled Yourself Lately” offered professionals and educators the opportunity to start the journey of creating their personal brand.

In the very competitive online teaching environment, only the best of the best are selected for important online teaching positions. After you have successfully created an online persona that is in line with your goals of becoming an online teacher, it is time to take action and start networking and applying for key positions.

In this short blog, I will help you determine if you are ready to jump right in to one of the fastest growing, and highly rewarding careers. This narrative is perfect for those new to teaching online, but it may also have value for those who already have moderate experience teaching online and want to teach more courses.

First, identify why you want to teach online courses.

A few common reasons I hear from new faculty include:

I want to teach online to obtain additional income for my family.

I want to gain additional skills and experience that come from teaching.

I want to meet new people and network.

  The #1 reason I hear from new faculty is:

I want to teach because I want to help people learn more about my field.

  The first three are all great reasons to want to teach online. However, that #1 reason is what will help you succeed in your search and obtain key positions. Students want faculty who care and individuals who hire faculty want to know that you are excited for the chance to help others. Therefore, give everyone what they want: An invested faculty member who cares about their students.

If you are being rated against other candidates who have similar academic credentials and work history, you will need to find a way to break away from the pack. Always let your passion for helping people shine through as you apply for positions and start the process.

Here are a few insider secrets that I have learned along the way as I have helped prepare individuals for teaching online:

1)      Let people know you want to teach! While this sounds simple enough, many people looking for online teaching positions only post their resumes directly with one school in their local area. Think larger! Think bigger! Post your resume on a site like www.facultyclub.org where it will be seen by multiple high quality schools at once.

2)      Network. Network. Network! If you are not a part of social media, now is the time to engage. Join adjunct faculty groups on sites like LinkedIn and start tweeting on Twitter. Network with people within FacultyClub.Org and join the conversation.

3)      Recommendations are key. That old saying that it’s not what you know, but rather WHO you know really goes a long way when teaching online. When someone is sifting through 200 resumes for a position, a strong cover letter that lists some influential recommendations will help show that you have experience and know people in the education industry. Reach out to former professors from grad school or people who already work where you want to work. Ask them to write a few great words about you.

4)      Show that you can teach. When you do not have any teaching experience, it can be difficult to obtain a teaching position. So, how do you gain this experience and knowledge? Enroll in an online teaching certification course through FacultyClub.Org or volunteer to be a teaching assistant at a local university.

Starting the process of teaching online can be simple, but first you have to look at the big picture. Ensure you have a great online presence and have started the process of networking to gain crucial experience.

I will continue this blog series with another installment about how to continue on with your journey of teaching online.

Stay tuned! And in the meantime tell us your secrets for networking and staying connected in your search for online teaching positions in the comment section below.

Check the KnowledgeShares.Org blog often and subscribe to our twitter feed so you do not miss an update on elevating your career as an educator.

Rhea Isla

Faculty Training & Development Manager KnowledgeShares.Org

Rhea Isla is the Manager of Faculty Training and Development with KnowledgeShares.Org. Through the use of innovative public-private partnerships, KnowledgeShares helps institutions improve, grow and sustain online and campus-based education

[knowledgeshares]

The Fall of Tenure and the Rise of Adjuncts: New Challenges in Faculty Training, Development & Retention

The balance of tenured to non-tenured faculty has dramatically shifted the landscape of higher education in the past 40 years. This sweeping change poses many unanswered questions about how to deal with the changing topography of academe.

  In 1969, tenured and tenure-track faculty comprised 78.3% and non-tenure track faculty comprised just 21.7% of university faculty positions (Kezar, 2013). University faculty tenure has been on the decline since the mid-1970s, a period characterized by reduced financial strength for colleges and universities. Since that time, institutions have increasingly relied on non-tenure-track faculty to staff classes based on fluctuating enrollments without having to arrange long-term commitments. Today, non-tenure-track faculty account for at least half of all faculty appointments in United States higher education (AAUP). Public universities utilize non-tenure track professors to offset of the uncertainty of state budget fluctuations in the long term, funding constraints and varying student demand.

  In addition to using more non-tenure track faculty, American universities have increased the probationary period allotted to achieve tenure to seven years for most faculty. As a result, many faculty members who have been on the tenure track are now on term contracts. The competition for fewer tenured positions has led to increased expectations in which tenure-track faculty are now required to publish four times as much as they did in 1970 (Whyy.org, 2014).

  Adjunct faculty positions often have low pay, no benefits, poor working conditions, no say in decision making and little or no job security. They often work at several universities simultaneously to make ends meet and a majority of contingent faculty do not have careers outside academe (AAUP). Many suggest the hiring of low cost contingent faculty is the new business model that is prevailing in higher education.

  Besides perhaps new faculty orientation at the beginning of the academic year, there is little or no ongoing training or professional development for adjunct faculty at many institutions, which can lead to lower job satisfaction and higher turnover (Kaufman, 2013). Contingent faculty are often excluded from and do not have access to funding to attend conferences and training to support their professional development needs and some adjuncts are hired a few days before class starting so there is no time for orientation. Furthermore, adjunct faculty are usually not evaluated so they are unable to improve their performance on the job (Kezar, 2013).

  Because adjuncts make up a majority of faculty in colleges and universities, they are a vital resource of human capital that needs to be cultivated for the sake of quality instruction, student learning and retaining a competitive top-tier higher education system. Institutions need to seek more ways to invest in their adjunct faculty and the teaching profession and provide additional means and resources to develop their most valuable asset, the professorate. Effectively developing and supporting adjunct faculty can result in a higher quality educational experience for students which can increase both student and faculty retention rates. Activities such as mentoring, pedagogy training, discipline development, instructional development, and career development can improve professional competence and instructional skills, and result in personal and professional growth and enhanced morale. From new faculty orientation and ongoing training to peer evaluation and incentive programs, institutions can improve relationships with adjunct faculty.

  What are some of your ideas for improving adjunct faculty training and satisfaction? Do you think colleges are exercising enough oversight of this faculty demographic? Tell us your thoughts in the comment section of this blog.

Dr. Heather Leslie

Dr. Leslie holds a doctorate in Business Administration, a master’s degree in Business Administration with emphasis in strategic management, and a bachelor’s degree in International Business with emphasis in management. Heather has served as a trustee on the board of Alliant International University and has academic training/skills and experience in higher education.

Sources

AAUP. (n.d.). Background Facts on Contigent Faculty. Retrieved May 20, 2014, from American Association of University Professors: http://www.aaup.org/issues/contingency/background-facts

AAUP. (n.d.). The Status of Non-Tenure-Track Faculty . Retrieved May 20, 2014, from American Association of University Professors: http://www.aaup.org/report/status-non-tenure-track-faculty

Kaufman, M. R. (2013). mpact of Professional Development Opportunities on Community College Adjunct Instructor Job Satisfaction. Research - to Practice Conference in Adult and Higher Education (p. 11). St. Charles: Lindenwood University.

Kezar, A. a. (2013). The Changing Academic Workforce. Trusteeship , 21 (3).

Whyy.org. (2014, January 7). The rise of adjunct faculty. (M. Moss-Coane, Producer) Retrieved May 20, 2014, from Whyy.org: http://whyy.org/cms/radiotimes/2014/01/07/the-rise-of-adjunct-faculty/

[knowledgeshares]

The Internationalization of Higher Ed (And What That Means for its Long-term Growth)

International Education is a topic on the minds of education professionals across the globe and becomes more so every day. Why?

Factors:

Increased Demand for American/Western Education

According to the U21 Ranking of International Higher Education, the United States ranks #1 overall in quality global higher education. Couple this latest ranking (among many others) with an estimated increased world population of higher education students from about 21 million, to roughly 190 million students by 2020 (British Council), and a perfect storm for an enormous influx in the international student populations within the United States appears inevitable. In order for colleges and universities to tap into this potential new audience, it is imperative to build resources in which they can properly reach out to and accommodate the needs of these diverse and ambitious students. There are multitudes of ways to approach this dilemma and as we learn what works and what doesn’t, a significant list of best practices and ‘dos and don’ts’ have emerged. The challenges higher education faces when confronted with such complex issues leads us to ask, “What are the most effective, student-centric ways to handle international recruitment?”

Growing Online Resources/Higher Student Volume Capacity

In addition to traditional on-ground instruction of international students, the growth in online course offerings takes some pressure off of brick-and-mortar facilities. Students who wish to immerse themselves in another educational system and interface with students from around the world have the option of doing so online, without leaving their home country. Institutions that find themselves behind technologically and unable or unwilling to provide such options, will ultimately find themselves behind on the international education playing field as well.  

Proven Diversity Dividends & Globalization

Numerous studies, including a recent one published in Social Psychological and Personality Science, suggest that individuals who study abroad and/or immerse themselves in multicultural engagement, whether through work or school, are across the board better equipped to handle complex problems, adapt to unexpected circumstances and display more creativity in the work environment. In comparisons to groups who did not plan to study abroad alongside students who planned to but had not done so yet, those students who had studied in foreign countries far outperformed their peers.

Placing that statistical advantage in the context of a growing global market allows international students to succeed at a much higher rate than students who do not take advantage of multicultural education experiences. In a highly globalized economy, this perspective not only provides benefits to the origin countries of students, but introduces a larger scale advantage to the international economy as well.

  When taking each of these unique aspects of today’s education and economic environments into consideration, the need has never been greater to enact a clear pathway to success for international students inside the United States. Ensuring that students are connected to the right programs for their needs, integrated into their surroundings and properly engaged is critical. The faster universities and colleges are able to provide these services cost-effectively and efficiently, the sooner they will see the benefits.

How is your institution working to accommodate the growing demand from international students? Tell us about your ideas and strategies in the comment section of this blog.

  To find out how KnowledgeShares.Org can provide your institution with these valuable services, visit our International Enrollment Services page, or contact [email protected] for more information.

This post was co-authored by:

  Kamala Dontamsetti Vice President of International Enrollment Management

Ms. Libby Brandt Social Media Manager

[knowledgeshares]

What is Coursera’s Game Plan?

Usually the team with the best players wins, but having a good game plan is also a critical element of success. After this year’s Super Bowl, the headline in the Wall Street Journal read “The best quarterback in NFL history was dismantled by one of the best game plans in Super Bowl history.” The best approach is to get the best players, the best game plan and then bring on all challengers.

  The for-profit educational technology company, Coursera, which offers Massive Open Online Courses (MOOCs) or online courses for anyone who wants to sign up, is assembling a team with the best players and maybe closing in on a winning game plan. Founded by computer science professors, Andrew Ng and Daphne Koller, both from Stanford University, Coursera is working with a wide range of universities to make some of their courses available online and offers courses in physics, engineering, humanities, medicine, biology, social sciences, mathematics, business, computer science, and other subjects. As of April 2014, Coursera has 7.1 million users in 641 courses from 108 institutions. To top it off, the team added another winning player, Rick Levin, a professor of economics and the longest tenured president of Yale University.

  What is Coursera’s Game Plan? Many people in higher education are trying to figure that out and I will give you my take below. As of December 2013, the company has raised $85 million in venture capital and has generated just over $1 million of revenue.  Legendary venture capitalist, John Doer is confident that Coursera is figuring it out and that the Company will be a transformative player in the higher education market place.  But what exactly is their plan?

  The best place to start in answering that question is what game are they planning and how does one win it? The game is how to serve college and university students, many of whom attend schools that face mounting financial pressure and sustainability issues. The leaders of those schools are looking for ways to develop strategies to create leverage across a high fixed cost infrastructure. What should students learn? How can the best education be delivered cost effectively? How can institutions attract more students? How does one empower their learning?

  These aren’t new questions but the answers are shifting rapidly. The questions are also becoming more critical for our educational institutions given the National Center for Education Statistics report revealing in 2012, for the first time in three decades, demographics predicted a diminishing population for college age students in the United States.

  Amidst the ongoing discussion relative to online education over the past few years, it is important to remember higher education institutions don’t need to choose between online learning and traditional learning – they need to find the right balance. Recent research shows a fifth of Chief Academic Officers (CAOs) don’t feel online education is strongly represented in their institutions’ long-term strategies, even though they believe it should be. The truth is neither education delivery model is intrinsically better than the other. Universities need to strategically balance both platforms and also think about how they support the never-ending, 24/7 nature of today’s learning that extends beyond the classroom. Institutions that begin to best leverage an appropriate balance can make better use of time in the classroom and also define tailored approaches to how the professor, student and material work together across the platforms.

  So, what is Coursera’s game plan?  Publicly, the company discloses that its contract with universities contains a "brainstorming" list of ways to generate revenue, including verified certification fees, introducing students to potential employers and recruiters (with student consent), tutoring, sponsorships and tuition fees. John Doerr has suggested that people will pay for "valuable, premium services." Any revenue stream will be divided, with schools receiving a small percentage of revenue and 20% of gross profits. What does a winning Game Plan look like for Rick Levin? For Coursera, it boils down to becoming indispensable to colleges and universities offering accredited degrees. Once Coursera’s MOOCs are deeply embedded into programs and curriculum that lead to associate, bachelor, master and even doctoral degrees, they will start to hear the Fat Lady sing. How they do this is by using venture capital to integrate for free their high quality, accredited courses into a wide range of curricula across all types of institutions (four-year state and private institutions, community colleges, and even high school courses that earn college credit.) Once that has been accomplished, add valuable services to these courses and then introduce multi-year contracts that charge on a per student served basis.

  What do you think about Coursera’s long-term strategy and game plan? Share your thoughts about this and the MOOC revolution in the comments of this blog.

  Robert Daugherty Chairman, KnowledgeShares.Org Mr. Daugherty is an accomplished operating and academic executive and is a leading practitioner and advisor on corporate strategy and university governance. Currently serving a five-year term as a Fulbright Scholar Specialist.

[knowledgeshares]

How to Create Your Personal Brand – Have You Googled Yourself Lately?

Whenever I talk to faculty members about creating, building and fostering their own personal brand, the first thing I always ask is, “Have you ‘Googled’ yourself lately?” Many individuals respond that they have never Googled themselves, and may not even know why they would do such a thing! Well, what if I told you what was on the Internet may be costing you valuable job opportunities as a faculty member? By not knowing what is in your “digital profile” you are placing yourself at a disadvantage.

  Wait! Do not run off to Google yourself right now! Read a few of my words, and I will share with you a little background and give you some tips to “clean up” your digital profile so only your best accomplishments will shine through.

  In today’s educational environment, faculty recruiting is quickly becoming more competitive than ever. Faculty are competing against thousands of other qualified candidates for a limited number of positions. Faculty recruiters are becoming more adept at their search for the right kind of candidate. After receiving a resume, many Human Resources Directors, and Faculty Services Administrators head straight to Google to find out more about a candidate before offering them an interview.

  What are the hiring professionals looking for on Google?

  First, they are looking for confirmation of your employment. Are you who you say you are? Does your resume line up with what is available online? A quick Google search on someone can offer a plethora of information about their living situation, age, job experience and current employment.

  Next, they are scanning social media networks. Facebook, Linked In, Google+, and Twitter all get a once over. What are you telling the masses? Are you separating personal from professional opinions?

  Finally, many recruiters click on Google images to quickly see what types of pictures come up when your name is searched. Do you have a lot of professional headshots come up? Perhaps a few family photos? Or, do you have a ton of embarrassing photos from an office cocktail party posted online? Are there pictures posted of you on other people’s web sites that do not put forth your best image?

  It takes a faculty recruiter about four minutes to determine if they are going to follow up on your resume, and place you in the circular file on the floor. To end up in the pile that receives a call back, take some time to clean up your personal digital image. Even if you do not have derogatory information online, you can always present a more positive image and help build your personal brand as a knowledge expert in your field.

    How do I clean up my digital profile?

  Here’s a quick tutorial of how to start the “clean –up” of your digital image and share the story YOU want to tell with those that search your name.

  First, search for your name at www.google.com. There are several other search engines to work on later, but first, start with the largest. Ensure you have a pen and paper handy to take some notes of what you find. Place the following headers at the top of the paper.

  Professional

Personal

  Type in your full name. If you have a maiden name, run a search on this as well.

  Review the first eight pages that come up, and take notes about each page. What personal information is present? Do links for your social networks come up? Do you have any publications listed? What kind of professional information is visible? Take some time to put professional items under your professional header, and place personal items under the personal header.

  The next step is to work on the personal list. Having a little bit of personal information on the web is acceptable. In fact, this is a good thing, because it shows you are human. When your students Google your name, they want to know their professor is a real human being. However, ensure you personal information reflects the level of privacy you want to maintain. Delete old photos from blogs and social networks. Ask your family to not post or tag you in certain photos. Change your Facebook settings to not allow others to tag you without permission. These little changes can go a long way.

  After you have a better grasp of your personal situation online, focus on your professional presence. Do you have an active LinkedIn account? Do you have all of your publications coming up in the search? Do you have a lot of negative student reviews on professor rating sites? Do you have negative comments that are coming up on a faculty group to whom you belong? If so, start curating your positive information so it is present online and posted for all to see. Start a blog where you write original content and ensure the key words push some of the less favorable information further back in Google.

  Whew, all that bad stuff is gone!

  What if I told you it can always come back? Yes, negative information, unflattering pictures and other digital information can always come back after you do your initial clean up. The best way to avoid this from happening is do the following:

  1)      Think before you post – Before you write something, or take a picture, think about where you want this information to go. Also, remember that when you place something online, even in a private site, it can still be accessed by someone if they really want to see it. Take caution when posting, and choose your audience carefully.

2)      Continue to Google yourself - Every month or two, ensure you do a search of your name and monitor for any new updates. You are your best advocate when it comes to maintaining a positive online image.

  Now I am ready to take my Faculty job search to the next level? How can I become the best of the best?

  Stay tuned for part two of this amazing series about building your personal brand. Check out KnowledgeShares.Org blog often and subscribe to our Twitter feed so you do not miss an update on elevating your career as an educator.

  Rhea Isla

Faculty Training & Development Manager KnowledgeShares.Org

Rhea Isla is the Manager of Faculty Training and Development with KnowledgeShares.Org. Through the use of innovative public-private partnerships, KnowledgeShares helps institutions improve, grow and sustain online and campus-based education

[knowledgeshares]

New Distance Education Rules Proposed by ED

When most Americans hear the word July they think about picnics, fireworks and independence. To Higher Education Compliance professionals however, July means the dreaded new rule release and implementation by the US Department of Education. 

The Department is expected to release rules this year dealing with clock to credit hour conversions, retaking coursework, Debit Card use for credit balances and finally, State Authorization for Distance Education.  The most alarming of these rules is the State Authorization rule due to the effects it will have on not only distance learning institutions, but also the state agencies as well.

In 2010, the Department of Education placed into effect a State Authorization for Distance Education rule which required institutions to comply with all applicable state laws in any state where they offered distance education; however, that rule left it to each state to determine what was required, if anything, to receive authorization.  This rule was then struck down by a Federal court in 2010 as being “arbitrary and capricious.”  Most compliance observers expected the Department to release a similar rule this year and to follow the procedural rulemaking process to ensure good standing in case of another lawsuit.  When the proposed rule was released to the public for comment in March, this was simply not the case.

Rather than dust off the 2010 rule and send it through the rulemaking process, the Department of Education has instead decided to make major revisions which include:

States no longer will be able to decide what constitutes physical presence for State Authorization purposes.  Currently 75% of the states choose not to regulate distance education.  Each of these states will be required to rewrite their rules/laws to meet the new ED rule.

Exemptions from authorization will no longer be allowed.   The new rule mandates that states exercise oversight over all institutions that have distance learning available to citizens of the state.

The proposed rule explicitly provides institutions with three pathways to obtaining required authorization:

Traditional state authorization/licensure

Participation in a national/regional reciprocity agreement

Participation in a State to State reciprocity agreement

Additional disclosure obligations will also be placed on institutions relying on any form of reciprocity.

If this new State Authorization for Distance Education rule goes into effect as expected, distance learning institutions will need to take a close look at the cost-benefit analysis of offering distance education in certain states due to the fact that this rule is tied directly to an institution’s Title IV eligibility.  This could, and most likely will, create greater financial consequences for institutions who have not obtained authorization in a particular state.

What are your thoughts about these major changes regarding distance learning? Is this good for the overall goals of higher education in America? Share your thoughts in the comment section of this blog.

Christopher Burges

Chief Compliance Officer KnowledgeShares.Org

Mr. Burges holds a Master’s in Liberals Arts and Social Change from Prescott College and a Master’s in Education in Adult Education and Training from Colorado State University, Fort Collins. His bachelor’s degrees are in Theatre and Business Finance from Colorado State University, Fort Collins. He has extensive experience in academic compliance, governmental regulatory affairs, as well as Regional, National and Programmatic Accreditation policies and processes. He has served Grand Canyon University and the Jack Welch Management Institute, among others.

[knowledgeshares]

Faculty Job Search Trends & Tips

When it comes to searching for a university job, there are many things job-seekers do. They might start with Google and search for the key words “university jobs.” This brings up several sites that list university jobs. Then job seekers may post their resume/CV onto these various sites and sign up for Job Alerts that notify them weekly or daily for postings that match their search criteria. Results from a survey conducted by KnowledgeShares.Org indicated that 7 out of 8 faculty members use job search sites, the most popular ones being HigherEdJobs and Indeed. The majority of faculty job seekers use more than one job search site while searching for jobs.

A job search poll conducted by HigherEdJobs found that major reasons people were looking for jobs included the following: 

Recent graduates (20.26%),

Recently laid off (21.57%)

Wanted a higher salary or benefit package (13.07%)

Wanted more responsibility (9.15%)

Wanted a higher title (1.96%)

Unhappy with their institution, department, colleagues, or supervisor (11.76%)

 (Freedman, 2010).

Take Our Faculty Job Search Poll:

// <![CDATA[ // ]]>

Create your free online surveys with SurveyMonkey , the world's leading questionnaire tool.

When to Apply

Faculty members often ask when the best time is to apply for positions. Generally, universities post jobs in the fall and evaluate candidates to make decisions in the spring. Although the hiring cycle can extend an entire academic year, jobs are often advertised in the fall and as late as February. Submit your applications early in (October/November) the year prior to beginning employment (Might, 2014). The earlier you apply, the fewer the applications are on file, so you may have an opportunity for greater attention. Candidates are generally screened in the spring in which offers need to be extended by the end of the spring term to get ready for fall before the faculty members on the search committee leave for the summer break.

Remember: For every job advertised, universities receive hundreds of applications. The screening process can take months (Zackal, 2014). Be prepared to cast a wide net when applying to institutions and most importantly, highlight what makes you stand out from the competition.

Job Search Tips

Seek help and support: It’s been said that searching for a job takes about as much time as a full-time job and all that time spent alone can be isolating and demoralizing. Therefore it is beneficial to have a support network around you while you navigate the job market to bounce ideas, share experiences, and vent frustrations. Former co-workers can be an excellent source of support as well as LinkedIn Groups, alumni groups, university contacts or professional associations in your field or industry. MeetUp.com is another great avenue to network with others in your discipline or profession as well as groups of people focused on searching for jobs. If you’re not able to find an existing group, you can start your own group on LinkedIn Groups, Google Groups, or Yahoo Groups (Joyce, 2014).

Online reputation management: Many employers conduct online searches of candidates and at least 80% of employers Google job seekers before inviting them in to interview (Microsoft, 2009). Therefore you want to achieve positive personal visibility by managing and monitoring your online reputation (Joyce, 2014). This includes keeping an up-to-date professional profile on sites like LinkedIn and ensuring that your profiles on other social media sites you use such as Facebook and Twitter are positive and clean. Make sure you don’t have public images or content that would divert or deter recruiters from wanting to hire you (Salpeter, 2012). Included in your professional profile should be an online dossier of materials to showcase your work such as your CV, Cover Letter, Teaching Philosophy, Research Statement, Personal/Professional Mission Statement, publications, presentations and letters of reference. Be sure to keep your profiles and resume/CV in sync (Joyce, 2014).

Stand out from the crowd: Competition is tougher than ever — hundreds of job seekers are applying for the same jobs. The demand for jobs far outweighs the supply. It is essential to differentiate yourself in the market. You can do this by customizing your CV and cover letter to each job you apply for, reconciling your skills, knowledge, and experience with each job description and institution and highlight what you can do for the employer (Joyce, 2014).

Tip: It is important to use key words from the job description in your resume/CV and applications because many companies and institutions use applicant tracking system (ATS) to screen candidates based on key words that match the job description so they don’t have to manually sift through piles of paperwork (Salpeter, 2012).

Take the time to fully read the job descriptions to see what the company or institution wants. Do your homework by researching the institution’s history, culture, mission, and strategic plan. Craft a cover letter that includes one specific accomplishment and skill that addresses the job description and state how you will use your knowledge and skills in that job. The cover letter, often one of the first documents a recruiter reads, is an opportunity to display your personality, qualifications, and desire for the job (Salpeter, 2012). Always be sure to triple check your content before submitting an application, as one error can disqualify you from the candidate pool. Be sure you fill out every field in the application as this demonstrates your interest and desire for the job. Many recruiters skip over candidates who do not complete their applications as the ATS filters candidates by their responses. Use every opportunity to catch the recruiter’s eye in the application process to increase your chances of getting an interview.

What are some of your tips and tricks to navigate the job search? Share with us in the comment section.

Dr. Heather Leslie

Dr. Leslie holds a doctorate in Business Administration, a master’s degree in Business Administration with emphasis in strategic management, and a bachelor’s degree in International Business with emphasis in management. Heather has served as a trustee on the board of Alliant International University and has academic training/skills and experience in higher education.

Sources

Freedman, R. (2010, July). The Academic Job Search Poll Results. Retrieved April 8, 2014, from Higher Ed Jobs: http://www.higheredjobs.com/Articles/articleDisplay.cfm?ID=205&Title=The%20Academic%20Job%20Search%20Poll%20Results

Joyce, S. P. (2014). Online Job Search Tutorial. Retrieved April 9, 2014, from Job-Hunt.org: http://www.job-hunt.org/starting.shtml

Microsoft. (2009, December). Online Reputation. Retrieved April 9, 2014, from Microsoft: http://www.microsoft.com/security/resources/research.aspx#reputation

Might, M. (2014). Academic job search advice. Retrieved April 9, 2014, from matt.might.net: http://matt.might.net/articles/advice-for-academic-job-hunt/

Salpeter, M. (2012, July 11). The 9 Best Tips for Submitting an Online Job Application. Retrieved April 9, 2014, from US News: http://money.usnews.com/money/blogs/outside-voices-careers/2012/07/11/the-9-best-tips-for-submitting-an-online-job-application

Zackal, J. (2014, March). When is the Best Time for Open Positions in Higher Ed? Retrieved April 8, 2004, from Higher Ed Jobs: http://www.higheredjobs.com/Articles/articleDisplay.cfm?ID=491&Title=When%20is%20the%20Best%20Time%20for%20Open%20Positions%20in%20Higher%20Ed%3F

[knowledgeshares]

Game Plans in Academia, Business, the Arts, NGOs, Not-for-profits, Politics, Military and Games in General…

This is the start of a journey to identify the best game plans from a wide range of organizations. My contributions to this blog will share perspectives on how successful plans are developed, modified, implemented and reviewed. Many teams and organizations get caught up in terms like strategy and tactics. Far too many people have been in meetings where someone says, “We need to talk strategy and not tactics,” or worse, “Are we talking about our strategy right now or our tactics?”

  We will use real examples from a wide range of disciplines to make simple strategy, tactics and planning. Everyone has played a game and intuitively appreciates the importance of having a way or a plan to win. The more carefully devised and precise plans seem to augur success, but now always. This blog will explore these issues and many like them.

  The one constant for any organization is change. No one lives forever and your colleagues, students, patrons, clients, competitors, regulators and advisors are all in some of form dynamic flux, meaning they maybe starting their careers, soon to retire or unsure what to do for lack of direction.

  This blog in the coming months will look at dozens of Game Plans and the leaders and teams behind developing and executing those plans. We will start with two people in U.S. education. First is secretary of education, Arne Duncan, who is a proponent of increasing the role of the federal government in how the nation’s schools are run, from preschool to college. One of his top priorities is addressing America’s failing schools and increasing national competitiveness (the U.S. ranks 17th in percent of its population graduating with a college degree.)  

  The second plan and educator this blog will discuss is Rick Levin, a professor of economics and the longest tenured president of Yale University. Rick recently became CEO of Coursera, a for-profit education technology company offering massively open online courses (MOOCs) founded by computer science professors Andrew Ng and Daphne Koller from Stanford University. Levin’s transition from leading one of the most prestigious and expensive universities in the world to running a cutting edge company transforming education via free online courses begs the question why he decided to make such a move. More importantly, it begs the question, what is his game plan to make Coursera a successful organization serving higher education around the world?

  I look forward to discussing this and more in my coming posts. In the meantime, what are your thoughts about Arne Duncan’s plans to federalize education reform? Feel free to post your thoughts in our comment thread.

Robert Daugherty Chairman, KnowledgeShares.Org Mr. Daugherty is an accomplished operating and academic executive and is a leading practitioner and advisor on corporate strategy and university governance. Currently serving a five-year term as a Fulbright Scholar Specialist.

[knowledgeshares]

Stop, Collaborate and Listen – How to Form a Team in Your Classroom

In 1990,  Vanilla Ice, a popular rapper through the 1990s, released a song called Ice Ice Baby.  The first bars of this song are “Stop, Collaborate, and Listen.” Sure, this is a catchy tune, forever etched into our society, but these are also words that help us think about how we facilitate our classroom.

The first week of your class is the most important week of your course. As a faculty member, this week sets the tone for what you want in your course, and you can set your expectations. You also learn more about your students and determine what they want in a course. They post their personal introduction, answer a discussion question or two, and complete assignments.

  Then, before you know it, week two starts. This is where students will either connect strongly to your course, or they will start the process of disengaging. Unfortunately, many faculty members report that they have students “checking out” early in the class. This may be due to a wide variety of reasons, but it is evident that you can help your students stay on track with a strong plan that starts long before the class has begun. The goal is to help students really connect with the course, and have a strong connection to the content, you, and the other students.

  Let’s go back to those Vanilla Ice lyrics and evaluate how they can help us, as faculty, reach that next level of classroom:

  First, STOP.

  During the first week of class, it can be very hectic as you help students gather their materials for class, ask questions, or continue to set up the class with your resources. This is a point in the class where you may find you become overwhelmed with the communications you are sending, or setting up your course. The advice of learning to STOP and think about the class and plan will go a long way:

  S – Strategize

T – Timelines

O – Organize

P – Plan

  Strategize, and write down your goals for the term. Jot down your ideas and determine what you want to do as you teach the class.

  Next, develop timelines to help you keep yourself, and your students on track. Do you want to post weekly reminders for due dates? How can you manage your personal time?

  Organizing your class is the next step. Think about how you want to share resources. Do you have a home office that is organized and orderly? Do you want to help your students learn more about organization?

  Finally, plan your day, plan your week, and plan the term. Write down due dates for grading, print a copy of the academic calendar, and plan your communications for the course.

  Next, COLLABORATE.

  The second part of the plan is to collaborate. By maintaining a tone that encourages collaboration versus separation, you will find that your students will feel like they are part of your team. You can achieve a sense of collaboration in several ways. You can use the word “we” in your communication. For example, “This week, we will discuss” versus “this week YOU will discuss.”

  Additionally, think of ways you can help your students help each other in the course. Encourage them to actively engage in the discussion forums, and answer each other’s questions.

  Finally, LISTEN.

  Take some time to “hear” what your students are saying. Read their entire posts, and do not skim. If a student has a question, always try to solve the issue to completion, and not just “go through the motions” of providing basic information. If a student calls you, take some time to let them talk instead of lecturing to them about what YOU want. Instead, figure out what they want, and how you can help them reach this goal. When a student posts their personal introduction, ask questions and develop a personal interest in their lives.

  I teach a lot of leadership courses, and in these courses, students always talk about the type of leaders that motivate and inspire them in their lives. An overwhelming amount of students always mention that someone that is sincere, organized, and passionate about their work. Therefore, the stop, collaborate, and listen strategy works really well to help establish you as a leader in your classroom. I challenge you to think about how you can plan for your next class, and make it even more successful.

  Think and Plan:

As you think about your ideal classroom, think about what kind of things you would like to experience as a student?

  Can you be a leader in your classroom? How? How can you avoid falling into the “I am just a facilitator” trap?

  What are some ways you can help your students feel like they are part of your team, and the online community you are building in your course?

Posted by Rhea Isla Manager, Faculty Training & Development KnowledgeShares.Org

Rhea Isla is the Manager of Faculty Training and Development with KnowledgeShares.Org. Through the use of innovative public-private partnerships, KnowledgeShares helps institutions improve, grow and sustain online and campus-based education