Effective Strategies for STEM Department Chairs
Seven Habits of Highly Effective
STEM Department Chairs
ASCN April 22, 2020
Bob Hilborn, Associate Executive Officer
American Association of Physics Teachers
David Craig, Associate Department Head
Department of Physics, Oregon State University
& Co-Chair, EP3 Project
bit.ly/3czzLtT
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The 7 Habits
A highly effective STEM department chair...
Habit 1:
Develops good people skills
.
Habit 2: Is a good decision maker and fair negotiator.
Habit 3: Develops and utilizes communication skills
.
Habit 4
:
Is a strong advocate for the discipline and education in the discipline
.
Habit 5: Serves as a skilled organizer and a leader who fosters collaborative change
.
Habit 6
:
Is knowledgeable about administrative functions and procedures
.
Habit 7
:
Reflects, Assesses and Plans.
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Habit 1:
Develops good people skills
.
A good department chair cares about the people who work in the
department and who the department serves. The chair has sound
emotional intelligence, is a
good listener
, and serves as a mentor and role
model for both faculty and students. The chair appreciates and publicly
recognizes talent and hard work and knows when to park their ego. An
effective chair cares about and is attentive to matters of equity, diversity,
and inclusion in all aspects of the department’s operation.
•
Habit 5: Serves as a skilled organizer and a leader who fosters
collaborative change
.
An effective chair is as much a leader as an administrator or
supervisor. The chair is
good at working with faculty
and administrators to
develop and implement a shared vision for the discipline at the college or
university and seeks ways to
help faculty members find their place in the
department, work together, and contribute their best to the department’s
efforts.
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Habit 7
:
Reflects, Assesses and Plans.
An effective chair has a clear sense of the potential and future of the
department, understands its mission and vision, and can think and
plan on both short and long time scales. The chair reflects on the
current state of the department and its programs, encourages the
assessment of the effectiveness of those programs, uses data and
information to drive decision-making, and leads the department in
strategic planning consistent with its mission and vision.
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Question yourself
•
What are the conditions we face?
(Context, constraints, and resources)
•
Who are we? Who do we serve?
(Identity, mission, values)
•
What and where do we want to be?
(Vision, strategic plan)
•
Don’t stop asking these questions
(Cyclic and continuous
Reflection & Action
)
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Successful transformation involves constant,
purposeful questioning. Ask questions. Gather
information. Rally support and resources. Plan
and do things. See how they work out. Repeat.
And never, ever forget the people involved.
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Habit 4
:
Is a strong advocate for the discipline and education in the
discipline
.
The chair can clearly articulate the value of and effectively advocate
for the discipline with the institution’s leadership, with other
department chairs, with students, and with external audiences.
•
Habit 6: Is knowledgeable about administrative functions and
procedures
.
The chair understands budgets and accounts, knows how to find and
manage resources, and is knowledgeable about university
procedures. The chair works effectively with higher level
administrators as well as with departmental faculty and staff. The
chair develops and demonstrates excellent time management skills,
the ability to multitask, and knows when to delegate.
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New and soon-to-be-new chairs
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Chairs and educational leadership
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Managing Up – working with Deans, Provosts, Presidents
•
Chairs role in crisis situations and longer-term strategic planning
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Discussion prompts:
1.
New and soon-to-be chairs
What do I wish I had known before
becoming (or agreeing to become) a chair? (Experienced chairs
are welcome to join this group as well.)
2.
Building a shared vision of the department’s future
How can
the chair rally faculty interest in enhancing the department’s
undergraduate educational program, or otherwise encourage
recalcitrant faculty to participate in the department’s mission?
3.
Managing up
What are productive ways of interacting with
Deans and Provosts (and occasionally Presidents)?
4.
Being a leader in a time of crisis
What is the chair’s role in
responding to a crisis situation? How does the chair help the
department not lose sight of long-term strategic plans?
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•
Effective Practices for Physics Programs -
EP3guide.org
•
Hilborn et al. (2003)
Strategic Programs for Innovations in
Undergraduate Physics (SPIN-UP): Project Report
https://www.aps.org/programs/education/undergrad/faculty/spinup/
spinup-report.cfm
•
Heron et al. (2016)
Phys21: Preparing Physics Students for 21st-
Century Careers
https://www.aps.org/programs/education/undergrad/jtupp.cfm
Habit 1:
Develops good people skills
.
A good department chair cares about the people who
work in the department and who the department
serves. The chair has sound emotional intelligence, is
a good listener, and serves as a mentor and role model
for both faculty and students. The chair appreciates
and publicly recognizes talent and hard work and
knows when to park their ego. An effective chair cares
about and is attentive to matters of equity, diversity,
and inclusion in all aspects of the department’s
operation.
Habit 2: Is a good decision maker and fair negotiator.
An effective chair seeks broad input and builds
consensus where possible, but is decisive when
necessary and makes timely decisions backed with
sound reasoning and solid information. The chair
knows that not all requests can be granted and is good
at resolving disagreements. The chair is known for good
judgement and being fair. The chair understands the
difference between equality and equity, and uses
problem-solving skills to mediate conflicts.
Habit 3: Develops and utilizes communication skills
.
An effective chair learns how and when to
communicate with faculty, administrators, students,
alumni, and potential partners and benefactors, and
has a keen sense of their intended audience. The chair
understands and can articulate how the department’s
academic specialties work, both in education and
research, and is knowledgeable about the context in
which the discipline is done.
Habit 4
:
Is a strong advocate for the discipline and
education in the discipline
.
The chair can clearly articulate the value of and
effectively advocate for the discipline with the
institution’s leadership, with other department chairs,
with students, and with external audiences.
Habit 5: Serves as a skilled organizer and a leader
who fosters collaborative change
.
An effective chair is as much a leader as an
administrator or supervisor. The chair is good at
working with faculty and administrators to develop and
implement a shared vision for the discipline at the
college or university and seeks ways to help faculty
members find their place in the department, work
together, and contribute their best to the department’s
efforts.
Habit 6
:
Is knowledgeable about administrative
functions and procedures
.
The chair understands budgets and accounts, knows
how to find and manage resources, and is
knowledgeable about university procedures. The chair
works effectively with higher level administrators as
well as with departmental faculty and staff. The chair
develops and demonstrates excellent time
management skills, the ability to multitask, and knows
when to delegate
.
Habit 7
:
Reflects, Assesses and Plans.
An effective chair has a clear sense of the potential and
future of the department, understands its mission and
vision, and can think and plan on both short and long
time scales. The chair reflects on the current state of
the department and its programs, encourages the
assessment of the effectiveness of those programs,
uses data and information to drive decision-making,
and leads the department in strategic planning
consistent with its mission and vision.
Highly effective STEM department chairs exhibit seven key habits, including developing good people skills, being a fair decision-maker, utilizing communication effectively, advocating for their discipline, leading collaboratively, understanding administrative functions, and reflecting for ongoing improvement. Successful chairs prioritize caring for their team, fostering collaborative change, and strategic planning. Continuous reflection and action are essential for driving progress in STEM education leadership.
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Presentation Transcript
Seven Habits of Highly Effective STEM Department Chairs ASCN April 22, 2020 Bob Hilborn, Associate Executive Officer American Association of Physics Teachers David Craig, Associate Department Head Department of Physics, Oregon State University & Co-Chair, EP3 Project
Link to complete 7 Habits document: Link to complete 7 Habits document: bit.ly/3czzLtT
The 7 Habits A highly effective STEM department chair... Habit 1:Develops good people skills. Habit 2: Is a good decision maker and fair negotiator. Habit 3: Develops and utilizes communication skills. Habit 4: Is a strong advocate for the discipline and education in the discipline. Habit 5: Serves as a skilled organizer and a leader who fosters collaborative change. Habit 6: Is knowledgeable about administrative functions and procedures. Habit 7: Reflects, Assesses and Plans.
People Skills and Caring People Skills and Caring stories Habit 1:Develops good people skills. A good department chair cares about the people who work in the department and who the department serves. The chair has sound emotional intelligence, is a good listener, and serves as a mentor and role model for both faculty and students. The chair appreciates and publicly recognizes talent and hard work and knows when to park their ego. An effective chair cares about and is attentive to matters of equity, diversity, and inclusion in all aspects of the department s operation. stories Habit 5: Serves as a skilled organizer and a leader who fosters collaborative change. An effective chair is as much a leader as an administrator or supervisor. The chair is good at working with faculty and administrators to develop and implement a shared vision for the discipline at the college or university and seeks ways to help faculty members find their place in the department, work together, and contribute their best to the department s efforts.
Reflect, Assess, Plan Reflect, Assess, Plan stories stories Habit 7: Reflects, Assesses and Plans. An effective chair has a clear sense of the potential and future of the department, understands its mission and vision, and can think and plan on both short and long time scales. The chair reflects on the current state of the department and its programs, encourages the assessment of the effectiveness of those programs, uses data and information to drive decision-making, and leads the department in strategic planning consistent with its mission and vision.
Continuous Reflection & Action Continuous Reflection & Action Question yourself What are the conditions we face? (Context, constraints, and resources) Who are we? Who do we serve? (Identity, mission, values) What and where do we want to be? (Vision, strategic plan) Don t stop asking these questions (Cyclic and continuous Reflection & Action)
Continuous Reflection & Action Continuous Reflection & Action Successful transformation involves constant, purposeful questioning. Ask questions. Gather information. Rally support and resources. Plan and do things. See how they work out. Repeat. And never, ever forget the people involved.
Manage Up and Manage Down Manage Up and Manage Down stories Habit 4: Is a strong advocate for the discipline and education in the discipline. The chair can clearly articulate the value of and effectively advocate for the discipline with the institution s leadership, with other department chairs, with students, and with external audiences. Habit 6: Is knowledgeable about administrative functions and procedures. The chair understands budgets and accounts, knows how to find and manage resources, and is knowledgeable about university procedures. The chair works effectively with higher level administrators as well as with departmental faculty and staff. The chair develops and demonstrates excellent time management skills, the ability to multitask, and knows when to delegate. stories
Breakout Groups Breakout Groups [10 [10- -12 minutes] 12 minutes] Discussion prompts: 1.New and soon-to-be chairs What do I wish I had known before becoming (or agreeing to become) a chair? (Experienced chairs are welcome to join this group as well.) 2.Building a shared vision of the department s future How can the chair rally faculty interest in enhancing the department s undergraduate educational program, or otherwise encourage recalcitrant faculty to participate in the department s mission? 3.Managing up What are productive ways of interacting with Deans and Provosts (and occasionally Presidents)? 4.Being a leader in a time of crisisWhat is the chair s role in responding to a crisis situation? How does the chair help the department not lose sight of long-term strategic plans?
Discussion, Questions & Answers Discussion, Questions & Answers
Further Resources Further Resources Effective Practices for Physics Programs - EP3guide.org Hilborn et al. (2003) Strategic Programs for Innovations in Undergraduate Physics (SPIN-UP): Project Report https://www.aps.org/programs/education/undergrad/faculty/spinup/ spinup-report.cfm Heron et al. (2016) Phys21: Preparing Physics Students for 21st- Century Careers https://www.aps.org/programs/education/undergrad/jtupp.cfm
Habit 1:Develops good people skills. A good department chair cares about the people who work in the department and who the department serves. The chair has sound emotional intelligence, is a good listener, and serves as a mentor and role model for both faculty and students. The chair appreciates and publicly recognizes talent and hard work and knows when to park their ego. An effective chair cares about and is attentive to matters of equity, diversity, and inclusion in all aspects of the department s operation.
Habit 2: Is a good decision maker and fair negotiator. An effective chair seeks broad input and builds consensus where possible, but is decisive when necessary and makes timely decisions backed with sound reasoning and solid information. The chair knows that not all requests can be granted and is good at resolving disagreements. The chair is known for good judgement and being fair. The chair understands the difference between equality and equity, and uses problem-solving skills to mediate conflicts.
Habit 3: Develops and utilizes communication skills. An effective chair learns how and when to communicate with faculty, administrators, students, alumni, and potential partners and benefactors, and has a keen sense of their intended audience. The chair understands and can articulate how the department s academic specialties work, both in education and research, and is knowledgeable about the context in which the discipline is done.
Habit 4: Is a strong advocate for the discipline and education in the discipline. The chair can clearly articulate the value of and effectively advocate for the discipline with the institution s leadership, with other department chairs, with students, and with external audiences.
Habit 5: Serves as a skilled organizer and a leader who fosters collaborative change. An effective chair is as much a leader as an administrator or supervisor. The chair is good at working with faculty and administrators to develop and implement a shared vision for the discipline at the college or university and seeks ways to help faculty members find their place in the department, work together, and contribute their best to the department s efforts.
Habit 6: Is knowledgeable about administrative functions and procedures. The chair understands budgets and accounts, knows how to find and manage resources, and is knowledgeable about university procedures. The chair works effectively with higher level administrators as well as with departmental faculty and staff. The chair develops and demonstrates excellent time management skills, the ability to multitask, and knows when to delegate.
Habit 7: Reflects, Assesses and Plans. An effective chair has a clear sense of the potential and future of the department, understands its mission and vision, and can think and plan on both short and long time scales. The chair reflects on the current state of the department and its programs, encourages the assessment of the effectiveness of those programs, uses data and information to drive decision-making, and leads the department in strategic planning consistent with its mission and vision.
