Changing Higher Ed

Higher education leaders are in a difficult position as they navigate the coronavirus pandemic. They have had to make the difficult decision in closing campuses during the spring semester, and now they need to focus on bringing students back safely in the fall semester and moving forward in the “new normal.” Dr. Billy Hawkins has successfully led several higher education institutions through transformational change. During his 13-year tenure as president of Talladega College, the college has undergone a transformation and quadrupled its enrollment. The institution is listed among Princeton Review’s best colleges in the Southwest and U.S. News and World Report’s most innovative colleges. He is currently the chair of the 37 presidents of the United Negro College Fund (UNCF). Working Collaboratively Leading during this time requires collaboration instead of isolation. For instance, Dr. Hawkins uses his role as UNCF presidents’ chair to interact with the presidents who serve on the organization’s advisory board through Zoom calls and meeting. These meetings and calls allow the presidents to collaborate and work through the many challenges that their institutions are facing. Closing the Campus Talladega College and similar institutions had to make the difficult decision to send students home in mid-March. In making the decision, Hawkins reviewed what other institutions were doing across the nation. He then sat down with his leadership team to analyze this information. Using this data, Talladega College’s leadership made the decision to shut down on-campus instruction during spring break so that students wouldn’t return from other parts of the nation and inadvertently infect members of the university’s community. This closure also meant that Talladega’s faculty had to convert their classes to an online platform. One of the major challenges that Talladega College faced was helping students through this difficult time. Some students were international students who couldn’t travel home; other students’ hometowns were hotspots for the coronavirus.   Talladega College approached this uniquely and with compassion, telling students that they could remain on campus if they didn’t feel they could return home. Those who stayed were given jobs on campus working in the physical plant. In addition, the institution was able to tap into a campus emergency fund to help international students return home if they were able to do so. Many students also faced challenges because of lack of technology and Internet connectivity. For those who remained on campus, Talladega College set up technology in the library so students could easily take classes online. In addition, the institution reached out to the community, continuing a long partnership. There are two major education institutions in the city, Talladega College and Alabama Institute for the Deaf and Blind. The two presidents often talk, and AIDB’s president serves on Talladega College’s board. In addition, the city council and community businesses have been very supportive of the college during the pandemic. CARES Act Talladega College received approximately $4 million from the CARES Act and the PPP loan program. The institution is using the 50/50 part to support students through a grant application process. Students were asked to log into the institution’s portal to complete the application form. This gave Talladega College a current address where the student was residing as well as hard data in terms of where they are residing at the present time. Once the school received that information, the business office cut a $500 check for each student. Hawkins sent a letter with the check that acknowledged Congress, the U.S. Department of Education and the UNCF, which provided key leadership in the CARES Act’s passage. If students didn’t access that website portal, the institution did not send a check; this gave the college a better accounting of the funds. This is the first of two checks. Talladega College will send out a second check in early July, which Hawkins believes will help with student retention. Furthermore, by allocating these funds in two distributions, the institution is encouraging students to use the amount on what they truly need in their daily life. Creating a Family Atmosphere Dr. Hawkins believes that the institution’s leaders, faculty and staff have to connect with the students to be able to help them – and reminds employees that the students are their customers. If they treat these customers right, they’ll keep buying their “product.” The college’s small enrollment allows Dr. Hawkins and the faculty to get to know every student personally. He wants students to be able to walk up and have a conversation with him. He also hosts students at the president’s residence. The family atmosphere on campus is important – and can be been seen in the college’s various activities. For example, Talladega College has 400 band members (even without a football team) and is striving to be the largest band among HBCUs. The band has participated in the Inaugural Parade, been the lead band in key Mardi Gras’ parades, and performed half-time shows with the New Orleans Saints football team and two senior bowls. Student Retention Dr. Hawkins and faculty members continue to check on students, and many are ready to return to campus. He said that the institution needs to show they care about the students, which also convinces their parents that they have taken the appropriate measures to ensure everyone’s safety. The retention office also is actively working to stay in touch with students. The office is doing weekly podcasts and also reaching out to students on a weekly basis. They are having regular chats and there are chat groups with faculty participation that are specific to groups, such as the band. There also is an e-blast that goes out regularly. The institution recently opened a new dorm, and has taken advantate of students being away to renovate the older dorms so that they are more comparable to the new dormitory. Talladega will be distributing information on renovations of the dormitories in the near future. This will create a “wow” factor for students because the campus leaders are listening to student feedback. Dr. Hawkins and his cabinet also meet with student leaders every month. The vice presidents and the director of the physical plant are allowed only to sit and listen, as Dr. Hawkins wants them to hear how students feel about what’s going on around campus. After the meeting, the administrators discuss how to fix a specific issue, if it is indeed a problem. Three Recommendations for Higher Education Leaders Dr. Hawkins suggested several takeaways for higher education leaders: Prepare for students’ return to campus. Make the campus a safe environment; this is what parents want to hear. For instance, Talladega College has ordered 6,000 masks and plans to have hand sanitizer and rubber gloves available across campus. Also, screen companies that want to provide these items carefully since many just began selling these items during the pandemic. Connect to the students. Know how they are feeling about being away from campus and find ways to celebrate their return. Dr. Hawkins likes to create unique t-shirts to celebrate college milestones as a way to send positive energy. For example, he is considering holding a barbecue at the start of the school year. Communicate the continued importance of on-campus education across the nation. The current focus is online, but we need to make sure that the importance of on-campus education is not forgotten. Bullet Points Seek out a group of presidents to discuss critical decisions during the pandemic. Maintain the focus on students during this time. Ensure their safety and also find ways to support them as they face challenges. Seek the community’s support during this time. They can offer a variety of resources to your institution. Look for innovative ways to support students that also can help boost retention. One example is Talladega College’s decision to split up student payments from the CARE Act. The second payment which will be distributed in July, will help reinforce the school’s commitment to the students – and serve as a prompt to reenroll. Create a family atmosphere on campus. This includes getting to know students personally and encouraging faculty and staff to see the students as their customers. Find ways to strengthen the bonds with students to encourage them to return in the fall. These can include podcasts, chat rooms, email blasts and information about what is happening on campus, such as renovations. Meeting regularly with student leaders. Invite your cabinet to sit in and listen. Take the students’ feedback from these meetings and address these issues, when appropriate. Links to Articles, Apps, or websites mentioned during the interview: Talladega College Guest’s Social Media Links: LinkedIn: https://www.linkedin.com/in/dr-billy-hawkins-96211921/ The Change Leader’s Social Media Links: Website: https://thechangeleader.com Website: https://changinghighered.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com Keywords - #Education #University #HIgherEducation

Higher education will need to increasingly focus on innovation in both how it operates and how it educates students in the wake of the coronavirus pandemic and the resultant recession. So what does that look like? This podcast focuses on taking innovation to the next level. Julie Lenzer serves as the University of Maryland’s chief innovation officer. As an entrepreneur, she worked extensively in the private sector, including owning Applied Creative Technologies, which handled data analytics and collection for food manufacturing companies. Lenzer also worked in the Obama Administration as the Director of the Office of Innovation and Entrepreneurship, which was housed within the U.S. Department of Commerce’s Economic Development Administration. She has been in academia for 3 years where her focus is on creative problem-solving and making things happen. Lenzer fosters and supports UMD’s innovation, entrepreneurship, and technology commercialization enterprise, including the development of the UMD’s Research Park, the Discovery District, and the Greater College Park initiative. She also promotes and facilitates university-wide collaboration to launch startup ventures based upon University intellectual property. Sparking Innovation The coronavirus pandemic is forcing higher education institutions to embrace innovation at an extremely fast pace. Everything that institutions (especially those that are not purely online) thrive on—sense of community, students on campus, research labs—is being rethought during the pandemic. Higher education also has been forced to embrace changes on numerous fronts during this pandemic, including managing team members who are working remotely. Lenzer believes this approach to work will continue, which will be good for employees and the university because of greater organizational and personal efficiencies. Additionally, this remote-working approach is good for the environment. The pandemic also is offering higher education the opportunity to infuse students with the mindset of “How can we….?” Through that problem-solving, entrepreneurial mindset, creativity is being enhanced. Going forward, institutions will need to encourage broader connections in order to spark innovation. Many institutions tend to be siloed, although progressive institutions have started to figure out that they need to have greater connections across campus. To achieve this level of connection, we recommend finding ways to connect individuals across disciplines and functions since innovation comes from differences in thought and perspectives. This approach to creating innovation also should be adopted to connect students who have different majors and interests. For example, the University of Maryland just created an immersive Design Media major, which is a collaboration between the art and the computer science departments.  The creative mindset and liberal arts education are not going away; in fact, this approach is becoming more important in the STEM-focused world because it is proving to be the differentiator. In another example of this type of cross-pollination, the University of Maryland offers a program called Quest that brings business students and technical students together to work in diverse teams focused on problems faced in industry. This type of program exposes students to real-world issues and requires them to be innovative through applying the knowledge they gained in class to create a solution. At many institutions across the nation, faculty members and students offer their knowledge and skills in the fight against the coronavirus. For example, one University of Maryland incubator, TechPort, brought in engineers from a nearby U.S. Navy base. These engineers used 3-D printers to create facemasks, developed frames for facemasks and created a large device to sterilize PPEs. One person took a breast pump and redirected it to be a ventilator. Fostering Creativity Fostering creativity is based on allowing and even encouraging failure, which is often difficult in higher education which focuses on pass/fail grades. One of the key concepts in this requires embracing the concept of measured failure, i.e., when someone tries something and then is positively acknowledged for the effort and thought process that was underlying the measured failure. However, this approach can be a conundrum between the current version of higher education and the need for developing and encouraging creative problem-solving people. A good example of this was Thomas Edison, who failed numerous times before he created the light bulb. Institutions shouldn’t look down on people because they failed. In fact, the University of Maryland actually celebrates spectacular failures and now hold a conference where people talk about where they’ve failed, but more importantly what they’ve learned from it and how they changed what they were doing and improved on what they are attempting. That is the tool that is going to help students the most in their future careers because everyone will be focused on challenges and improvements. The next level of academics The cross-disciplinary approach is critical to prepare students for the world they will enter. Students increasingly can create their own majors and craft their own paths based on their interests and skills. While this is not a new concept, many institutions do not do this. It’s also an institutional mindshift away from “I know what’s best for you” to instead embracing a more personalized education. Higher education needs to find ways to expose students to new ideas and unlock something—a skill or interest-- in them that they didn’t realize they had. The institution should support these students in this inquiry but not hand them everything as they go forward. It’s also important to connect students with individuals with similar viewpoints and interests as well as with others who think differently. Students’ own exploration through their classwork as well as their interactions with a variety of classmates will offer more important insights and learnings that ultimately will be more useful to them. This model also means that higher education institutions aren’t driving the students’ academic progress as much as they have in the past; instead, the institution’s role is more about unlocking, supporting, connecting and encouraging potential. Online education also is creating innovation through allowing students to make higher education their own. For instance, students who are not morning people don’t have to take 8 a.m. classes, which provides real efficiencies. Institutions need to consider the blend of synchronous and asynchronous delivery in relation to how the faculty develops curriculum, delivers knowledge, and provides students with opportunities to apply what they have learned. Students need to learn how to think, find meaningful resources, problem-solve, break down barriers and go around obstacles. The focus needs to be on creating adaptable, resilient, persistent, resourceful citizens. And higher education needs to see themselves as part of the talent-supply pipeline. Higher education faculty and leaders also are determining is that some of the instructional methods and techniques that work in the classroom don’t translate to online education. This means that faculty members are having to learn to teach in different ways that go beyond their standard Powerpoint and lectures. As higher education moves forward toward totally on-line or hybrid models, faculty will need to explore other ways to more effectively engage students. Lenzer believes this will be critical because the “new normal” will require colleges and universities to make better use of technology going forward. Additionally, institutions need to consider an individualized approach to learning. While this can be very difficult when a class has 100 or more students, this approach still can offer significant benefits to students. Furthermore, adopting this student-centered approach to learning can differentiate the institution in potential students’ minds, serving as a major enticement to enrolling. This approach may be an easier transition for younger faculty, who have a different perspective. While the traditional “tenure” approach offers faculty the chance to explore new worlds in research, there needs to be accountability in relation to students and what they want from their college experience. Change Agent Lenzer was brought in to the University of Maryland as an outlier on purpose because flexibility is becoming increasingly more important because the world is changing so rapidly. Higher education needs to keep up, because some studies show that what students learn in their freshmen year could be obsolete by their senior year. Lenzer believes her role is to continually ask, “Help me understand why we do it this way.” She finds that most of the time, people don’t know. While people need to be cautious about crossing a legal line and a moral/ethical line, they also tend to be worried about the policy and accreditation lines. However, these last two lines can be changed. With that said, it’s critical to speed up the system to make these changes to reflect the continuous change in a rapidly evolving society. Institutions should also find quick leading indicators for success. Data is a really powerful resource that institutions need to leverage, especially in relation to students and their successes. Tracking data from alumni also can provide important information to inform higher education programs. Innovation becomes more important in a crisis. During these times, institutions are forced to be less risk-adverse as far as trying new things. Faculty and researchers like to wait to have all the data and be right; however, in these times you can’t be right. You need to focus on being close. Three Recommendations for Higher Education Leaders Lenzer suggested several takeaways for higher education leaders: Engage students to help them develop an entrepreneurial mindset that encourages them to take ownership of their own destiny. The siloed approach in higher education isn’t helpful. Higher education needs to break down those siloes – whether created by schools/colleges, discipline or function – to more effectively drive institutional goals and innovation. True innovation comes from diversity of thought and discipline. Therefore, try to bring individuals together who have different backgrounds, ethnicities, experiences and disciplines. This will drive innovation among faculty and students, and also will help attract a new generation of talented faculty and students as well. The traditional university culture of “let’s build a building” no longer works in the age of coronavirus. It also doesn’t work for economic development if that’s part of the institution’s mission. Instead, focus on what is happening inside the building – the people, programs, community and culture. Bullet Points The coronavirus pandemic is causing extreme change for higher education institutions. The parts of university life – a sense of community, students, research labs—have been negated for the moment due to the pandemic. This also is offering a sense of innovation to emerge. Broader connections among faculty and students that span the breadth and depth of the higher education institution can lead to the high level of innovation that can take the institution to the next level. Creativity is fostered through creating a culture that allows for failure. People need to be celebrated for trying and talking about the lessons they have learned to refine their projects. Institutions can also highlight these efforts through conferences and other outlets. To foster this level of innovation and creativity, students should be encouraged to build their own majors through combining their own interests and skills. Faculty members should move into a role that encourages, opens doors and unlocks a student’s potential. Online education offers an opportunity to individualize instruction for students. This will be challenging for faculty members who are set in their ways. Higher education leaders need to continually ask, “Why is this done this way?” in order to spark innovation. Many people will reply that it’s due to legal or moral/ethical groups. However, others will say it’s a policy or accreditation issue, without noting that these can be changed. It’s important for higher education to speed up in making these types of changes in order to stay relevant in these rapidly changing times. Higher education also needs to be better about tracking data. This can include student data as well as alumni data. Links to Articles, Apps, or websites mentioned during the interview: University of Maryland Guests Social Media Links: LinkedIn: https://www.linkedin.com/in/julielenzer/ Twitter: @ChiefMuse Personal website: https://www.julielenzer.com/ The Change Leader’s Social Media Links: Website: https://changinghighered.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com

Raising Money for Universities during COVID with Scott Roberts and Tim Hill | Changing Higher Ed 043 Higher education fundraising is even more critical as colleges and universities navigate the unexpected and unpredictable financial situation caused by the current COVID-19 pandemic. During a time marked by physical separation, institutions and their development offices need to find creative ways to stay in touch with donors and potential donors while also having compassion and empathy for what these individuals are facing during the pandemic. Scott Roberts is the president of the UConn Foundation, which serves the University of Connecticut.  Tim Hill works for Blackbaud, an EdTech company that supports advancement and alumni development across the higher education campus.  Hill and Roberts are not sure when higher education will be back to normal. UConn is beginning to plan for reopening, but hasn’t set a date to reopen. Roberts noted that there is a lot of work to be done to make this happen. Hill is optimistic that if institutions which follow the CDC guidelines and take appropriate steps, students can be welcomed back to a new normal in the fall. Internal and External Challenges Foundations are facing various layers of challenges involving internal and external situations. The internal challenges include budgetary concerns due to the economic downturn created by the pandemic. Most foundations depend on investment earnings to pay for staff and events. In addition, there’s anxiety among foundation staff regarding uncertainty about their roles; for example, if they work in event management, what happens to their position if the foundation can no longer host events? And how can they pivot to virtual events? There also are challenges among front-line fundraisers in relation to their metrics and goals. What happens if they cannot meet with potential donors? How are they able to raise money? UConn has changed their back-of-house software in how they track constituent interactions, expanding the categories to include virtual meetings along with phone calls, emails and face-to-face meetings. These challenges extend to donors, alumni and stakeholders. How does the institution continue to be optimistic about the institution’s work while also being compassionate and empathetic about what the individual is dealing with, whether that’s a professional or financial reversal or a loved one whose health has been affected in the pandemic? Role of Technology in Pandemic-Era Fundraising Any technology company that is working in higher education fundraising should consider itself a practitioner in all things advancement because the company’s team gives counsel and helps on the technology side. Additionally, they need to ensure that their technology platforms are scalable, have a high level of up-time and feature extensive functionality. During this period, it’s key that customers get the resources they need. These include the individuals responsible for the advancement services as well as those who run the technology for these departments. Blackbaud is trying to offer technology that helps development officers stay in closer touch with their constituents, incorporates intelligent analytics to segment their market, and gives them access to additional resources from other partners and industry experts. Staying on Message Many similarities exist between the foundations and the universities in how they reach out to constituents. There’s currently a heavy emphasis on social media, in addition to emails and other types of communication. Stakeholders want to hear that their alma mater is making a difference for students, faculty, alumni, other constituents and the state. Constant communication is important; this is not a time to be quiet. This is a time to connect with constituents more than ever before. Internal and external meetings also have been shifting online. The development staff is hosting virtual happy hours with staff in the evenings just to have face-time with one another. In one of these events, the university president joined and toasted everyone, thanking them for their efforts. Additionally, many institutions are starting to hold more virtual events. This could include an online panel discussion involving the leaders of the institution. For example, the CEO of UConn Health has presented a virtual talk about health-related initiatives and ways that people can remain safe during this time. The Foundation also is featuring UConn’s coaches because top constituents are interested in the institution’s athletic programs and learning about recruits. There also are a lot of unique ways to utilize technology to stay connected during this time. For example, Roberts has gone on a virtual walk with a major donor. These novel experiences make people feel connected. Hill said the industry—customers as well as technology companies--has been using virtual meetings for a number of years. Having said that, the personal connection is important in times like these because people are hungrier for interaction, and the person-to-person touch makes a huge difference. He noted that major gift officers who are reaching out to donors are asking them how they are doing in their lives and what’s happening before getting into official messaging. This creates that one-to-one connection that means a lot to the donor and breaks down barriers. Social Media The UConn Foundation has done research on social media and also tracks stories that people are interested in. Part of this is designed to ensure that the Foundation can stay in front of constituents with relevant stories. Additionally, development officers and development-related industries tend to get most of their content from LinkedIn. Sharing stories that have impact locally, at the state-level and nationally resonate with readers. With that said, Hill noted that in order to reach alumni, foundations should use all social media channels because they are important avenues for people who are hungry for stories. Blackbaud’s global marketing team uses a variety of technology platforms to broadcast content through omni-channels that provides one post with similar messaging across multiple channels. These campaigns are focused on areas such as student scholarships and awards, thought-leadership around best practices in advancement or analytics to target. Hill noted that his company also measures engagement with these posts. Great content is only as important as whether it’s read and by whom. UConn also uses multiple channels to get information out. They have an in-house marketing/ communications team and partner with the university’s marketing/communications team to push stories out that will be inspirational to constituents. Shifting Foci In the wake of the pandemic, UConn Foundation has focused on two funding priorities. The first is relief efforts related to the pandemic, whether that’s supporting UConn Health or research that is trying to help solve this global issues. The second is creating a student emergency fund to help students who are experiencing financial distress due to the pandemic. Hill said there is a pressing need across multiple fronts in any university—no matter the size or mission—that spans the students, staff, faculty and administration. He complimented how institutions are making the extra effort to support their students. These emergency funds have gained a lot of support from alumni and other donors. There’s also a lot of uncertainty among students about how they are going to pay for the fall semester. Hill noted that scholarships will be important because it directly impacts the student’s life. Restricted vs. Unrestricted Gifts Roberts said 90-95 percent of UConn Foundation’s donor gifts are restricted. He said as long as these gifts align with the university’s purpose, this type of gift is fine. Most donors want to support something that they are passionate about. If their donation is to support a student emergency fund, that gift allows the university enough flexibility to determine which student needs it and for what purpose. This still meets the donor’s desire of helping students. In any situation, the foundation shouldn’t identify the priorities for the university. Instead, the foundation should listen to the university to hear the priorities and then implement all efforts to help the university raise funds to support the implementation of those priorities. Hill says that Blackbaud’s support of their clients hasn’t changed. The company already has made a tremendous investment in its infrastructure, which includes cloud software, coupled with software that can be housed on local campuses.  Other foundations’ work is hosted through hosting systems. The company also has focused primarily on the security of its systems since the company handles the actual transactions of those gifts. The company also has tried to provide customers with examples of best practices and thought leadership around what the foundations are doing on a daily basis. Additionally, the company tries to get resources to customers in a digestible way in partnership with these other organizations. Recommendations for Higher Education Leaders Three takeaways from Roberts: Be sensitive and empathetic about what people are going through. Don’t make assumptions. Be optimistic and positive. Be encouraging and inspirational in telling the institution’s story about what’s going on. Don’t be afraid to offer people an opportunity to help. Three takeaways from Hill: Stay focused on the institutional mission and give constituents a reminder of the mission and the impact the institution is having. People are hungry for communications and content. Ask people about what is happening in their life before talking about the institutional needs. Take time to take care of yourself and your team. Ask team members how they are doing with the issues and challenges they are facing. Bullet Points Higher education institutions have not reached the new normal yet. However, through following the CDC guidelines and doing their own planning, institutions can begin to move forward past this crisis. Foundations are facing a number of internal issues. These include declining endowments due to the recession, concerns by staff members about their jobs and changing metrics in relation to engaging with donors. Foundations need to be optimistic about the institution’s future while also being empathetic about the donor’s situation, which may involve financial loss or health issues related to the pandemic. Many institutions are turning to technology to remain engaged with donors. These can range from meetings, presentations by institutional leaders or athletic coaches, or doing walking tours with potential donors. Technology companies that support fundraising efforts can play an important role through identifying best practices, serving as thought-leaders, and providing cutting-edge technology. Additionally, these companies need to be continually upgrading security since they often are part of a gift’s transaction. Social media can offer institutions and fundraisers a way to share stories and campaigns with a variety of donors across multiple channels. These stories should highlight what the institution is doing during the pandemic, including how it’s helping the campus community, the state, the nation and the world. Foundations are focusing on several funding priorities. The first is support for efforts to protect individuals’ health and stem the pandemic. The second is an emergency student relief fund to help students who are having financial issues during the pandemic. Scholarship support also will be important going into the fall semester since many students may not otherwise be able to financially afford college. Links to Articles, Apps, or websites mentioned during the interview: University of Connecticut UConn Foundation Scott Roberts Blackbaud Tim Hill Guests Social Media Links: LinkedIn: https://www.linkedin.com/in/robertsunlv/detail/contact-info/ LinkedIn: https://www.linkedin.com/in/timothyhill/ The Change Leader’s Social Media Links: Website: https://thechangeleader.com Website: https://changinghighered.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com

This podcast explores fundraising in the time of COVID-19. Contrary to what many would think, the current situation could be an important time to visit with donors. During his 24 years of professional fundraising, Martin Leifeld and his teams raised a staggering $500 million dollars. He served as vice chancellor of advancement for the University of Missouri-St. Louis for a decade. While there, he led a dramatic increase in fundraising, averaging $26.4 million per year. In 2018 Martin was named Outstanding Fundraising Executive by the Association of Fundraising Professionals St. Louis Regional Chapter. He is now president of Five Minutes with Martin as well as an author and speaker. Fundraising during Turmoil Leifeld joined UMSL in 2008, just as the Great Recession emerged. At the time, the institution was in the middle of a seven-year fundraising campaign. Leifeld described this time as overwhelming and phenomenally complex, resulting in a number of entities suspending fundraising campaigns while others decided to delay the launch of their campaigns. In trying to determine what to do, Leifeld read an article quoting Robert Sharpe, a nonprofit consultant, who reported that a number of organizations raised more funds during the Great Depression than before that time.  Leifeld decided to move forward to engage with donors and prospects. During that fiscal year, UMSL raised 54% more than the previous year, which was 54% more than any year in the institution’s history. Leifeld advises institutional leaders to not stop what you’re doing, but don’t ignore the current context. It’s important to stay focused on the basics--that higher education has a mission that is important to humanity and the advancement of the world. Build Relationships Relationships that are built during times of crisis may take more time, but they also tend to be more authentic. Leifeld noted that each person has relationships with themselves and with others, as well as many potential relationships with individuals we do not know. These relationships are the basis of life and do not change when there’s a crisis. When we take a long view of a relationship, we are thinking of the lifetime of the relationship which transcends this moment.  Even if someone’s investments take a hit, their value system remains the same. In fact, one’s values tend to crystalize during times of crisis because it’s time to re-clarify what matters most. Philanthropic motivations are fundamental and deeper than what’s happening in the market. Additionally, relationships often become more precious during times of turmoil. That’s because people consider what they value most. Taking an Active Interest – and Listening There are always opportunities in difficult times to learn, grow and change. Our current situation is an opportunity to engage more deeply in our relationships, which can include fundraising. Fundamentally, though, these interactions need to begin with asking how the other person is doing. What are their circumstances? How are their family and their relationships? How is their business? Do they know someone being affected by this current crisis? You then listen. And people want to be heard. At this junction with COVID-19, we have people confined to their homes. They are worried about today and tomorrow. They are fearful, anxious, restless, bored and starved for human interaction. Fundraising is about building long-term relationships. When we have moments that are hard and we listen closely, people will disclose things they wouldn’t normally share. This deepens trust, which is the oil of relationships. If you want to raise more funds from donors, developing trust within the relationship is critical – and listening to retain the information that another shares is at the heart. Leifeld encourages leaders to listening to understand and then focus on retaining that information, which is how we can manage this complex world respectfully. This kind of care translates into access beyond the checkbook -- to the individual agreeing to participate in calls and influence others, as well as philanthropy and increasing donations over time. Those who raise larger gifts for organizations rely on face-to-face interactions. However, it’s hard to do that now. Leifeld encourages using video calls to interact with donors. This gives the eye-to-eye, face-to-face contact that allows everyone to see physical gestures that aren’t seen on telephone calls. Be Sensitive Institutions, however, must be sensitive to the fact that people feel like they have fewer resources right now. Higher education development leaders have to be willing to work with them. For example, Leifeld offering a different time frame and structure for the gift. People are willing to be flexible if higher education leaders are flexible. Leaders also can and should talk with prospective donors about what the institution represents. There are a variety of areas within a university that will be of interest to a donor. Leaders can think in this context about what areas would align best with the donor’s interests. For example, student emergency funding, student counseling, community services and technology are popular right now. Use the Time Wisely This also is an educational moment for fundraisers. Leifeld encourages fundraisers to go to websites, on conference calls and find other avenues to learn more or identify unique ideas. This also is a time to support others, through giving knowledge and encouragement to others. It’s also an opportunity for fundraisers to review themselves and their own values, using questions like, “Have I been spending my time on the right things?” Three Recommendations for Higher Education Leaders Leifeld suggested three takeaways for higher education leaders: Don’t stop communicating. Find out how people are doing. Educate them about your circumstances. Ask them for their insight and advice. Think about the relationship long-term. You’re building for the future. Talk about resources with sensitivity. Use context, but also listen first to see how the potential funder. Bullet Points While it seems contrary to popular opinion, fundraising can be effective in times of an economic downturn. Higher education leaders need to focus on building relationships with donors that stand the test of time. Relationships that offer sustenance during times of crisis are highly valued. These relationships currently need to focus on listening and retaining the information that is offered. Build trust in the relationship. Since face-to-face interactions aren’t possible currently, use technology such as Zoom to foster and nourish relationships. Be sensitive that many individuals are experiencing a financial downturn at this moment. However, they may be willing to discuss a donation if the timeframe and options of how to fund a gift are different Leaders can talk about institutional areas that have current needs that might align with the donor’s interests. This could be student emergency fund, student counseling, technology or community services. Leaders should also use this time to build their own knowledge, gain new ideas and also explore their own values. Links to Articles, Apps, or websites mentioned during the interview: Changing Higher Ed Podcast with Martin Leifeld Guests Social Media Links: LinkedIn: https://www.linkedin.com/in/martin-leifeld-07826111 The Change Leader’s Social Media Links: Website: https://thechangeleader.com Website: https://changinghighered.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com

The current pandemic is offering a wealth of learning for higher education. By taking that approach, institutions can better position themselves to survive through the challenges that will continue to ripple through the nation. This podcast features Rob Hartman, who is the chief financial officer of Columbia International University (CIU) in Columbia, S.C. Taking a Learning Perspective There are so many lessons that can be learned during this time period, even though many institutional leaders are rightfully stressed about the pandemic and its fallout. Therefore, taking a learning approach can be really helpful during this crisis. This pandemic is forcing people into doing things that they had previously resisted. Now that they’re getting their feet wet, they are realizing that these changes aren’t so bad. Hartman also noted that this is a time when if we’re not paying attention, the current situation could sink our institutional ship. However, if we are paying attention, we can learn how to do business more efficiently through using the technology that is available. Financial Challenges The pandemic and its aftermath potentially will have a huge impact on an institution’s finances. Loss of donor funds and the drop in the institution’s endowment are the biggest hit that Hartman is seeing at this moment. For example, Hartman’s institution was anticipating several large donations from major funders. However, the market decline led these donors to withdraw their gifts.  While these donors probably will return because they are loyal to Columbia, they currently need to focus on their own interests since they have lost millions of dollars. Columbia’s operations have not been adversely affected at this point. When the pandemic hit, the institution responded quickly to move everything to online learning in order to keep day-to-day operations going. At this point, the university’s payables are down since athletic events are not taking place so Columbia is not leasing buses, purchasing fuel or incurring hotel costs. This has led to some short-term savings. Columbia also has made refunds in relation to room and board. However, these refunds haven’t had a major impact on the institution’s finances. Hartman said the institution also has sought federal funding to help cover some costs. He pointed to the Department of Education, which has stepped up to help with some of the institution’s financial issues. In addition, Columbia secured a Small Business loan that is forgivable if used for payroll. That will help the institution continue to operate through summer. Looking Forward This pandemic is accelerating higher education’s movement into a future that was still projected to be many years away, forcing higher education’s hand. Many institutions are taking a hard look at how to survive the current situation while also determining how to move forward. Hartman said that if this situation hadn’t happened, in his experience, higher education would have remained much the same. Recessions tend to be either demand side or supply side, but rarely are they both. This downturn is an anomaly in that it is both. The demand side has been shut off. The federal stimulus will help in this area. However, there are still concerns about the supply side, which will have far-reaching consequences on higher education, including institutional closures as well as ways higher education can reinvent itself into different forms. Projections need to be done for the summer and fall semesters at this point, realizing that there is a big unknown -- how long the pandemic will last. Therefore, Hartman is regularly asking the university’s recruiting and advertising departments about what they’re seeing in relation to fall enrollment. He noted that there is good news in that the admissions team has stepped up to do creative recruitment events virtually. The viewership for some of these events have been vastly higher than an in-person tour. At this point Columbia’s enrollment numbers for fall seem to be holding steady and match the institutional goals. However, if the pandemic goes on for another 4-6 weeks, the concern becomes whether people will have the financial resources to pay for their education. Hartman hopes institutions learn lessons moving forward that include providing a less-expensive education to students, which will resulting in savings for both the student and the university. He also believes that while some students still want the full college experience, other students–especially the Gen Z, who are technologically inclined—will embrace online education more than earlier generations. They want to stay at home to watch a lecture, hear a speech or do a test, instead of attending school 100 miles away. After dealing with immediate financial needs through seeking financial support from the Small Business Administration, institutions need to think creatively. The admissions staff need to reach out in a more personal way by conducting phone calls or creating virtual visits. Also, higher education leaders, faculty and staff need to maximize their contacts to recruit prospective. Institutions also will learn to do things less expensively after this pandemic through relying on technology to hold meetings or to attend webinars. Hartman noted that his institution’s next meeting of the Board of Trustees will be held via Zoom. This decision is far-less expensive, because it saves the cost of airline travel, hotels, etc. Other meetings and trainings – including Board trainings and president’s cabinet meetings – also have been moved to virtual platforms. While it’s not totally the same as meeting face-to-face, Hartman sees the value in these types of meetings and believes that the quality comes close to matching an in-person meeting. If the Current Situation Continues If the pandemic and recession do not go away and people do not go back to work in the next 3-6 weeks, Hartman believes there will be serious problems in higher education, manufacturing and the service industry.  Continuation of the current circumstances also may provoke the need to discuss undergoing a merger or acquisition. A merger may make sense if there’s a good cultural fit and the financing can be arranged to have a buy-out or to relieve debt. A merger offers a workable way to preserve the institutional culture and keep an institution going. Three Recommendations for Higher Education Leaders Hartman suggested several takeaways for higher education leaders: Don’t let fear force your decision-making. You need to think strategically. Knee-jerk decisions done in absence of strategic thinking will lead to unintended consequences. Don’t forget to think about where the institution will be three months from now. We’re currently caught up in the whirlwind of the moment, but we need to be thinking about scenarios in relation to fall enrollment and then identify budget decisions that may need to be made. You need to have prepared 2-4 budgets so you can transition into the leaner budget if the institution doesn’t meet its enrollment goals. Don’t despair. Always look for the lessons in a crisis. What can we learn? How can we implement this learning to become better? Some of the results that come out of this pandemic will be a good thing. Ultimately, the most important thing to focus on is taking care of people. Bullet Points The pandemic is an opportunity to learn as individuals and as organizations. By taking this approach, leaders can lower the stress level related to this situation. While there are some financial challenges currently emerging in relation to donor gifts and the endowment, the present situation also includes cost savings, such as cancellation of all travel for athletic teams. Institutions also are tapping federal sources of funding, including through the U.S. Department of Education and the U.S. Small Business Administration. While focused on the day-to-day, leaders also need to take a longer view. Of special note are fall enrollment numbers. Institutions need to be creative about connecting with prospective students through available technology. Institutions also need to continue exploring less-expensive options, such as technologies like Zoom, for after the pandemic is over. Previous face-to-face meetings such as board meetings, board trainings and president’s cabinet meetings can effectively be done virtually using these types of technologies. If the current situation is prolonged, some institutions may need to start considering mergers or acquisitions. Links to Articles, Apps, or websites mentioned during the interview: Columbia International University   Guests Social Media Links: Rob Hartman’s blog: http://rdhartman.blogspot.com/ LinkedIn: https://www.linkedin.com/in/rob-hartman-11682313/ Twitter: @robertdhartman   The Change Leader’s Social Media Links: Website: https://thechangeleader.com Website: https://changinghighered.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com

Dr. Cathy Trower offers insights in the board’s role during a major crisis, such as the current pandemic. She discusses the importance of a partnership between the president and board chair as well as the communication channels that need to be created in a time of crisis.  The president of Trower & Trower has more than two decades of experiencing providing governance consulting to colleges and universities as well as other nonprofits. She combines her knowledge of governance and strategic thinking along with the skill of building high-performance teams.   Taking a Different Role  Higher education boards are facing significant challenges created by the current pandemic. First and foremost, boards need to remain extremely focused during a time of crisis. They need to realize that some items that are less of a priority during this crisis need to be tabled. Instead, board members should focus on the priorities of the institution’s president in the current moment. Additionally, boards need to focus their efforts on backstopping the president.  The partnership between the board and the president is even more critical in a crisis. The president needs to be communicating very clearly, primarily through the board chair.  Boards are not meeting together often at this point, so it is critical that the chair and the executive committee, if there is one, take responsibility for opening and maintaining clear lines of communications and responses with the full board.   Essential Focus Areas  The key areas that boards and presidents need to address during this crisis are:  Maintain clear and regular communications. Candor is needed so that surprises are minimized.   We recommend scheduling a weekly meeting at the very least between the president and the board chair during this crisis. However, the frequency can vary based on the type of institution and the partnership. In general, consistent and clear communication about what’s happening on the ground and what’s needed is of great importance during this time.  Ensure immediate needs are met. Early in the pandemic, the initial pressing issues involved moving courses online and making sure that students, faculty and staff were able to continue to handle their responsibilities in a safe manner. Now institutions need to focus on ensuring that faculty, students and families are getting what they need.   Discuss the institution’s financial situation. Boards and the president need to have discussions about the current financial situation as well as projections for the fall term. Higher education institutions are currently trying to secure early enrollment commitments. However, students and families are not sure about enrolling in the fall just yet. Some institutions are trying to use Zoom and other technology to build bonds with prospective students in place of the in-person campus visits. Trust also needs to be built now between higher education faculty and staff in conversations with students to help them build a relationship with the institution.  Finding Innovative Ways to Govern  Some boards have established a coronavirus taskforce that includes the president or his/her designee, some board members, some senior staff and potentially some faculty. These task forces are charged with considering what the institution should be thinking about currently and ways that faculty, board members and community members can be mobilized to provide assistance, i.e., risk and scenario planning.  In addition, boards also should look at their committee structures because work is available for various committees that are part of the regular governance structure. They need to think strategically about the committee’s work. For example, compliance/risk, finance, and academics/student life committees should be looking at the same areas using different lenses. Therefore, creating a cross-committee task force can ensure a common conversation that puts everyone on the same page, which can help to push out topics/discussions to the appropriate committee(s).  While the executive committee offers a great starting point for this type of work, we also recommend expanding involvement beyond this group of individuals. Trower recommends creating a subset of the committee and then adding some faculty in order to get their input. Students also could be involved.  This type of taskforce should be tasked with thinking about big picture issues. For example, what is going to happen in the summer and fall in relation to staff? How is the institution going to ensure equity? How can the board ensure that minimal lay-offs happen? How can the institution take care of employees through all of this?  Accelerated Change  Higher education has traditionally been very slow to change. It will be interesting to see which institutions can make faster and better shifts related to what is coming up because of the pandemic. Online education is only part of it.   Additionally, there are so many financially fragile institutions who were struggling prior to the pandemic, and it will accelerate many institution’s financial difficulties, requiring more institutions to merge and close. Higher education has always looked at a merger or acquisition as a failure on the part of the acquiree, and some institutions will choose to close instead of be part of a merger.   This perspective needs to change and leaders need to think about what’s best for the students.  Finding the Silver Lining  The board or its task force should also look at the hidden benefits created by this current situation, such as the creation of innovative partnerships with other organizations, galvanizing the faculty to be part of the solution, and thinking about staffing in different ways.   Additionally, the work of the board should be considered in new ways, e.g., is the board serving as an advocate for the institution among stakeholders and within the community.   Alumni involvement also is needed in this time. Institutions that have been proactive in alumni engagement are more likely to reap the benefits—whether that’s financial or support--during this downturn. However, institutions that have neglected their alumni may not fare well.   This will be a moment when many alumni will make a choice whether to give to support their alma mater or not, and they want to hear a strong message from the president and board chair about what’s happening in the institution, what the plans are for the future, and how the institution is going to use this current situation to make itself better, stronger and more nimble.  Strategic Thinking  Agility is important. The board needs to be nimble and push the institution to be more nimble. This requires getting board clients to think forward instead of looking backwards. If the board can embrace a forward-looking approach instead of only considering last year’s data and today’s crisis de jour, this will position the board to be more adaptive. This, in turn, carries over to the institution. The boards that are more poised to be able to deal with metaphorical whitewater rapids and headwinds are going to do better in this current situation.   Boards also can build out a risk / scenario planning map that looks at the likelihood of crisis events and projects the impact on the institution. Institutions that have these types of planning are able to quickly put the coronavirus into their calculations and determine what needs to be done. As boards shift items around in the plan, the institutional focus becomes clearer.   The task force along with the president also should triage everything that is going on. They determine what situations are critical in nature and what can be pushed out to a later date.  Learning from What Happened  At the end of the crisis, there needs to be an evaluation process to allow the board and the institution to learn from what happened. This often requires venturing into uncharted territory. While uncomfortable, this is at the heart of dealing with adaptive challenges. This approach requires taking steps, learning from them, and then doing course corrections without beating oneself up when something doesn’t work.  Boards also need to evaluate the holes in the expertise of their members that were uncovered during this crisis. Varied types of expertise need to be a planned part of selection to the board so that there is a diversity of abilities and knowledge. If the board doesn’t have a specific area of expertise that is needed during this current black swan event, it’s important to reach out to the task force or the alumni to find someone who does.  Three Recommendations for Higher Education Leaders and Boards  Dr. Trower suggested three takeaways for higher education leaders and board members:  Listen to the institution’s president and be there if the president needs you. There needs to be regular and clear communication between the president and the board chair.   Focus on what needs to be communicated to the rest of the board. Board members want to be involved and can start reaching out directly to the president. However, this is not the time to do this. Therefore, it’s up to the board president to create a clear communication channel that allows board members to get regular updates.   Determine how to galvanize the talent available to be of the most helpful and create the most value.  Bullet Points  In a crisis, the partnership between the board chair and the president is critical. These two individuals need to communicate regularly and clearly about what is happening.  The board chair needs to be the primary contact for the rest of the board about what is happening. Board members should not be contacting the president at this time.  Institutional boards and presidents need currently need to be focusing on how to help students, faculty and staff have what they need.   The board and the president needs to analyze the institutional financial situation. They need to consider that fall enrollment commitments may not come in until this situation settles.   This crisis offers innovative ways to govern. For example, a task force can help the institution think through the various angles related to coronavirus, including financial implications, academic/student life and risk management.  This crisis is going to require boards and institutions to be more agile. That is going to be a major change for higher education.  Many institutions that are financially struggling may have to consider closing or merging. They need to keep the students at the forefront of this decision.  Alumni involvement is critical at this time. Alumni who have been involved can help the institution survive this crisis.   Strategic planning and risk planning are critical and can help the institution focus on what’s important.   Boards and presidents need to spend time after this crisis is over to learn from what happened and how it was handled. This will help the institution be better able to adapt in future crisis situations.    Links to Articles, Apps, or websites mentioned during the interview:  Trower & Trower  Guests Social Media Links:  LinkedIn: https://www.linkedin.com/in/cathy-trower-a84b5413/    The Change Leader’s Social Media Links:  Website: https://thechangeleader.com   Website: https://changinghighered.com   LinkedIn: https://www.linkedin.com/in/drdrumm/  Twitter: @thechangeldr   Email: podcast@changinghighered.com      

Christian higher education is facing numerous challenges. The Association for Biblical Higher Education (ABHE) conducted a study in collaboration with the Barna Group in 2017 that focused on the marketplace, the dynamics facing member institutions as well as the perceptions of Christian higher education. The study identified a number of actions that Christian higher education institutions need to do to remain or become sustainable. ABHE recently has made board governance a priority. The association received a substantial grant last year and is in the process of enrolling board leadership cohorts from 48 institutions to take them through a rigorous board training and certification process. The first cohort is almost finished and Dr. Enlow hopes this training will be transformational for institutions. Radical Demographic Shifts The United States is seeing significant demographic changes in terms of race and ethnicity. It is anticipated that the current White majority will be well less than a majority in the United States in 10-15 years. The African American population will remain around 12 percent of the population while the Asian population will double from 3 percent to 6 percent. The biggest growth will be in the Hispanic population, which will be the largest of the pluralities. Additionally, with the coming enrollment cliff, Christian institutions will need to shift to focus on recruiting older students instead of the traditional 18-year-old students. A Shift in the Christian Landscape It used to be a fairly accurate to say that the United States was a Christian nation since about 75 percent of citizens would have responded that they were a Christian on a survey. Researchers like Pew and Gallup have more or less clarified that when people answer those questions, they fall into one of three primary categories of Christians: Convictional Christians, who are defined by their convictional belief and behaviors, especially in their regular church attendance; Casual Christians, who attend church on special occasions (primarily Christmas and Easter); and Cultural Christians, who are individuals who would identify themselves on a survey as Christian because they don’t identify with another religion. These three groups traditionally have been evenly divided at 25 percent apiece. However, now there is erosion in the numbers of casual Christians and cultural Christians. Many of these individuals have moved their affiliation to the group known as the “nones” (people who don’t identify with any religious affiliation). With that said, there is no erosion in individuals’ interest in spirituality; in fact, some would argue that interest in spirituality has increased. Additionally, the convictional Christian group is not eroding. This group has remained steadily at 25 percent and even grown a little bit over the past 25-30 years. In recent history, the convictional, casual and cultural Christians aligned from the standpoint of cultural and political coalitions as a voting block. Now, there’s a divergence between convictional Christians and the rest of Americans, thus politically and culturally marginalizing the convictional Christians. Furthermore, a coalition has emerged that includes the casual Christians, the cultural Christians and the nones; this group tends to be an ideological affinity group. Paradigm Shift in Christian Education There are two issues behind higher education’s and, in particular, Christian higher education’s reluctance to change.  The first is the widely held perspective that education is inherently formational; it’s life in community. So education is not just about transmission of knowledge, but instead is transformational. The prevalent idea was the only way to achieve this transformation was through the traditional classroom; this is the mindset that has dominated Christian education. The other issues is the startup costs to master online delivery platforms. The cost is both in equipment and professional development, and the $$$ isn’t small. With that said, Dr. Enlow believes that because of the demographic realities and the perceptions of stakeholders about the purpose of higher education, it is critical for higher education to diversify its learning modalities. Colleges that are reluctant or refusing to diversify their delivery modalities will have a very narrow bandwidth in terms of who they will be able to serve. Colleges will have to think about students and parents “hacking education,” i.e., looking for the simplest, shortest, most convenient way to meet their goals instead of completing a traditional higher education curriculum. The schools that understand that and can diversify their delivery modalities to be seamless will be those that will be most effective. In the sector of church ministry leadership preparation, historically individuals were prepared through experiencing a calling, attending school, getting credentialed and serving. That is no longer the case. The pattern now is serving in a church, and out of that service comes a sense of calling. From there comes a sense of needing education through attending school or training. People then consider credentialing, but this isn’t a requirement. Credentialing now tends to be more of a competency than a licensing level. This pattern is being seen in the mega-churches in which they are growing their own staff, who serve in the church. Out of that sense of serving emerges a reciprocated sense of calling. At this point, the desire training that is tailored to the situation emerges. Dr. Enlow stressed that Christian schools must stop seeing this paradigm shift as a threat and instead embrace it as an opportunity. While it is a threat to the conventional model of full-time schooling, it’s also a vehicle to Christian colleges’ and universities’ mission. Additionally, Christian higher education’s business model has been based on residential education. When Dr. Enlow was working in a higher educational institution setting, the only positive cash flow in the institution was from student housing so the business model was heavily predicated on residential student enrollment. The old model also assumed the need for a lot of subsidy. The typical college, at best, had 70 percent of a student’s education funded by tuition and fees while the remaining 30 percent was covered by gifts or loans. That business model does not work anymore. Christian institutions need to come up with a business model that funds what is needed based on different assumptions of enrollment patterns, etc. In some ways, overhead is lower in these new opportunity areas. Additionally, there doesn’t have be these huge subsidies if these new modalities are done right. Changing Focus Christian colleges and universities in general are seeing a change in focus. These institutions have traditionally prepared students for church occupations, such as pastors and missionaries; Bible studies are a crucial part in the preparation of these individuals. However, many Christian colleges are now preparing individuals for ministerial occupations as well as marketplace helping professions. Because of this change in mission, the requirement to have Biblical and theological understanding at a high level would not be the same for a student who wants to be a public school teacher. Instead, students now are majoring in a subject such as business and then minoring in Bible. Changing Nature of Liberal Arts Many Christian institutions are liberal arts colleges. The initial concept for liberal arts institutions was that they would offer academic rigor, critical thinking skills, and intellectual fodder to prepare students to function highly and contribute significantly in a variety of situations. However, there has been a growing perception among the public that liberal arts institutions are not adequately preparing students for their first job or career. This, however, is not the case. In reality, since World War II, higher education has become more and more focused on preparing individuals for jobs and careers with less emphasis on pure liberal arts. Christian colleges always have been pragmatic because of their small size. In fact, they may be considered even more professional colleges than the historical blue-blood liberal arts colleges. The majority of Christian institutions that would be historically identified as liberal arts institutions have students who are are enrolled in professional degree programs such as business, teacher education and sociology. Two Recommendations for Higher Education Leaders Dr. Enlow suggested several takeaways for higher education leaders: Ensure sustainability. Dr. Enlow believes that to be sustainable over the next 10 years, Christian higher education institutions need to get out of Title IV dependency. Related to that, leaders need to really monitor discounting. They also need to focus on differentiation by showcasing the institution’s unique selling proposition and ensuring its delivery. Finally, institutions need to diversify delivery modalities. These do not need to be silos – online vs. in-person delivery offerings, so you can only do one or the other. These need to be totally integrated, diversified delivery modalities. Focus on the governing board. These boards need to be high-functioning through becoming more agile and better informed. Every stakeholder is going to need to have an exceedingly well defined, mission-driven, brand promise and selling proposition. Both the board and the administration are going to need a high-level of convergent fiscal understanding of margin and contingency. Bullet Points Christian higher education faces major challenges through changing demographics such as race and ethnicity as well as the changing nature of students (from traditional 18-year-olds to older students). There is a shift in how individuals define themselves in relation to Christianity – convictional Christians, casual Christians and cultural Christians. These changing percentages will have deep cultural and political implications as well as a major effect on Christian institutions. The changing nature of how higher education is offered – from traditional classrooms to online education or a blend of traditional education and online education – will alter how Christian colleges and universities operate. Another factor will be the certification process. This will require Christian colleges and universities to develop a different business model in order to survive. Christian institutions are moving from primarily preparing pastors and missionaries to preparing professionals. This requires adapting how Biblical studies are offered. Christian institutions that are liberal arts institutions need to continue to showcase their work in preparing students for professions and careers. Public perception is that students graduating from these schools are not prepared for the workforce when, in fact, most graduates actually earn a professional degree that prepares them for working in business, education and other professions. Higher education leaders need to consider sustainability in moving forward. This needs to include differentiating their institution, finding sustainable ways to fund education and embracing different learning modalities. Christian institutional governing boards must be high-performing, agile and better informed in relation to a well-defined mission, sustainable finances and other governance issues. Links to Articles, Apps, or websites mentioned during the interview: Association for Biblical Higher Education Guests Social Media Links: LinkedIn: https://www.linkedin.com/in/ralph-enlow-2057145/ The Change Leader’s Social Media Links: Website: https://thechangeleader.com Website: https://changinghighered.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com

Higher education already was facing major challenges, but an unprecedented black swan event – the COVID-19 pandemic—is testing the resiliency of colleges and universities across the country. Long-time education leader Dr. E. Gordon Gee offers the wisdom he has gained from serving as a university president for 40 years. Dr. Gee believes that serving in this role is one of the most important callings in this nation.  Dr. Gee has led five institutions (West Virginia University, University of Colorado, The Ohio State University, Brown University and Vanderbilt University), and served twice as president of The Ohio State University and West Virginia University. He’s had 24 individuals who have worked for him who are currently serving as university presidents.   Navigating Turbulent Waters  Dr. Gee has not seen anything like what higher education is currently experiencing. While he went through the stock market crash of 1987-88 while at the University of Colorado and led other institutions during several recessions and meltdowns, he believes the COVID-19 pandemic offers a different type of challenge because this is a national issue that affects everyone at the human level.   This pandemic has effectively shut down the entire nation and its commerce. While that is unsustainable over the long haul, this shutdown also shows a sense of spirit and commitment that will bring us together.  Dr. Gee believes that we have lived in a toxic world in which we yell at each other instead of having conversations. He suggests that social distancing may bring people together because we’ll realize there’s more to life than the daily commerce of being ornery.  Learning on the Job  Dr. Gee states that there is no playbook for being a university president, that each university is different and each institution changes over time. One of the mistakes that some presidents make is that when they assume a presidency for a second time, they believe they know what they’re stepping into. That is an incorrect assumption. Dr. Gee noted that during both of his second presidencies, he had to de-learn the institution in order to relearn them. That proved to be a real challenge.  In addition, leaders are playing in a field (the pandemic) where they don’t have previous knowledge.  Education in general is the fuel that runs the nation’s democracy and will continue to be an important part of the country’s future. However, education will be dramatically different after the pandemic and that new model is still emerging.  Dr. Gee stated that faculty and colleagues who were Luddites have shifted to being online over a two-week period, and they are discovering that they can be effective and engaged, and are doing many wonderful things. He points out that opportunities do abound when individuals are forced to do something outside their comfort zone.  Finding the Institutional Calling  While this is a global black swan event, this also is a situation where we can use our ingenuity, inspiration and creativity to move to what’s next. Dr. Gee encourages higher education leaders to lead their institutions in such a way that adds to the national conversation and the value of higher education, in particular.   Dr. Gee believes that each institution needs to find its individual calling, its own unique mission and differentiation. He cautions that ratings and rankings such as those in U.S. News and World Report have caused institutions to lose what is unique about them, which leads to institutional mediocrity.  He believes higher education institutions need to return to their respective roots, whether that’s public, private, religious or some other mission/focus. Institutions have their own unique character and culture that evolves so leaders have to figure out the culture in order to change it.  Dr. Gee also believes that identifying the institutional soul is important. This allows colleges and universities to attract the best and brightest both in terms of students and faculty who align with this viewpoint.   He also higher education has lost that focus in many ways, and that institutions need to stop being ivory towers and instead become helping hands.  Responding to the COVID-19 Pandemic  West Virginia University has had a wide-ranging response to the pandemic. The institution has numerous hospitals so they are the major health provider in the state.  The university immediately told students not to come back to campus and moved classes online.  Dr. Gee also worked closely with state government to come up with the state’s response. In addition, the university’s vice president for health sciences is the state’s Coronavirus czar and is overseeing the state’s response. Dr. Gee believes that the university is playing a major leadership role due to the institution’s academic offerings as well as its hospitals.  Dr. Gee also is focused on helping the university move forward organizationally. He meets every Monday morning with the communications and recruitment teams to come up with plans. He also sends out regular “Gee-Mails” but he also does small vignettes, calls graduating and new students, and offers ideas (such as reading lists) to share with interested stakeholders.   During this time, he believes that institutions need to be proactive in recruiting and retaining students, faculty and staff, even though the financial implications are going to be immense. This recruitment and retention needs to be based on the institution’s uniqueness.  Increased Pressure to Differentiate  The response to the COVID-19 pandemic is accelerating the changes in higher education by a decade or more. Dr. Gee believes this will require higher education to think about differentiation more deeply. He has found that institutions historically have moved into a common amalgamation in which they all want to look like each other instead of differentiating themselves. He believes that successful universities and colleges in the future will have figured out how to set themselves apart.   He also is concerned that land grant institutions have drifted toward being like every other higher education institutions. Dr. Gee pointed out that President Abraham Lincoln established these institutions to create comity and community in order to overcome daily cycles that exist in the lives of individuals. He believes Lincoln would be very disappointed in some of today’s land grant institutions.   Dr. Gee points out that in West Virginia, which is a small state with every imaginable problem, the university has the opportunity to create solutions. He believes West Virginia University’s calling is to make 1.8 million West Virginians feel valued and that they have an opportunity in life.   Moving Forward  Pointing out that large universities have a number of moving parts, Dr. Gee noted that any time there is complexity, it makes it difficult for people to determine which way to go. He believes in strategic action (instead of strategic planning) and taking advantage of what happens in the moment.   Dr. Gee noted that when people reach the top of the mountain, they tend to want to slide down the other side to get to normal as they previously defined it. However, we won’t be going back to the “previous” normal; instead, we’ll be in a “new normal” that will emerge out of the current situation.  He suggested that leaders can be architects of this moment or they can be victims. He believes that leaders and institutions should learn, reinvent themselves, and move on in ways that weren’t being considered 1-2 months earlier.  Dr. Gee also emphasized that the ability to take advantage of the change, to aggressively differentiate oneself, and continue to look to the horizon has not diminished. He said that those who look only to the moment are going to be increasingly irrelevant and mediocre; these institutions may not survive. However, if institutions use the wisdom of the moment and make tough decisions, they have a better chance of survival.   Reinventing Higher Education   Dr. Gee and his team are taking a careful look at their recruitment and retention of faculty, staff, and students. They also are looking carefully at the programs being offered and he anticipates that West Virginia University will move to a hybrid approach that includes online and in-person instruction.   However, Dr. Gee said the most important thing that West Virginia University is doing is focusing on its culture. Higher education institutions have very bright faculty, staff, and students, but also can have toxic cultures that can cause stakeholders to migrate into their silos as well as departments and colleges to aggressively compete with each other. Dr. Gee believes this configuration of the academy is antithetical to change.   To combat this, West Virginia University is moving to a more horizontal instead of a vertical approach. This involves moving across the institution so that the intellectual breadth draws on all the strengths of the university instead of being limited by departmental and college boundaries. He also advocates or the creation of centers, institutes, and working groups.   Dr. Gee believes that institutions that are wise enough to say that “the emperor has no clothes” and then move on to a new configuration that is more aggressively modern and agile will be the ones that will make a difference in the world. This change effort involves taking the institution and rearranging it based on ideas and how we think, as opposed to how the institution was structured when it started 100 years ago.  He is a great believer in a one-university model in which everyone is connected by the intellectual ideas, research opportunities, and teaching that allow individuals to connect in much different ways. He also believes that disciplines should be integrated. For example, neuroscience and biostatistics should not be isolated; they should be part of the human wellness program that incorporates all of the institutional assets.   Dr. Gee also said that higher education needs to get rid of the old reward and recognition structure. He advocates for individuals being recognized and rewarding for doing individual work.  For example, some faculty will be able to write the great American novel while others are great teachers. Each should be able to shine in the areas where they excel versus the old model of 40 percent research, 40 percent teaching, and 20 percent service. This will greatly change how universities move forward.   Three Recommendations for Higher Education Leaders  Dr. Gee suggested three takeaways for higher education leaders:  Make certain you are constantly informing and communicating and probing the campus. Commit to creating a culture of understanding and community.  Use this black swan moment to learn about your institutional strengths and weaknesses. Think about what to sustain and what is not sustainable. Make the tough choices.  Differentiate your institution. Identify what is unique and why you are there. What will make your institution one of the future and not of the past?  Bullet Points  The COVID-19 pandemic is a black-swan event that will cause immense change in higher education, and accelerate needed changes by 10 or more years.   To be successful, higher education leaders need to learn on the job. This pandemic offer a new opportunity to do just that.   The pandemic provides an important opportunity for institutions to begin to differentiate themselves.  COVID-19 offers an opportunity for higher education to forego the ivory tower image and instead offer a hand of support.  Institutions of higher education need to be proactive in recruiting and retaining faculty, staff, and students during the pandemic.  Colleges and universities need to use this time to differentiate themselves. Highlighting those unique capacities can be the difference in surviving this current global crisis.   Moving forward, institutions need to rethink the higher education model and culture. There needs to be more of a horizontal focus so that colleges and departments no longer dictate what happens within an institution. Instead, colleges and universities can bring together the best minds across campus as well as celebrate and reward each individual faculty member’s creative gifts.  Links to Articles, Apps, or websites mentioned during the interview:  West Virginia University  Guests Social Media Links:  Dr. E. Gordon Gee  Twitter: @gordongee   The Change Leader’s Social Media Links:  Website: https://thechangeleader.com   Website: https://changinghighered.com   LinkedIn: https://www.linkedin.com/in/drdrumm/  Twitter: @thechangeldr   Email: podcast@changinghighered.com

Higher education traditionally does not move quickly when it comes to innovation. However, the current situation with the COVID-19 pandemic is forcing higher education institutions to do just that. Which is where the University Innovation Alliance (UIA) comes in. UIA, which is led by Dr. Bridget Burns, is a group of 11 universities that are committed to innovating together, scaling up what works and then sharing their efforts. These institutions are Oregon State University, University of California Riverside, Arizona State University, University of Texas at Austin, University of Kansas, Iowa State University, Purdue University, Michigan State University, Ohio State University, Georgia State University and University of Central Florida. Stemming the Crisis Up until now, UIA’s focus has been on closing the achievement gap, producing more high-quality degrees and fundamentally changing the higher education sector. Now in the midst of the COVID-19 pandemic, UIA has shifted to identifying and sharing best practices for the rapidly changing higher education landscape. For example, higher education institutions need to address the pressing challenges facing the most vulnerable students in real time. Students are hungry, homeless, displaced and dealing with extra circumstances that weren’t anticipated. One institution had to spend an additional $5 million in a one-week period to provide transportation and to purchase housing, WIFI hot-spots and laptops for students who were being displaced. In addition, institutions are facing major unanticipated costs due to transitioning to online education. To facilitate this, Dr. Burns is currently focused on connecting institutions that are innovating in real-time during this crisis and then sharing their learning. Each institution is advancing in their work to address the challenges, while also being dependent on navigating their state’s policies and the community context. These challenges will continue to evolve and she is focused on helping institutions move more quickly through them. Stemming the Crisis Dr. Burns noted that the world is in a different place that it was at the beginning of the semester and communication has increased. Fortunately, there are individuals – such as former Tulane University President Scott Cowen, who led the institution in the aftermath of Hurricane Katrina—who have been involved in major crisis situations and can provide counsel. These individuals help remind leaders about how to transition from day-to-day responsibilities and leading transformational efforts to what Burns describes as “rowing in high seas with a squall.” This is a completely different type of leadership, and involves a fundamentally different skill set. Institutions also are facing additional challenges to decision-making as higher education leaders need to work with state leaders, community leaders, university system leaders and accreditors to navigate this situation. Campus leaders must make brave and bold decisions; they often are also being deluged with negative feedback from online trolls once information is shared. Higher education leaders currently need to be focused on the daily issues they are facing. The situation caused by the COVID-19 pandemic is going to affect different populations, such as vulnerable low-income, first-generation students, in different ways. For example, students who came out s as LBGTQ and were kicked out of their homes; low-income, first-generation students who may be food-insecure or housing-insecure; international students who cannot return to their home countries – these are complicated situations that must be dealt with individually. Funders who have available resources need to get these money to higher education leaders, who are already identifying how to best use the money to support students, faculty and staff during this crisis. Crisis-fueled Student-Centered Innovation There is also a broader psychic stress in dealing with a layer-upon-layer challenge such as higher ed faces.  Dr. Burns stressed that during this crisis the UIA members are focusing on a student-centered approach, which is not how higher education traditionally has operated. This crisis will change the processes, structures, and how institutions work to focus around the needs of students, as opposed to faculty and administrators. There also will be innovation in the chaos and crisis – the “silver lining” if you will. Millions of faculty members have had to transition their style to online learning, thus learning how to evolve teaching and assets into this new paradigm. In another unexpected benefit, Dr. Burns believes people will be very grateful to be in school because it will offer a healthy and productive distraction. Virtual Opportunities We have long lived in an increasingly virtual world. However, higher education leaders now must learn how to take care of people through a virtual workplace. Campus administrators are used to face-to-face interactions, but now must learn how to manage teams and spot trends from a distance. All university employees are having to rearrange life to be able to work at home. Additionally, many people are getting laid off. Dr. Burns said she expects some institutions to begin unveiling opportunities for individuals who are being forced to change careers to retool. While it’s too late to start a new term, she suggests that institutions should investigate smaller modules that can serve these potential students, e.g., micro credentials and perhaps stackable certificates. These offer real opportunity, and accreditors will need to flow with this. However, there still needs to be vigilance because some institutions do prey on individuals in these situations. She recommends that potential students only consider attending accredited institutions. 3 Recommendations for Higher Education Leaders Dr. Burns suggested takeaways for higher education leaders who are dealing with the COVID-19 crisis: Your instincts are solid. You are making good decisions to help students, faculty, and staff make it through this. You do not need to lead perfectly right now. It’s important to show your humanity. People will follow a leader who is also experiencing the effects of this crisis. Take care of yourself. Leaders are older and shouldn’t put themselves at risk. Bullet Points The COVID-19 pandemic offers an opportunity for rapid innovation in higher education. The most important thing to do currently is take care of the needs of students. This will differ by student group. Be sure to focus on a student-centered approach. Higher education leaders are making good decisions in a time of crisis, even though they are receiving blowback from some. Some decisions have to be slowed due to the need to get feedback from state policymakers, community members, university system leaders and accreditors. Learn from other leaders who have been through similar trial-by-fire situations. This pandemic will speed up higher education’s use of online education and will lead to innovative teaching models. Higher education leaders also will have to learn to manage a virtual office. This again can lead to innovative practices. There also is an emerging opportunity to create modules to serve individuals who have been laid off during the COVID-19 pandemic. These individuals will want to retool their professional abilities. Links to Articles, Apps, or websites mentioned during the interview: The University Innovation Alliance Bridget Burns Guests Social Media Links: LinkedIn: https://www.linkedin.com/in/bridgetfburns/ Twitter: @BBurnsEDU The Change Leader’s Social Media Links: Website: https://thechangeleader.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com

Palo Alto University (PAU) has faced several crises over the past few years that ended up serving the institution well in dealing the COVID-19 pandemic. Dr. Risa Dickson, the university’s interim vice president for academic affairs, said the institution is committed to putting the students first, followed by the faculty in order to move through this crisis. The institution is located in Santa Clara County, which was one of the first places in the nation where the virus emerged. Getting Ahead of the Curve Like many private non-profit higher ed institutions, Palo Alto University had no formal risk planning or contingency plans in place to deal with a black swan event such as the COVID-19 crisis. However, several recent challenges prompted institutional leaders to start considering moving to online learning. After these situations happened, Dr. Dickson believed that another crisis would emerge so she and other key staff members were aware of the quasi-structure that had already been sketched out.  Palo Alto was fortunate to be ahead of the curve when the pandemic started to emerge, as its institutional leaders had anticipated what was coming and the need for moving classes online. The week before Palo Alto decided to go online, Dr. Dickson initially contacted the institution’s academic technology director to request a plan for going online, including a budget. Thus, institutional leaders knew early on what the plan looked like, what resources would be needed, and what would be needed to be done to prepare faculty and students to move online for the remainder of the quarter. They were able to address the big issues (e.g., enough Zoom licenses) early on so now they could focus on different issues, such as finding bandwidth extenders. The institution already had a number of classes online so some faculty were already well versed in the Zoom technology. On Saturday, March 7, the Palo Alto president called an emergency meeting where the decision was made to put all classes on-line over a three-week period. This led to a period of whip-saw changes due to feedback from external sources, but the institution continued moving forward. An Immersive Lesson in Leadership A crisis requires an institution to muster its resources very quickly. Palo Alto’s leaders had been through the two previous crises as a cabinet, but still were not totally prepared for how different this crisis was. While often leadership styles depend on the context of the crisis, the COVID-19 pandemic was a universal crisis that is affecting everyone’s professional AND personal lives, i.e., how they live day-to-day. In situations like this, emotions bleed over and anxiety as well as personalization impact relationships and how an institution can move forward / react to the crisis, especially since individuals deal with the fear, anxiety and panic very differently. She described seeing two types of leadership styles coming forward. The first group encompasses individuals who are command-and-control leaders or crisis management leaders. These individuals want to know how to move forward, including plans and assignments. The second group of leaders focus on ministering to people who are scared and anxious. This group wants to make sure that everyone is on the same page and that stakeholders felt they are being cared for emotionally and psychologically. This style of leadership often isn’t as pronounced during a crisis, but is becoming more evident in this pandemic. The Palo Alto cabinet bumped into situations when both of these types of leaders emerged during the pandemic. Dr. Dickson has a more command-and-control style of leadership whereas the university’s president is much more relational; they were and do work in a complementary nature. Dr. Dickson observed in the current situation that leaders who embrace command and control tend to get impatient with relational leaders. However, she realizes that the relational leaders are using their skill set to prepare people to come along on the journey through the crisis; this approach is equally as important and valid as the command-and-control approach. She said it was important to identify these types of relational leaders and use their skill set to hold town halls, talk to people and collect feedback to identify the language that needs to be used. She pointed out that there is a much stronger human element in this crisis. She gave an example where faculty members are learning to teach online from home which in some cases (given that PAU is in the heart of Silicon Valley) is a one-bedroom apartment with a spouse and two children. These individuals are having trouble seeing how to go forward. They had anxiety about the quick pivot as well as doubts about how to accomplish this task for the next few months. Strategic Communications Dr. Dickson has become more attuned to the language being used in communication to stakeholders, i.e., if people are anxious, that comes through in their language. She noted that early on that PAU’s communications and messages were going out to the institution’s community often had language that could cause more anxiety and send the wrong image. Dr. Dickson also became acutely aware during the pandemic that if faculty are anxious, those emotions come through in their communication to students. She started noting that the institution’s leaders, faculty and staff are “ethically obligated” to make sure that the language that comes through the institution is not unintentionally agitating people. Strategic messaging in the proper order is very important. For example, if the communication is about an institutional decision, it needs to come from the institution first before a division puts out information about how to deal with the situation. This strategic use of communication helps faculty and students realize that there is an individual who is in control and who is guiding them. Dr. Dickson also stated that if institutions send out too many messages, people stop reading them. Therefore, she recommends sending timely and informative messages so that people know if a message comes into their inbox, it’s worth taking the time to read. These messages need to be substantial, clear and clean so that stakeholders know that decisions are being made with their best interests at heart. Prioritizing Coordinating work in a crisis can be hard to do remotely. Dr. Dickson has started twice-a-week Zoom meeting with her immediate staff where they put everything on the table. She uses this opportunity to tell staff that this is something that they need to do, even if it’s something they normally do not do or there may be less coordination. She believes higher education leaders need to work with their teams to move things forward so people don’t feel alienated or hunker down blaming other people. She finds that her team is working together really well, despite frustrations. In a time of crisis, she believes leaders can’t give too much positive feedback. Leaders also need to say verbally that it’s safe to check in. Agendas also are really important right now because people have a lot of noise in their head. Dr. Dickson encourages individuals to share what’s going on personally for 30-seconds during these weekly meetings; however, she notes that at times individuals are not self-aware so leaders may need to rein in people’s comments without making the person feel shutdown. Trust is important and needs to have been built before a crisis occurs where people’s anxiety and fear can get the best of them, causing them to attack each other. Strong leaders need to be able to intervene in these moments to say, “Stop! We’re not doing that right now!” They need to kindly call people out while also still acknowledging anxiety. Dr. Dickson said she is doing a lot of this with people she works with to make sure they’re not getting hung up on their own frustrations. People also may conflate the check-in with the business that needs to get down. Dr. Dickson encourages people to stay in their lanes and focus on the task at hand at that time. Therefore, if the time is presently being dedicated to talking about an individual’s emotional state, the discussion does not need to veer into work-related discussions about challenges in setting meetings, etc. Going Online When PAU put together the protocol in anticipation of the possibility of going online, the leaders knew that the majority of the faculty were going to need significant training since they didn’t know how to teach online. The leaders tapped institutional experts to develop a resources guide and created mandatory training for faculty. Many faculty had to learn how to meet course-learning outcomes in a new format in a way that wasn’t going to drain them. They also had to learn to teach in ways that didn’t rely on a three-hour Zoom class.  The campus provided resources to help the faculty learn to do this in a humane and efficient way because they only had 1-2 days to get up-to-speed. During a crisis, the institution needs to prioritize what it can tackle in a crisis. Dr. Dickson was committed to serving the students first and then the faculty. For example, students were worried that they would lose their work-study or jobs on campus. Dr. Dickson sent a list out of students who had financial aid, work study or campus jobs and asked supervisors to verify that those jobs could be done remotely. If those jobs couldn’t be done remotely, the campus committed to finding jobs for these students that could be performed online. 3 Recommendations for Higher Education Leaders Dr. Dickson suggested takeaways for higher education leaders: There is a very important place for both a command-and-control, military-type leader and a relational style of leader in this type of crisis. It is important to identify who is good at each type of leadership styles and what roles these individuals should play in navigating the crisis. Clarity of roles is important. People need to stay in their lanes but also know where they need to hand things across to someone else. For example, academic technology is in Dr. Dickson’s area of responsibility while technology is part of facilities. They had to learn how to work together to make sure that everything is being taken care of. People must have a lot of grace with each other. So many individuals are facing a new paradigm of work and everyone needs to give others a break by understanding that everyone is under pressure. You also need to honor your own self-care as well as others’ need for space for personal self-care and to take care of their families and loved ones. Otherwise, this will lead to anxiety and high levels of stress. Bullet Points As soon as a crisis begins to emerge, begin taking action steps to develop a plan of action and budget. If possible, tap into previous institutional experiences that might offer some previous lessons that can be updated and adopted. In the COVID-19 pandemic, two different types of leaders are emerging. The first is command-and-control leaders, who want to think about plans and next steps to accomplish goals. The second group are relational leaders, who help stakeholders come to terms about what is happening. There is a place for both types of leaders in an institution. Identify who these people are and then find the best use of their leadership talents. Communication needs to be very strategic. Be concise, clear and thorough. Make sure that institutional messages come out before departmental messages that offer steps for implementation. Be very cognizant about the language being used, which can cause increased anxiety and stress. Remind faculty and staff that they are “ethically obligated” to be clear and kind in their communication. The way they communicate can bring additional stress to students and other stakeholders. Working remotely can be a challenge. Schedule regular meetings and have an agenda. Offer time for individuals to share what’s going on personally, but be willing to rein them back in kindly. Don’t mix personal time with business time; keep both separate in a meeting. Encourage individuals to stay in their lane while working on their assignments. With that said, find ways to effectively collaborate across areas when needed. Prioritize what’s important. Dr. Dickson committed to putting students first and faculty next in her decision-making. Help faculty be prepared to teach online. Also understand that there may be personal issues that challenge their ability to do so effectively. Help them work through these challenges. Links to Articles, Apps, or websites mentioned during the interview: Palo Alto University Guests Social Media Links: LinkedIn: https://www.linkedin.com/in/risadickson/ The Change Leader’s Social Media Links: LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com