{"title":"The Chair's Role in Creating Departmental Policy and Procedures, Part 2: Creating and Revising Policy","authors":"Jeffrey Ward","doi":"10.1002/dch.30605","DOIUrl":"https://doi.org/10.1002/dch.30605","url":null,"abstract":"","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"11-13"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Porter v. Board of Trustees of North Carolina State University et al.","authors":"","doi":"10.1002/dch.30614","DOIUrl":"https://doi.org/10.1002/dch.30614","url":null,"abstract":"<p>Free Speech</p>","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"31"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>In his 1624 poem “No Man Is an Island,” John Donne pontificates on the interconnectedness of humankind, calling for empathy and humanity: “No man is an island / entire of itself; every man is a piece of the continent, / a part of the main.” The communities we build as postsecondary educators are powerful: We create support networks, inspire new ideas, and uncover synergies to achieve more than what we could as individuals. However, department chairs seem to be an exception. The nature of the role can create many forms of isolation, ultimately harming their health and wellness.</p><p>Views from seventeen department chairs were collected as part of a research study in 2019 to learn about their leadership development experiences when first entering their roles. Although many spoke highly and positively of their journeys, the significant personal and professional costs of the position were resounding. In general, these academic leaders mentioned facing heavy workloads, high levels of responsibility, and demanding schedules, especially since most had multiple additional roles as practicing clinicians, researchers, and teachers. They noted working long hours and not having enough time for self-care. For many, resting on evenings and weekends was a luxury they could not often afford. As a result, these leaders reported feelings of isolation arising from their professional identity, their relationships, and themselves.</p><p>The role of department chair was seen as a temporary step away from one's core professional identity as a clinician, researcher, and/or teacher rather than as a permanent step toward academic administration. The added workload of the chair role took time and capacity away from their other commitments, resulting in lower research productivity or compromising their professional practice. The trade-off was often made unwillingly. Many chairs described taking the chair role as “sacrificing” their true academic passion.</p><p>The chairs who shared their experiences as part of the study believed their peers viewed them as outside influences, no longer part of the team. This newly felt isolation contributed to a perceived loss of humanity, making them seem more like a cog in the system than a person, colleague, and friend. They described the role as a lightning rod for addressing complaints, noting that they were rarely approached with positive feedback, which further strained relationships. For example, in cases where the best course of action for a department conflicted with a faculty member's self-interests, the resulting disappointment was projected directly to the chair, who acted as a mediator and absorber of negative feelings. Alternatively, faculty members expected chairs to problem-solve for them when, in reality, they often had no authority or control over the matter. These situations resulted in feelings of helplessness, both to address the issue and to manage unfair expectations.</p><p>All department chairs noted sacrificing
{"title":"“No Man Is an Island” … Except for Department Chairs","authors":"Leda Stawnychko, Tracy Wang","doi":"10.1002/dch.30609","DOIUrl":"https://doi.org/10.1002/dch.30609","url":null,"abstract":"<p>In his 1624 poem “No Man Is an Island,” John Donne pontificates on the interconnectedness of humankind, calling for empathy and humanity: “No man is an island / entire of itself; every man is a piece of the continent, / a part of the main.” The communities we build as postsecondary educators are powerful: We create support networks, inspire new ideas, and uncover synergies to achieve more than what we could as individuals. However, department chairs seem to be an exception. The nature of the role can create many forms of isolation, ultimately harming their health and wellness.</p><p>Views from seventeen department chairs were collected as part of a research study in 2019 to learn about their leadership development experiences when first entering their roles. Although many spoke highly and positively of their journeys, the significant personal and professional costs of the position were resounding. In general, these academic leaders mentioned facing heavy workloads, high levels of responsibility, and demanding schedules, especially since most had multiple additional roles as practicing clinicians, researchers, and teachers. They noted working long hours and not having enough time for self-care. For many, resting on evenings and weekends was a luxury they could not often afford. As a result, these leaders reported feelings of isolation arising from their professional identity, their relationships, and themselves.</p><p>The role of department chair was seen as a temporary step away from one's core professional identity as a clinician, researcher, and/or teacher rather than as a permanent step toward academic administration. The added workload of the chair role took time and capacity away from their other commitments, resulting in lower research productivity or compromising their professional practice. The trade-off was often made unwillingly. Many chairs described taking the chair role as “sacrificing” their true academic passion.</p><p>The chairs who shared their experiences as part of the study believed their peers viewed them as outside influences, no longer part of the team. This newly felt isolation contributed to a perceived loss of humanity, making them seem more like a cog in the system than a person, colleague, and friend. They described the role as a lightning rod for addressing complaints, noting that they were rarely approached with positive feedback, which further strained relationships. For example, in cases where the best course of action for a department conflicted with a faculty member's self-interests, the resulting disappointment was projected directly to the chair, who acted as a mediator and absorber of negative feelings. Alternatively, faculty members expected chairs to problem-solve for them when, in reality, they often had no authority or control over the matter. These situations resulted in feelings of helplessness, both to address the issue and to manage unfair expectations.</p><p>All department chairs noted sacrificing ","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"22-23"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dch.30609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mentoring New Chairs to Navigate the Political Climate of Higher Education","authors":"Melissa A. Odegard, Shannon M. Clapsaddle","doi":"10.1002/dch.30612","DOIUrl":"https://doi.org/10.1002/dch.30612","url":null,"abstract":"","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"28-30"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christie Chung, Kim M. Davis, Roberto Sánchez, Frederick L. Ware
<p>Mentorship is an essential component in strategy to diversifying academic leadership. At the 80th Annual Meeting of the American Conference of Academic Deans, the 2022–2023 ACAD Fellows gathered for a session to discuss their career journeys and the roles that others can play in cultivating a diverse leadership in higher education. This article shares brief renderings of their personal stories and the main themes explored during that session.</p><p>As higher education leaders, we are faced with an insurmountable amount of work, issues, and challenges every day. It is essential for us all to take a step back and reflect on our purpose and on what drives us to achieve success. Thus, I start this article with my <i>why</i>.</p><p>My personal motto of “service above self” is the foundation of every decision I make in life. I view every role I have assumed in my career as an opportunity to serve and to make an impact in others' lives. As I continue my journey as a higher education leader, I found another purpose in my work—representation and advocacy. There is a shocking underrepresentation of Asian women in higher education leadership roles (< 0.6 percent in executive positions). Harmful gender and racial stereotypes often lead to an underrepresentation of Asian women in leadership positions and represent what scholars have termed the double-paned glass ceiling. By now, I am used to being the only Asian woman in most leadership meetings and boardrooms. However, I know I am in the right place because my perspective is unique and needed—teams that are made up of diverse thoughts, people, and ideologies always achieve more success. Therefore, I have always been intentional about uplifting the next generation of leaders of color.</p><p>I believe that leadership success usually does not happen without a few significant people supporting us along the way. I am forever grateful to my mentors, who have given me advice during the most difficult junctures and saw potential in me even when I did not. My sponsors, who have allowed me to successfully apply for and receive awards, fellowships, recognitions, and promotions. My advocates, who speak highly of me, even when I'm not in the room. And my connectors, who have opened doors to networks to which I don't always have an “in” because of my identity and other barriers. I give back to the leadership circle by assuming these four roles for aspiring leaders around me. As leaders, we have the privilege to influence, the opportunity to innovate, and the space to make meaningful contributions to update societal structures that underlie our practices and worldview. Thus, I encourage everyone to assume the roles of mentor, sponsor, advocate, and connector whenever possible because you are changing the world one step at a time with these simple actions.</p><p>When I reflect on my current role in higher education, I am grateful for the motivators and mentors who helped me envision and become an academic leader. As a
{"title":"Diversifying Academic Leadership through Impactful Mentorship","authors":"Christie Chung, Kim M. Davis, Roberto Sánchez, Frederick L. Ware","doi":"10.1002/dch.30606","DOIUrl":"https://doi.org/10.1002/dch.30606","url":null,"abstract":"<p>Mentorship is an essential component in strategy to diversifying academic leadership. At the 80th Annual Meeting of the American Conference of Academic Deans, the 2022–2023 ACAD Fellows gathered for a session to discuss their career journeys and the roles that others can play in cultivating a diverse leadership in higher education. This article shares brief renderings of their personal stories and the main themes explored during that session.</p><p>As higher education leaders, we are faced with an insurmountable amount of work, issues, and challenges every day. It is essential for us all to take a step back and reflect on our purpose and on what drives us to achieve success. Thus, I start this article with my <i>why</i>.</p><p>My personal motto of “service above self” is the foundation of every decision I make in life. I view every role I have assumed in my career as an opportunity to serve and to make an impact in others' lives. As I continue my journey as a higher education leader, I found another purpose in my work—representation and advocacy. There is a shocking underrepresentation of Asian women in higher education leadership roles (< 0.6 percent in executive positions). Harmful gender and racial stereotypes often lead to an underrepresentation of Asian women in leadership positions and represent what scholars have termed the double-paned glass ceiling. By now, I am used to being the only Asian woman in most leadership meetings and boardrooms. However, I know I am in the right place because my perspective is unique and needed—teams that are made up of diverse thoughts, people, and ideologies always achieve more success. Therefore, I have always been intentional about uplifting the next generation of leaders of color.</p><p>I believe that leadership success usually does not happen without a few significant people supporting us along the way. I am forever grateful to my mentors, who have given me advice during the most difficult junctures and saw potential in me even when I did not. My sponsors, who have allowed me to successfully apply for and receive awards, fellowships, recognitions, and promotions. My advocates, who speak highly of me, even when I'm not in the room. And my connectors, who have opened doors to networks to which I don't always have an “in” because of my identity and other barriers. I give back to the leadership circle by assuming these four roles for aspiring leaders around me. As leaders, we have the privilege to influence, the opportunity to innovate, and the space to make meaningful contributions to update societal structures that underlie our practices and worldview. Thus, I encourage everyone to assume the roles of mentor, sponsor, advocate, and connector whenever possible because you are changing the world one step at a time with these simple actions.</p><p>When I reflect on my current role in higher education, I am grateful for the motivators and mentors who helped me envision and become an academic leader. As a","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"13-15"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dch.30606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Dean's Handbook for Philanthropy","authors":"Del Doughty","doi":"10.1002/dch.30616","DOIUrl":"https://doi.org/10.1002/dch.30616","url":null,"abstract":"","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"32"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dorothy F. Marsil, Corinne L. McNamara, Lauren A. Taglialatela, Jennifer Willard
{"title":"Clearing the Path from Hiring to the Classroom: A Chair's Guide to Onboarding Contingent Faculty","authors":"Dorothy F. Marsil, Corinne L. McNamara, Lauren A. Taglialatela, Jennifer Willard","doi":"10.1002/dch.30611","DOIUrl":"https://doi.org/10.1002/dch.30611","url":null,"abstract":"","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"26-28"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>In the past year, the Kennesaw State University (KSU) English department undertook an ambitious project to enhance our media reach while providing high-impact learning experiences to students. Key features of the project included successfully proposing a faculty administrative role to coordinate this work that is supported with reassigned time and a stipend; hiring student assistants to create content for department outlets; and periodically assessing the effort through media analytics and narrative evaluation of student experiences. The project successfully resulted in enhanced community engagement as well as sustainable internal student employment and internships that enable qualified students to develop career-oriented skill sets and portfolio exhibits. In an era of heightened pressure to increase enrollments and provide students with strong professional outcomes, we believe other departments can benefit from considering how our experience might apply to their needs.</p><p>Given the pressures of the upcoming enrollment cliff, it has become increasingly common for departments to think carefully about their marketing strategies, especially in fields with declining enrollments. Moreover, with increased student, parent, and social expectations for a return on investment, many faculty have developed a broader interest in supporting the career readiness of their students. Indeed, for disciplines whose career outcomes may be unclear to students, these goals are interrelated: Those disciplines bear a greater burden of articulating their value to students. One way to address this challenge is through media storytelling that focuses on student experiences that lead to positive outcomes (Muir and Oliver <span>2021</span>). A recent report from our disciplinary society, the American Departments of English, insisted that “when we place students, their concerns, and their authentic ambitions at the center of our focus, we find that career preparation is not optional or additional to what we do in English departments, it is imperative” (American Departments of English Ad Hoc Committee on English Majors' Career Preparation and Outcomes <span>2024</span>, 3). With this goal of supporting student success in mind, the KSU English social media team regularly highlighted student achievements externally on the department channels as well as emphasized professional development internally in training and mentoring student team members.</p><p>Universities turning to media to engage potential students is not new (Ranta <span>1994</span>), and media strategy should not be the only component of a department's effort to engage its audiences, as physical events such as meetings continue to have their place (Assimkopoulos et al. 2017). However, media highlighting department-level (as opposed to university-level) content has several benefits. It provides department audiences with more personalized engagement with the faculty and students whose work is at the epicenter of
去年，肯尼索州立大学（KSU）英语系开展了一个雄心勃勃的项目，旨在加强我们的媒体影响力，同时为学生提供具有影响力的学习体验。该项目的主要特点包括：成功提议由教师担任行政职务来协调这项工作，并通过重新分配时间和津贴来支持这项工作；聘用学生助理为系里的媒体创建内容；通过媒体分析和学生体验的叙述性评估来定期评估这项工作。该项目成功地提高了社区参与度，并提供了可持续的内部学生就业和实习机会，使合格的学生能够发展以职业为导向的技能组合和作品展示。考虑到即将到来的招生悬崖压力，各院系越来越普遍地对其营销策略进行认真思考，尤其是在招生人数不断下降的领域。此外，随着学生、家长和社会对投资回报的期望越来越高，许多院系对支持学生做好就业准备产生了更广泛的兴趣。事实上，对于那些学生可能不清楚职业成果的学科来说，这些目标是相互关联的：这些学科在向学生阐明其价值方面承担着更大的责任。应对这一挑战的方法之一是通过媒体讲故事，重点讲述学生的经历，从而取得积极的成果（Muir 和 Oliver，2021 年）。我们的学科协会--美国英语院系协会（American Departments of English）--最近的一份报告坚持认为，"当我们把学生、他们关心的问题和他们真实的抱负放在我们关注的中心时，我们发现，职业准备不是可有可无的，也不是我们英语院系工作的附加部分，而是势在必行的"（American Departments of English Ad Hoc Committee on English Majors' Career Preparation and Outcomes 2024, 3）。本着支持学生成功的目标，KSU 英语系社交媒体团队定期在系部频道上对外强调学生的成就，对内则在培训和指导学生团队成员时强调专业发展。大学利用媒体吸引潜在学生并非新鲜事（Ranta 1994），媒体策略不应成为系部吸引受众的唯一组成部分，因为会议等实体活动仍有其存在的价值（Assimkopoulos et al.）然而，突出系级（相对于校级）内容的媒体有几个好处。它为系级受众提供了与教师和学生更加个性化的接触机会，而教师和学生的工作正是机构学术使命的核心（Buermann 等人，2020 年）。此外，让学生参与这项工作还能提供有意义的学习机会，既能学习实际的内容创作，又能深入了解机构结构和传播实践（Redfern，2015 年；Verzosa Hurley 和 Kimme Hea，2014 年；Walls 和 Vie，2017 年）。它还提供了一个发展专业成就组合的机会，可以与潜在的网络和雇主分享。因此，越来越多的共识支持内部实习对学生成功结果的价值（美国英语系英语专业职业准备和结果特设委员会，2024 年），而作为系媒体内容创作者的正规化学生职位是一个可持续的实习概念。我们的项目部分源于 2022-2023 年英语文学学士和专业写作硕士六年项目评估。这种长期评估被称为学术项目审查，旨在推动下一个六年期的项目战略。我们的审查显示了一些与我们的媒体和品牌工作相关的发现。首先，与许多院校一样，KSU 也经历了学生脱离人文学科的全国性趋势。虽然我们的专业招生人数看起来很健康--例如，英语专业的招生人数仅从 2015 年的 359 人略微下降到 2022 年的 334 人--但这一现状是在 KSU 学生总数从 2015 年的 33,252 人大幅增长到 2022 年的 43,268 人的背景下出现的。因此，英语专业学生在全校学生总数中所占的比例大幅下降。这一趋势凸显了向更广泛的受众阐明人文学科相关性的必要性。 与此相关的是，我们的评估显示，学生们希望得到更明确的指导，以利用他们在英语课程中学到的技能取得积极的职业成果，这与前面提到的最佳实践是一致的。这一洞察力促使我们希望创造更多的内部学生助理和实习机会。最后，评估指出了该系行政结构资源不足以及系领导频繁更替的负面影响。这一启示促使我们向系主任提出改善支持结构的理由，并在该结构内创造领导力发展和继任规划的机会。因此，我们成功获得了院长的支持，并于 2023-2024 年启动了我们的项目。首届社交媒体团队由一名教师协调员和三名学生团队成员（两名本科生助理和一名研究生助理）组成，主要负责社交媒体内容的创建、编辑和发布。团队通过电子邮件、Teams、Canva 和 Meta Business Suite 开展工作，在整个秋季学期中每隔一周召开一次会议，每次半小时（2024 年春季改为每周一次）。在与系主任确定初步战略目标后，教师协调员规划每周的内容并收集媒体资产。学生团队成员在每周开始时通过电子邮件和共享电子表格接收内容任务，指定创建或编辑特定内容任务的责任，以及每个阶段的截止日期。我们的目标是每周发布 3 至 5 篇文章，在 2023-2024 学年期间，我们在 Instagram/Facebook 上发布了 123 篇文章（2021-2022 学年为 56 篇，2022-2023 学年为 66 篇）。每个学期结束时，团队成员都会提交他们最引以为豪的内容作品集，并附上一份反思声明，将他们在团队中的工作与更广泛的职业目标联系起来。作为评估的一部分，我们在 2023 年 10 月底和 2024 年 5 月分别编制了分析报告，用于反思、评估和制定战略，以确定哪些方面做得好，哪些方面需要改进。总体而言，分析数据显示团队的工作取得了稳步增长（见图 1）。截至 2024 年 5 月，我们在 Instagram 上的影响力达到 3.1K，与上一学年相比增长了 352.5%。我们的内容互动量为 1.2K，比上一学年增长了 100%，我们获得了 154 名新粉丝。Erin Kathleen Bahl 是应用与专业写作副教授兼系社交媒体和品牌协调人，Jenny Rissen 是专业写作硕士项目的研究生，John C. Havard 是肯尼索州立大学英语系主任兼教授。电子邮件：[email protected]、[email protected]、[email protected] 。
{"title":"Supporting Student Success and Department Reach through Social Media and Branding Strategy","authors":"Erin Kathleen Bahl, Jenny Rissen, John C. Havard","doi":"10.1002/dch.30604","DOIUrl":"https://doi.org/10.1002/dch.30604","url":null,"abstract":"<p>In the past year, the Kennesaw State University (KSU) English department undertook an ambitious project to enhance our media reach while providing high-impact learning experiences to students. Key features of the project included successfully proposing a faculty administrative role to coordinate this work that is supported with reassigned time and a stipend; hiring student assistants to create content for department outlets; and periodically assessing the effort through media analytics and narrative evaluation of student experiences. The project successfully resulted in enhanced community engagement as well as sustainable internal student employment and internships that enable qualified students to develop career-oriented skill sets and portfolio exhibits. In an era of heightened pressure to increase enrollments and provide students with strong professional outcomes, we believe other departments can benefit from considering how our experience might apply to their needs.</p><p>Given the pressures of the upcoming enrollment cliff, it has become increasingly common for departments to think carefully about their marketing strategies, especially in fields with declining enrollments. Moreover, with increased student, parent, and social expectations for a return on investment, many faculty have developed a broader interest in supporting the career readiness of their students. Indeed, for disciplines whose career outcomes may be unclear to students, these goals are interrelated: Those disciplines bear a greater burden of articulating their value to students. One way to address this challenge is through media storytelling that focuses on student experiences that lead to positive outcomes (Muir and Oliver <span>2021</span>). A recent report from our disciplinary society, the American Departments of English, insisted that “when we place students, their concerns, and their authentic ambitions at the center of our focus, we find that career preparation is not optional or additional to what we do in English departments, it is imperative” (American Departments of English Ad Hoc Committee on English Majors' Career Preparation and Outcomes <span>2024</span>, 3). With this goal of supporting student success in mind, the KSU English social media team regularly highlighted student achievements externally on the department channels as well as emphasized professional development internally in training and mentoring student team members.</p><p>Universities turning to media to engage potential students is not new (Ranta <span>1994</span>), and media strategy should not be the only component of a department's effort to engage its audiences, as physical events such as meetings continue to have their place (Assimkopoulos et al. 2017). However, media highlighting department-level (as opposed to university-level) content has several benefits. It provides department audiences with more personalized engagement with the faculty and students whose work is at the epicenter of ","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"9-11"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dch.30604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Enhancing Staff Success in Academic Units","authors":"Susan A. Hildebrandt, Yojanna Cuenca-Carlino","doi":"10.1002/dch.30608","DOIUrl":"https://doi.org/10.1002/dch.30608","url":null,"abstract":"","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 2","pages":"19-21"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Practical Strategies for Former Chairs in the Academic Department","authors":"Butler Cain","doi":"10.1002/dch.30587","DOIUrl":"https://doi.org/10.1002/dch.30587","url":null,"abstract":"","PeriodicalId":101228,"journal":{"name":"The Department Chair","volume":"35 1","pages":"5-8"},"PeriodicalIF":0.0,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141441311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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