Meeting the Challenge: - The Council of Independent Colleges

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Welch Suggs 33RD ANNUAL NATIONAL INSTITUTE FOR CHIEF ACADEMIC OFFICERS BUILDING INSTITUTIONAL STRENGTH: PROGRAMS, PROCEDURES, AND THE PROFESSORIATE 2005 Institute for Chief Academic Officers Building Institutional Strength: Programs, Procedures, and the Professoriate CONFERENCE PROGRAM SAN ANTONIO, TEXAS NOVEMBER 5–8, 2005 Developing the Leadership Team With encouragement from presidents, CIC has always placed a priority on programming for other campus leaders. Over the years, CIC has offered a wide range of seminars, research tools, and other services to academic, business, and student affairs officers as well as directors of libraries, information technology, and institutional research, and also division and department chairs and faculty members. Prior to the advent of the Presidents Institute, the Council held a National Institute initially every summer and then every four years. The National Institutes were designed for teams of campus officials from CASC/CIC member institutions, who came together to focus on campus change strategies and to work collectively to frame their institution’s distinctive role in American higher education. The most recent themes were “Values and Education: Developing Personal and Public Ethics,” “Learning and Service,” and “Creating Cultures of Learning.” In the early 1970s, the Council began what became its second major annual event, the Institute for Chief Academic Officers. Its wellspring was a “Neophyte Deans Workshop” in 1973, a two-day conference organized and staffed by the CASC Commission on Academic Affairs and featuring advice from senior campus leaders to peers who were new to their jobs. The next year programming for experienced as well as novice academic officers resulted in a Deans Institute offering a range of practical sessions, big-picture presentations, and a spouses program. In 1999, the event was renamed the Institute for Chief Academic Officers. In recent years, the chief academic officers have often invited colleagues in other campus leadership roles— chief student affairs officers in 1991, 1996, and 2001; chief financial officers in 2004—to form teams with them at the meetings. 1991 CIC publishes A Good Place to Work: Sourcebook for the Academic Workplace, the culmination of The Academic Workplace in Liberal-Arts Colleges program. 1992 CIC assumes operational responsibility for the Consortium for the Advancement of Private Higher Education (CAPHE). Membership tops 300 colleges for the first time. 77
From Accreditation to Validation: CIC’s First Half-Century Faculty members are another campus constituency that CIC has long sought to serve. When Gary Quehl assumed the presidency in 1974, CASC was just beginning a project on faculty development that involved the president, dean, and nine faculty members from each of 40 institutions. The project involved several intensive training sessions over an 18-month period in 1974-1975. In addition to a week-long session at CASC’s National Institute, the program required teams to participate in smaller regional workshops and to create faculty development programs on their own campuses, aided by competitive grants from the Council. CIC was a national leader in faculty development in the 1970s, publishing two widely used volumes in the series A Handbook for Faculty Development. A third volume appeared in 1981. During the 1980s and 1990s, CIC offered an annual series of regional workshops for faculty members, addressing a range of issues in teaching and learning. In 2001, these regional workshops were redesigned to focus on the needs of division and department chairs, with sessions on such topics as recruitment and hiring, the evaluation of faculty members, and improving interdepartmental cooperation. This focus on faculty issues also included a 1985 project on faculty morale and the quality of the academic workplace, culminating in A Good Place to Work: Sourcebook for the Academic Workplace. This book documented the distinctive outlook of faculty members at CIC institutions: higher morale, on average, than faculty members at other types of institutions; values that matched the values of their institutions; an awareness of the important role that college presidents played in promoting job satisfaction among faculty members; and a somewhat different definition of scholarship than their peers maintained at other institutions. In the mid- 1990s, a major project funded by the Pew Charitable Trusts looked at “Faculty Roles and Rewards.” 1993 CIC receives a $1.25 million grant from Atlantic Philanthropies for Serving to Learn, Learning to Serve. CAPHE also receives a $1 million grant from the DeWitt Wallace Reader’s Digest Fund (now the Wallace Foundation) to develop academic partnerships between community groups and local colleges. 78
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