1. Creating a Viable Academic Future While Navigating Changing Roles and Expectations University of New Hampshire Academic Leadership Retreat, August 23, 2011 Dr. Cathy A. Trower

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5. Additional Issues Weakening state support Varying interpretations of the land-grant mission Privatization of higher education Globalization Erosion of public commitment to land-grant mission 21 st century students’ complex needs ◦ Demographics and learning needs of students requiring different pedagogy and delivery methods Quality of student learning in context of today’s faculty reward system 5

6. The New World for Teacher-Scholars Knowledge production and dissemination ◦ Digital scholarship ◦ Electronic journals v. books ◦ More publications required ◦ Longer lead times for publication ◦ Decline of the university press ◦ Increase in publishing costs ◦ Rise of interdisciplinary research 6

7. New World for Teacher-Scholars Funding pressures; budget cuts Increased competition for grants and different funding sources Increased pressure for transparency and accountability Ratcheting up expectations for all faculty including teaching, research, service, and outreach 7

8. New Worldfor Teacher-Scholars 24/7 expectations for faculty work and accessibility to students Dual careers 8

9. 9 THE FACULTY AT WORK

10. Why Thinking Generationally Matters For the first time in history, four generations are working side by side. Different values, experiences, styles, and activities sometimes create misunderstandings and frustrations. By the year 2014, 70 million Baby Boomers (including many faculty members and administrators) will retire. Generation X, a generation with different values and priorities than Boomers and Traditionalists, will assume leadership positions. The old models of who works and what they work for are steadily changing. 10

11. How and where did Kennedy die?

12. The Generations Loyal Optimistic Skeptical Tolerant “Keepers of the grail” “Thank God, it’s Monday!” “Work to live, not live to work.” “EAY; LTAM” 12

13. Traditionalists (1922-1945; 66+) 44 million Major InfluencesCharacteristics  Patriotic “Waste not – want not”  Faith in institutions “One company” career  Military influenced Top down approach 13

14. Baby Boomers (1946-1964; 47 to 65) 80 million Major InfluencesCharacteristics  Idealistic  Competitive  Question Authority 14

15. Generation X (1965-1980; 31-46) 46 million Major InfluencesCharacteristics  Eclectic  Resourceful  Self-reliant  Distrustful of institutions  Highly adaptive to change & technology 15

16. Millennials (1981-2000; up to age 30) 92 million Major InfluencesCharacteristics  Globally concerned  Realistic  Cyber-savvy  Suffer “ADD”  “Remote control kids” 16

17. The Generations at Work Traditionalists 1922-1945 Boomers 1946-1964 GenXers 1965-1980 Millennials 1981-2000 Job changingCarries a stigma Stay for life Puts you behind Stay if moving up Is necessary Follow your heart The ultimate multi-taskers Part of daily routine; expected MotivatorsJob well done $, title, recognition, promotion Freedom, funPersonal fulfillment Workplace flexibility Who will do the work? The nerve of those Xers! I’ll go where I can find it. Should suit my needs 17

18. The Generations at Work TraditionalistsBoomersGenXersMillennials Working long hours Required; prudent Will get ahead, $, bonus Get a life! Decide when, where and how But not all at work ProductivityInputs and outputs matter Input matters most Output is all that matters Churn lots of topsoil in many areas Give me more… EssentialsMoneyTimeAffirmation Performance reviews If no one is yelling, that’s good Once a year; well- documented Sorry to interrupt again, but how am I doing? What do you mean I’m not outstanding? 18

19. The Generations at Work TraditionalistsBoomersGenXersMillennials Work and family “Never the twain shall meet” Work matters most; divorced or dual career Balance Career pathsSlow & steady; stability Ladder; upward mobility Lattice; plateaus are fine Checkerboard Career paceProve yourself with loyalty; pay dues Prove yourself with long hours; pay your dues I want to know all my options now May switch frequently and fast CommunicationFormal Memo In personDirect Immediate Email Text IM 19

20. What always mattered still matters, but times have changed. 20 For many, though not all, tenure is still an attractive goal. Standards for excellence are higher and make ‘balance’ elusive in the early years. Support for professional development throughout an academic career is desired. Mentoring matters, maybe more than ever. Work-life balance still matters, but is ever more elusive. A sense of collegiality and community still matter, but networks are broader. Trower, C. (Summer 2010). A new generation of faculty: Similar core values in a different world. Peer Review, Washington, DC: AAC&U.

21. PhD Receipt Graduate School Entry Assistant Professor (Tenure Track) Associate Professor (Tenured) Full Professor (Tenured) Leaks in the Academic Pipeline for Women* Leak!! Women with Babies (28% less likely than women without babies to enter a tenure- track position) Women, Married (21% less likely than single women to enter a tenure-track position) Women (27% less likely than men to become an Associate Professor) Women (20% less likely than men to become a Full Professor within a maximum of 16 years) Women PhDs Water Level Women PhDs Water Level Women PhDs Water Level * Preliminary results based on Survival Analysis of the Survey of Doctorate Recipients (a national biennial longitudinal data set funded by the National Science Foundation and others, 1979 to 1995). Percentages take into account disciplinary, age, ethnicity, PhD calendar year, time-to-PhD degree, and National Research Council academic reputation rankings of PhD program effects. For each event (PhD to TT job procurement, or Associate to Full Professor), data is limited to a maximum of 16 years. The waterline is an artistic rendering of the statistical effects of family and gender.

22. Family Status of Tenured Faculty, All Fields* Men Women *PhDs from 1978-1984 Who Are Tenured 12 Years out from PhD. **Had a child in the household at any point post PhD to 12 years out. Source: Survey of Doctorate Recipients. Sciences, 1979-1999, Humanities, 1979-1995 N=10,652N=32,234

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24. What Can Be Done? There is no magic bullet that will eliminate the ‘ideal worker’ (Drago) norm and the expectations of family built around that norm. Changes in policy are needed…BUT… ◦ Changes in culture, climate, and day-to-day practices and expectations across all levels of the academy are required for long-term improvement. ◦ Absent those changes, even the most progressive work/family policies will likely be ignored by faculty.

25. Implications for Academic Leaders 1. Careful scrutiny of…  Current policies and practices  Academic culture 2. Consider revision of policies & practices A.Mentoring B.Clarity and transparency of tenure & promotion C.Performance evaluation D.Culture and collaboration E.Support for research F.Support for teaching G.Flexibility and “life-friendliness” 25

26. Implications for Academic Leaders 3. Consider the reward structure for… ◦ Interdisciplinarity ◦ Collaboration ◦ Innovation ◦ Service on campus and in the community ◦ Teaching ◦ Applied research ◦ Outreach ◦ Advising ◦ Editorial work 26

27. Institutional Support 4. Monitor equity of…  Work load  Travel support  Start-up packages  Space/lab/office space  Resources  Salary  RA support

28. A) Mentoring Ensure “instrumental” mentoring ◦ Critiques of scholarly work ◦ Nominate for career-enhancing rewards ◦ Include in valuable networks ◦ Collaborate on research and teaching ◦ Be Co-PI ◦ Arrange for them to chair conference or submit their name Moody, J. (2004) Academe, “Supporting Women and Minority Faculty,” 90 (1).

29. Components of effective mentoring programs Visible, overt, regular communication from leadership that good mentoring is a department priority Formal program management Thoughtful mentor matching at hire, and prior to arrival on campus Multiple mentors, one outside department, until T&P decision Provision for training of mentors Provision for training of junior faculty (mentees) Opportunities for junior faculty to network/meet as a group Opportunities to check on success of mentoring relationships for every junior faculty, and re-assign/augment, etc., as needed Evaluation of program as a whole on a regular basis Provision of formal recognition, acknowledgment, awards, etc., for mentoring 29

30. B) Tenure and promotion Provide clarity and fairness in tenure ◦ Clear and written criteria ◦ Clear body of evidence ◦ Hold demystifying workshops on tenure and promotion ◦ Be realistic about what pre-tenure faculty can reasonably do ◦ In evaluating ‘national’ reputation, realize that not everyone can travel ◦ Credit for outside of class work: independent studies and dissertations

31. C) Performance evaluations Faculty Reviews Should Be… Clear Transparent Fair* Frequent Consistent Helpful Written Focused * Systematically assess bias in evaluation and letters Conducted by: ◦ Senior colleagues who understand the complexities and environment facing the junior faculty member ◦ Chairs who are trained Based on: ◦ Reasonable requirements https://implicit.harvard.edu/implicit/demo/

32. D) Culture and collaborations Focus on Culture and Fit ◦ Discuss department culture/numbers/success rates prior to hire (but not the same as being there) ◦ Orientation to university, school, and department ◦ Connections/networks/mentors (create pull) ◦ Ensure collaborations with senior faculty ◦ Chair education around establishing inclusive culture ◦ Engage senior faculty ◦ Help ensure consistent messages (in writing)

33. E) Support for research ◦ Making time for research (success strategies) ◦ Set realistic research expectations ◦ Forms of support for research  Professional pre- and post-award support  TAs/RAs  Travel funds  Leave time  Allow saying “no” to extra service  Tell them the ‘ropes’  Workshops on running a lab, supervision

34. F) Support for teaching Teach junior faculty how to document teaching Minimize the number of new course preps in the early years Hold demystifying workshops on tenure No one sees first year student evaluations but the new faculty member Have a Teaching & Learning center where new faculty can hone their skills and seek advice Master teachers

35. G) Flexibility and family-friendliness Transitional support programs Stop-the-clock automatic Part-time tenure Modified duties Flexible appointments Job sharing Research leave Structure and policy for dual career partners Onsite childcare Onsite lactation rooms Eldercare

36. Roundtable Discussion: Strategies for Creating a Viable Academic Future at UNH 1. What are the key considerations or issues that stand out for you based on what you’ve heard this morning? 2. In your role (as a department chair, coordinator, associate dean, dean, etc.), how are you (or how might you) address these shifting/emerging values around faculty work in your department/college/unit? 3. What do you need from other academic administrators (e.g., the Dean, Provost) and senior faculty to help anticipate/shape the future faculty workplace? 36