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Amazing book on leadership!

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Why Good Leaders Should Make You Feel Safe

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Why Good Leaders Should Make You Feel Safe

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I love TED talks and this was a great one!

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Why good leaders make you feel safe | Simon Sinek | TED

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Case study article about mold found on college campuses and the schools' responses

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Mark Makela for The Chronicle

A giant dehumidifier that sounds like a vacuum cleaner was placed in the hallway outside Megan Wilson's dorm room several weeks ago at the University of Tennessee at Knoxville to ward off a menace: mold.

Wilson, a sophomore pre-med student majoring in biological sciences, said she didn't grasp the severity of the mold outbreak until she was driving home for fall break, stopped for gas, and noticed a flurry of texts from friends.

The university had just notified students that Wilson's dorm, Laurel Hall, would be evacuated and closed for the remainder of the year. Wilson and her roommate were soon assigned to another residence hall with two other women she had never met before. Her family drove into town to help her move ahead of a week jam-packed with exams.

"I realize that housing is doing the best that they can," she said. "But this is definitely an inconvenient thing to have to deal with, and definitely made my semester harder than it already was."

Tennessee's flagship campus is one of many universities battling mold this fall after a summer with lots of rain and high humidity, which some experts are blaming on climate change. Students across the country have been forced to evacuate mold-infested residence halls. Campuses are scrambling to patch together emergency plans while easing student and parent concerns.

There's always mold in the air, especially in eastern Tennessee, said Dave Irvin, Knoxville's associate vice chancellor for facilities services. But this year's outbreak has been anything but ordinary.

"It's been a bigger issue and happening more places this year than in quite a while."

"It's been a bigger issue and happening more places this year than in quite a while," he said.

The mold outbreak followed a summer heat wave that displaced many students as classes were starting. Students at the University of Maryland at College Park were relocated to air-conditioned lecture halls, lounges, and student centers to escape the heat. Now more than 500 students have been evacuated from the university's mold-infested Elkton Hall to nearby hotels.

Indiana University at Bloomington is also fighting an influx of mold. The flagship campus is mitigating the outbreak with the help of its new emergency-operations center, a facility originally designed to deal with disasters like tornadoes and floods.

About 150 students have been displaced by mold, said John S. Applegate, executive vice president for university academic affairs. Those students, primarily from McNutt and Foster Quads, have been moved into temporary housing, including lounges, other dorm rooms, and hotels.

Some of those students have sued the university. The lawsuit, which seeks class-action status, alleges that the university did not respond to multiple requests to remove the mold, and has not provided detailed information about the type of mold or plans for cleanup.

A spokesman for the university said it cannot comment on pending litigation.

The university typically handles mold complaints on a case-by-case basis, Applegate said. But this year's outbreak is of a different magnitude. "There's every reason to believe," he said, "that we're looking at new climatic normal."

Why Now?

Heat and humidity are partly to blame for this year's mold outbreak. Poor maintenance of campus facilities could also be at fault.

"Many parts of the country this year experienced above-average precipitation. If maintenance has been deferred, schools in these regions may find themselves with leaking roofs, broken pipes, unbalanced HVAC systems, etc., all of which can contribute to excessive moisture and subsequent mold growth," wrote the U.S. Environmental Protection Agency in an emailed statement.

The sheer size of a campus can make maintenance tougher. "We have 22 million square feet on this campus," Knoxville's Irvin said. "Obviously that's a much bigger challenge than when we're at home making sure it's not growing in our kitchen."

A 2017 report by Sightlines, a facilities-planning company for higher education, said campus space grew 10 percent from 2007 to 2016. Growth in campus space also outpaced enrollment for the fourth year in a row, according to the report.

"While our research indicates that institutions are taking steps to invest more strategically in facilities resources, the vast majority continue to underestimate the renewal needs of deteriorating spaces while pushing high-risk investments into new facilities," said Mark Schiff, president of Sightlines, in the report.

As colleges and universities set their sights on new construction, many are still home to aging facilities. Knoxville, for example, has 100-year-old buildings, Irvin said. They have older mechanical systems and aren't as efficient at maintaining temperatures, he said.

Last summer Kutztown University of Pennsylvania spent $2 million on HVAC repairs to thwart mold that had provoked an outcry from faculty members.

But according to the EPA, an old building should not be more vulnerable to mold. "If moisture is under control, then mold should be under control as well, regardless of the age of the building," the agency wrote in a statement.

Both the Knoxville and Bloomington campuses plan to update their facilities, including installing new windows and replacing mechanical equipment such as heating and air-conditioning systems.
Follow Cailin Crowe on Twitter at @cailincrowe, or email her at cailin.crowe@chronicle.com.

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Higher Ed's Spreading Problem: How Colleges Are Struggling With Campus Mold

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A giant dehumidifier that sounds like a vacuum cleaner was placed in the hallway outside Megan Wilson's dorm room several weeks ago at the University of Tennessee at Knoxville to ward off a menace: mold.

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In my educational leader portfolio, I was able to use this as a guide for a leader versus manager.

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Great resource on how to develop your personal leadership theory.

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Considering a Career in Student Affairs
By Dr. Patrick Love
Associate Professor, New York University

Are you looking for a meaningful career? A career in which you can make a difference in the lives of other people? A career where you could work at a small liberal arts college, a community college, or a big university? A career where you will be challenged to develop skills in a variety of areas, such as leadership, advising, administration, or supervision? If so, then you are in the right place, because the field of student affairs provides just such careers. Welcome to the American College Personnel AssociationProfessional Preparation Commission Directory of Graduate Programs Preparing Student Affairs Professionals, where you can gain information about the field of students affairs and many of the institutions that provide graduate preparation programs for the field of student affairs.

The purpose of this essay is to provide information about the field of student affairs to users of this directory, especially those users from outside the field. This brief essay identifies: the roots of the student affairs profession;

foundational documents and beliefs;

what jobs student affairs professionals hold (e.g., residence director, academic advisor, dean of students);

the types of departments in which student affairs professionals work (e.g., financial aid, orientation, career services);

the types of institutions in which student affairs professionals work (e.g., community colleges, liberal arts colleges, research universities);

where student affairs is going (our future); and

why you might consider a career in students affairs.

History of Student Affairs

The field of student affairs arose from a variety of strands of college work. One strand emerged from the advising and counseling positions that developed on campuses--the personnel movement of the late 19th and early 20th centuries. The other was through the proliferation of administrative and management functions as institutions of higher education grew in size and complexity during the late 19th and throughout the 20th century. The first Dean of Men was appointed at Harvard University in 1870. The number and type of advising, counseling, administrative, and management positions continued to increase throughout the 20th century to meet the evolving needs of institutions and the students who attend them. Other factors that contributed to the development of the field of student affairs include the proliferation of colleges and universities during the late 19th and throughout the 20th century, the inclusion of women and students of color, the rise in the importance of extracurricular activities, and research conducted on the experience and development of college students. More recent trends influencing the field include the expansion and integration of developmental theory, refocusing on the learning experiences of students, and exploring the role and enhancement of student engagement.
Foundational Documents and Beliefs
There are core beliefs and principles of student affairs practice that have persisted throughout its history and there are those beliefs and principles that have evolved and emerged as institutions of higher education and the needs of our society have changed. One of the most important early documents that attempted to capture the emerging complexity of the field was the Student Personnel Point of View, published in 1937 by the American Council on Education. It was reviewed and rewritten in 1949. Since then additional documents have been produced that have attempted to capture the beliefs and principles of the field, while providing vision and guidance for future development in the field. These documents have included: Student Development in Tomorrow's Higher Education: A Return to the Academy (1972); the COSPA statement (1975); A Perspective on Student Affairs (1986); The Student Learning Imperative (1993); and Principles of Good Practice for Student Affairs (1998). These are all relatively brief documents and it is highly recommended that anyone considering a career in student affairs would do well to read them.

An analysis of the documents reveal some of the ideals toward which we strive as a profession. They include:

A belief in the dignity, uniqueness, potential, and worth of each individual.

A belief that our role is to enhance student learning and student development.

A belief in the development of the whole person, including the importance of intellectual, social, emotional, and spiritual elements.

A belief that learning occurs in diverse places and diverse ways.

A belief in supporting the goals of individuation and community, recognizing the powerful role of community in learning and development.

A belief in communities where diversity is desired, mutual respect is expected, and where ideas and assumptions are to be explored and questioned.

A belief in encouraging conversation and communication, instead of stifling it, no matter how offensive the ideas may be to some.

A belief that the mission of student affairs flows from the mission of the institution.

A belief that higher education and student affairs have roles in assisting in transforming our society into one that is a learning society.

Roles, Functions, and Institutions
At its broadest definition, student affairs could be said to consist of any advising, counseling, management, or administrative function at a college or university that exists outside the classroom. However, the traditional notion of student affairs often includes a mixture of the following functions taking place in the following departments.

Functions - Student affair professionals perform a varied mixture of leading, educating, individual and group advising, counseling, supervising, teaching, training, planning, program development, inquiring, managing, financial management, and assessment and evaluation. Emerging functions include resource attraction and grant writing, entrepreneurship, outcomes assessment, political negotiation, and cultural assessment.

Departments - Department and program areas typically associated with student affairs include residence life, commuter services, graduate student services, admissions, new student orientation, financial aid, counseling centers, advising centers, leadership development, Greek affairs, student activities, student unions, leadership development, community service, service learning, career planning and placement, discipline and judicial affairs, alumni relations and development, services for students with disabilities, developmental learning services, and advocacy and support programs (e.g., for students of color, lesbian, bisexual, gay, and transgender students, veterans, women, international students, adults).

Institutions - Student affairs professionals work in every kind of institution including private liberal arts colleges, community colleges, public colleges and universities, research universities, women's colleges, historically Black colleges and universities, tribal colleges, urban institutions, and for-profit institutions.
The Future
The student affairs field recognizes the on-going changes and transformations that are occurring in society and affecting institutions of higher education. The field and the professionals within it are dedicated to meeting those challenges. However, at its core, the student affairs profession will be called to continue its traditional responsibilities of helping to shape our institutions and to meet the learning and developmental needs of all students and humanizing the college campus. To achieve these goals we will need to learn how to make colleges supportive, learning rich environments for all students, including traditional age students, adult students, graduate students, part-time students, commuters, students of color, students with disabilities, and poor and otherwise disadvantaged students. In addition, student affairs practitioners will need to develop policies and practices that allow students to stay connected to each other and the institution in the face of technological and societal trends that will increasingly foster disconnectedness.
Considering a Career
Given the wide variety of needs being addressed and the wide variety of roles and functions, the field of student affairs seeks individuals from varied backgrounds, and with varied experiences, skills, and interests. What we hope is common in the individuals seeking a career in student affairs are the values listed earlier in this essay, especially a desire to assist in the growth and development of all college students, and a willingness to continue to grow and develop in one's abilities to meet the needs of our students and the needs of our institutions.

We encourage you to talk with people already working in the profession. We are sure you will hear stories of challenge, frustration, even discouragement. But we also know that you will hear stories about the joy of positively influencing someone, the satisfaction of making a difference, and the exhilaration of meeting challenges and overcoming obstacles. Working in the field of student affairs is an exciting adventure. We hope you will consider joining us!
Suggested Readings
American College Personnel Association (1994). The student learning imperative: Implications for student affairs. Washington, DC: Author.

American College Personnel Association and National Association of Student Personnel Administrators (1997). Principles of good practice for student affairs. Washington, DC: Author.

American Council on Education (1994a). The student personnel point of view. In A. L. Rentz (Ed.), Student affairs: A profession's heritage (pp. 66-77). Lanham, MD: University Press of America. (Original work published in 1937).

American Council on Education (1994b). The student personnel point of view. In A. L. Rentz (Ed.), Student affairs: A profession's heritage (pp. 108-123). Lanham, MD: University Press of America. (Original work published in 1949).

Brown, R. D. (1972). Student development in tomorrow's higher education: A return to the academy (Student personnel series No. 16). Washington, DC: American Personnel and Guidance Association.

Council of Student Personnel Associations (1975). Student development services in postsecondary education. In A. L. Rentz (Ed.), Student affairs: A profession's heritage (pp. 428-437). Lanham, MD: University Press of America. (Original work published in 1975).

Cross Brazell, J. (1996). Diversification of postsecondary institutions. In S. R. Komives & D. B. Woodard (Eds.) Student services: A handbook for the profession (pp. 43-63). San Francisco: Jossey-Bass.

Culp, M. & Helfgot, S. (1998). Life at the edge of the wave: Lessons from the community college. Washington, DC: NASPA.

El-Khawas, E. (1996). Student diversity on today's campuses. In S. R. Komives & D. B. Woodard (Eds.) Student services: A handbook for the profession (pp. 64-80). San Francisco: Jossey-Bass.

Komives, S. R., & Woodard, D.B. (1996). Student services: A handbook for the profession. San Francisco: Jossey-Bass.

National Association of Student Personnel Administrators (1987). A perspective on student affairs. Washington, DC: Author.

Nuss, E. M. (1996). The development of student affairs. In S. R. Komives & D. B. Woodard (Eds.) Student services: A handbook for the profession (pp. 22-42). San Francisco: Jossey-Bass.

Rentz, A. L. (1996). Student affairs practice in higher education (Second Edition). Springfield, IL: Charles C. Thomas.

Woodard, D. B., Love, P., & Komives, S. R. (2000). Leadership and management issues for the 21st century. New Directions in Student Services. San Francisco: Jossey-Bass.

September 2003

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Considering a Career in Student Affairs By Dr. Patrick Love Associate Professor, New York University Are you looking for a meaningful career? A career in which you can make a difference in the lives of other people? A career where you could work at a small liberal arts college, a community college, or a big university?

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Tips to Be a Great Leader in Student Affairs

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Tips to Be a Great Leader in Student Affairs

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Enter your email address below. If your address has been previously registered, you will receive an email with instructions on how to reset your password. If you don't receive an email, you should register as a new user

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Student Affairs is... from a leadership perspective

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Student Affairs is... from a leadership perspective

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My story is not unlike the many who have preceded me and those who will follow me into a student affairs life. It started on a small college campus where as a student I found my connection through student activities. As a first-year student, I signed on to sell tickets for the spring fling festival and this single act of volunteerism turned into a life of service to students. From that moment, I ultimately discovered a career path that led me to my ideal job.

As the dean of student affairs and the senior student affairs officer at my college, I balance between the needs of the institution and the needs of students. I am often the voice of students at the leadership table and try to bring the student perspective into the decision making process. But I am not alone. I am fortunate to work at an institution that values student input and respects the needs of students. My responsibility is ensuring that we consistently deliver the quality service that students expect and deserve and create opportunities for engagement that provide for growth and development.

I see student affairs as the ultimate bridge between the academic world and the "real" world. The lessons learned in the classroom are best applied in the laboratories of life - the opportunities we create through the activities, programs and services of student affairs. Our campuses, whether large or small, are places where students come together with peers and others to learn and grow. This is true whether the student is attending directly out of high school, is first-generation embarking on an unfamiliar journey or is post-traditional returning to change careers. Student affairs professionals are charged with creating and sustaining learning environments and experiences for students. We must consider our student partners as key stakeholders in the process of developing these opportunities.

My path in student affairs has afforded me an opportunity to work at several institutions serving a variety of students. My career began at a small, public liberal arts college that served a mix of regional and national students. As a feeder for post-graduate professional programs, academics was a strong focus on this campus. From there I moved to a mid-sized regional community college. The student mix was very different and included those looking to transfer to a state university and those seeking a terminal degree in a trade or technical skill. Finally, I arrived at my current institution - a health sciences college. My students are highly motivated, post-traditional learners who come to us for a specific education and experience. In all of these settings, the opportunity to engage students continues to be important although the means for doing so varies.

More recently, emerging issues such as mental health, sexual assault and gender-based violence and crisis management have taken much of my time and attention. While these issues have been difficult, the opportunity to influence and address these from a policy perspective has been stimulating and provides me with a renewed sense of purpose. Even though my role continues to evolve and my responsibilities to students has expanded beyond that of engagement, I enjoy interacting across divisions and collaborating with others, both on my campus and with colleagues at other campuses, to address these common concerns.

The challenge faced throughout my career has been one of creating the right opportunities so students could find their voice. Not only must we create these safe learning environments and experiences for students, but we must do so in a way that encourages personal growth. Regardless of the institutional type or student mix, this tenet of student affairs does not change. Higher education, and particularly student affairs, must place students at the center of our decision making and focus our efforts on lifelong learning beyond the walls of our institution. Student affairs professionals assume an important role in achieving this outcome.

Dr. Hampton Hopkins is the dean of student affairs and enrollment management at Carolinas College of Health Sciences in Charlotte, NC. He has more than 20 years of experience in student affairs. His involvement with NASPA has included serving on the board of directors as the director of the Small Colleges and Universities Division and in various other roles.

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Student affairs is... from a leadership perspective

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My story is not unlike the many who have preceded me and those who will follow me into a student affairs life. It started on a small college campus where as a student I found my connection through student activities.

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I found this clip to be very informative on emotional intelligence

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Another great resource for news in higher education

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Inside HigherEd is one of my favorite websites for news concerning all things higher education.

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Inside Higher Ed | Higher Education News, Events and Jobs

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Inside Higher Ed | Higher Education News, Events and Jobs

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Free Higher Education News, Jobs, Career Advice and Events for college and university faculty, adjuncts, graduate students, and administrators.

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Student Affairs Interview Questions

We've compiled a list of the most common student affairs interview questions, organized by functional area. Whether you're looking for academic advising interview questions, career services interview questions, residence life interview questions, or something else... we've got you covered.

Jump to:

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Student Affairs Interview Questions by Functional Area

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We've compiled a list of the most common student affairs interview questions, organized by functional area. Whether you're looking for academic advising interview questions, career services interview questions, residence life interview questions, or something else... we've got you covered.

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This PDF was a great resource for understanding the relational model and the five components.

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For my professional interview, I interviewed a director of inclusion. This was a great interview that helped me prepare for my own interview.

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The Beat - Multicultural Affairs Interview

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Ms. Byrne's leadership philosophy was a great example of a leadership philosophy and gave me a great start on how to format my personal leadership philosophy.

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In 1995, psychologist and science journalist Daniel Goleman published a book introducing most of the world to the nascent concept of emotional intelligence. The idea--that an ability to understand and manage emotions greatly increases our chances of success--quickly took off, and it went on to greatly influence the way people think about emotions and human behavior.

But what does emotional intelligence look like, as manifested in everyday life?

For the past two years, I've explored that question in researching my forthcoming book, In doing so, I've identified a number of actions that illustrate how emotional intelligence appears in the real world.

1. You think about feelings.

Emotional intelligence begins with what is called self- and social awareness, the ability to recognize emotions (and their impact) in both yourself and others.

That awareness begins with reflection. You ask questions like:

What are my emotional strengths? What are my weaknesses?

How does my current mood affect my thoughts and decision making?

What's going on under the surface that influences what others say or do?

Pondering questions like these yield valuable insights that can be used to your advantage.

The pause is as simple as taking a moment to stop and think before you speak or act. (Easy in theory, difficult in practice.) This can help save you from embarrassing moments or from making commitments too quickly.

In other words, pausing helps you refrain from making a permanent decision based on a temporary emotion.

3. You strive to control your thoughts.

You don't have much control over the emotion you experience in a given moment. But you can control your reaction to those emotions--by focusing on your thoughts. (As it's been said: You can't prevent a bird from landing on your head, but you can keep it from building a nest.)

By striving to control your thoughts, you resist becoming a slave to your emotions, allowing yourself to live in a way that's in harmony with your goals and values.

4. You benefit from criticism.

Nobody enjoys negative feedback. But you know that criticism is a chance to learn, even if it's not delivered in the best way. And even when it's unfounded, it gives you a window into how others think.

When you receive negative feedback, you keep your emotions in check and ask yourself: How can this make me better?

5. You show authenticity.

Authenticity doesn't mean sharing everything about yourself, to everyone, all of the time. It does mean saying what you mean, meaning what you say, and sticking to your values and principles above all else.

You know not everyone will appreciate your sharing your thoughts and feelings. But the ones who matter will.

6. You demonstrate empathy.

The ability to show empathy, which includes understanding others' thoughts and feelings, helps you connect with others. Instead of judging or labeling others, you work hard to see things through their eyes.

Empathy doesn't necessarily mean agreeing with another person's point of view. Rather, it's about striving to understand--which allows you to build deeper, more connected relationships.

7. You praise others.

All humans crave acknowledgement and appreciation. When you commend others, you satisfy that craving and build trust in the process.

This all begins when you focus on the good in others. Then, by sharing specifically what you appreciate, you inspire them to be the best version of themselves.

8. You give helpful feedback.

Negative feedback has great potential to hurt the feelings of others. Realizing this, you reframe criticism as constructive feedback, so the recipient sees it as helpful instead of harmful.

9. You apologize.

It takes strength and courage to be able to say you're sorry. But doing so demonstrates humility, a quality that will naturally draw others to you.

Emotional intelligence helps you realize that apologizing doesn't always mean you're wrong. It does mean valuing your relationship more than your ego.

10. You forgive and forget.

Hanging on to resentment is like leaving a knife inside a wound. While the offending party moves on with their life, you never give yourself the chance to heal.

When you forgive and forget, you prevent others from holding your emotions hostage--allowing you to move forward.

11. You keep your commitments.

It's common nowadays for people to break an agreement or commitment when they feel like it. Of course, bailing on an evening of Netflix with a friend will cause less harm than breaking a promise to your child or missing a major business deadline.

But when you make a habit of keeping your word--in things big and small--you develop a strong reputation for reliability and trustworthiness.

12. You help others.

One of the greatest ways to positively impact the emotions of others is to help them.

Most people don't really care where you graduated from, or even about your previous accomplishments. But what about the hours you're willing to take out of your schedule to listen or help out? Your readiness to get down in the trenches and work alongside them?

Actions like these build trust and inspire others to follow your lead when it counts.

13. You protect yourself from emotional sabotage.

You realize that emotional intelligence also has a dark side--such as when individuals attempt to manipulate others' emotions to promote a personal agenda or for some other selfish cause.

And that's why you continue to sharpen your own emotional intelligence--to protect yourself when they do.

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In 1995, psychologist and science journalist Daniel Goleman published a book introducing most of the world to the nascent concept of emotional intelligence. The idea--that an ability to understand and manage emotions greatly increases our chances of success--quickly took off, and it went on to greatly influence the way people think about emotions and human behavior.

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4 Leadership Skills Needed in Higher Education

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4 Leadership Skills Needed in Higher Education

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Virtually every success-regardless of one's occupation-can be achieved through leadership. How do people get ahead in their careers? Leadership. When tensions flare, how do cooler heads prevail? Again, through leadership, displaying the kinds of characteristics that have come to define this highly sought-after personality trait.

The same holds true in the world of higher education, as the very title of the professional degree required to enter this field- Doctor of Education in Higher Education Leadership -suggests.

What are the types of leadership qualities that school administrators use to thrive? Opinions vary on the matter. Once they are identified, the next step is to actually develop them. As might be expected, many of today's highly esteemed educators have a lot to say on the subject.

Discipline

In a publication titled Leadership Lessons, produced by the American Association of Collegiate Registrars and Admissions Officers, former university administrator James Wagner noted there at least five characteristics that are instrumental to roles in higher education. Chief among them is discipline.
Discipline is manifested through a strict code of conduct that's usually needed to accomplish a task. Whether it's losing weight, training for a triathlon, or acing an exam, discipline can't be in short supply when the going gets tough. Discipline and the higher education sphere go hand in hand. In fact, several synonyms for discipline fall under the academic lexicon, such as "teaching," "direction," "instruction," and "training."

Brian Mitchell, director for the non-profit Edvance Foundation and a former university president, expounded on the importance of discipline for higher education administrators.

"Duties on campus are extensive, especially if you value time with the students, enjoy interaction with the faculty, and commit to management," Mitchell wrote for the Huffington Post.

He added that discipline can give administrators-college presidents, in particular-the stamina they need to maintain their often-rigorous schedules.

Outside-the-box thinking

Teachers like to encourage their students to stretch their minds and think big, imagining all the possibilities that they can achieve through hard work and discipline. Administrators might be wise to follow the same counsel, particularly when it comes to solving issues that a university may be facing.

In an opinion piece, Brandon Busteed, executive director of education and workforce development at Gallup, said higher education can often be a "follow-the-leader industry," where universities look to others for guidance or ideas on policy implementation or expansion. But Busteed contends that universities' leadership ought to take the road less traveled. For instance, while postgraduate programs have their merit and worth, institutions might want to consider offering more degree levels to help curb costs, including certifications, non-accredited boot camps and employer-specific workforce programs.

"Think about what would happen if the most elite brand names in higher education did all these things," Busteed explained. "They could transform higher education faster-and more for the better-than anything else.

Entrepreneurial

Higher education facilities, above all else, are grounds for learning and the mutual sharing of ideas. But they're also businesses and require revenue to keep operations up and running.

Financial matters are more of a concern for chief business officers in higher education today. According to a recent Gallup survey, approximately 50 percent of CBOs said they were highly confident their facilities would be financially stable over the next decade. That's down slightly from polling done in previous years.
"These financial challenges require collaborative, creative, multifaceted approaches to boost the quality of postsecondary education, while simultaneously curbing costs," wrote Valerie Calderon and Jeffrey Jones, methodologists at Gallup.

Gratitude

Charles Schwab, noted philanthropist and financial executive, is credited with having said, "The way to develop the best that is in a person is by appreciation and encouragement."

Students look to their teachers for guidance and direction on assignments, and engaged teachers are happy to provide it, certainly when hard work is clearly demonstrated. But are teachers receiving the same type of positive feedback for their efforts? Polling would suggest otherwise. Recent survey data from Gallup revealed that just 29 percent of teachers in the previous week received recognition for doing a good job.

Many would agree that a university's success is as much a function of students' achievement as teachers' performance, the two seemingly going hand in hand. Research has shown that teachers who regularly receive praise for jobs well done tend to be more engaged, more productive, receive higher satisfaction scores in evaluations and are more likely to stay with a school over the long term. Hodges said there are a variety of ways to show appreciation for teachers; what's critical is ensuring that gratitude is conveyed.

"The important thing is to discover their individual needs, recognize good work when you see it and offer timely recognition in the way that means the most to them," Hodges advised.

Developing leadership qualities

How do current or aspiring higher education administrators go about developing leadership characteristics? Experts say that it starts by knowing one's self and having a sense of what strengths are already there and where there's room for improvement. A number of self-help websites provide personality tests, asking users key questions that help identify what skill sets they possess or could use work on. Maintaining a personal journal and looking back on previous entries every so often can also aid in self-reflection.

Having passion for one's career is also critical to leadership development. Regardless of the industry, being energetic about an undertaking is contagious and can often serve as motivation for others who seek to improve but need a spark. As noted author and psychologist Markus van Alphen said, "Only when something is important enough does it capture your attention, this all thanks to the emotion that brings it to the forefront." Passion is one such emotion.

Leaders may be born, but they're also made. Those who earnestly seek to attain leadership qualities can establish themselves as key resources higher education institutions would be pleased to count as their own.
Recommended readings: The personality question Sources:
http://www.aacrao.org/resources/resources-detail-view/5-key-characteristics-of-a-strong-higher-education-leader

http://www.gallup.com/opinion/gallup/215615/time-elite-universities-lead-non-elite-ways.aspx?g_source=Opinion&g_medium=lead&g_campaign=tiles

http://www.gallup.com/opinion/gallup/215006/higher-business-chiefs-fear-financial-future.aspx?g_source=CATEGORY_LEADERSHIP&g_medium=topic&g_campaign=tiles

http://www.gallup.com/opinion/gallup/210041/why-appreciating-teachers-important-think.aspx?g_source=CATEGORY_EDUCATION&g_medium=topic&g_campaign=tiles

https://www.skillsyouneed.com/

Effective Communication is about Understanding Emotion

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4 key leadership skill in higher education and how to develop them

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Virtually every success-regardless of one's occupation-can be achieved through leadership. How do people get ahead in their careers? Leadership. When tensions flare, how do cooler heads prevail? Again, through leadership, displaying the kinds of characteristics that have come to define this highly sought-after personality trait.

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While my book review was not over this particular book, my coworkers and I watched this series at a professional development and it was extremely beneficial!

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John C Maxwell - The 17 Indisputable Laws of Teamwork Introduction

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The University of Maryland is putting students up in College Park hotels after mold was reported in some dormitories and several students said it has made them sick.

Mold was found "throughout Elkton Hall, as well as isolated reports in other residence halls, and the issue has been exacerbated by recent weather conditions," the school's Department of Resident Life told students and families.

The more than 500 mostly freshman students living in Elkton are being relocated temporarily to hotels to allow contractors to clean every room in the eight-story building, floor-by-floor.

The mold problems further compound campus housing issues at the university where about 2,000 students live without air conditioning and the school needed to add beds to some rooms and convert lounges into dorm rooms to accommodate about 350 extra students this year.

A university spokeswoman declined to make anyone available for an interview Monday about the mold problems because all the staff members involved were "working diligently to remediate the situation."

In an email to students late last week, the Department of Resident Life said university staff is working around the clock to remediate the mold.

"We have taken many steps to address the issue; including hiring contractors who specialize in mold remediation, installing commercial-grade dehumidifiers in floor hallways, conducting inspections of rooms that have reported service requests, cleaning all surfaces, and cleaning or replacing furniture," according to the email.

Mold exposure can lead to eye irritation, cold symptoms, coughing and congestion, skin rashes and the aggravation of asthma.

The most common symptoms include allergy and hay fever-like symptoms like sneezing, itchy eyes and a sore throat, said Jim Keilson, who owns Maryland Home Inspection Services. But more severe reactions can cause respiratory issues and even death.

"It's a wide spectrum based on someone's individual immune system," he said.

A spokesman for Prince George's County said the local health department might launch an investigation to ensure the student housing was mold-free, but he wasn't certain.

In a Sept. 19 email Maryland facilities staff sent students in dorms across campus, they said they'd been receiving reports of mold on dorm furniture and other bedroom surfaces. They blamed the heavy rains and hot temperatures, which led to increased humidity levels inside the aging dorm buildings.

Staff encouraged students to report any mold spotting, and said they would respond to issues as they were received.

Then, late Friday night, Maryland facilities staff sent another update, informing Elkton Hall residents that they would be moved floor-by-floor to hotels to enable a full-scale scrub down of the building.

Students began relocating Sunday night - capping off Parents' Weekend, a weekend of special events geared toward students' families that took place Sept. 21-23.

A note left on students' dorm rooms alerts facilities workers to mold inside.

A note left on students' dorm rooms alerts facilities workers to mold inside. (Shannon Cleary)

The relocated students are being spread among three nearby hotels: The Cambria, The Hotel at the University of Maryland, and the College Park Marriott.

Some students are expected to be living in hotels until early October. The university spokeswoman said the school does not yet know how much it will cost to house students at hotels.

Freshman Anne Ziolkowski said she's happy to have been relocated but is frustrated it took the university so long to take her complaints seriously.

She spotted mold during the first weekend of September. Facilities staff came and wiped down the blinds and air-conditioning unit, she said.

Her mother bought a dehumidifier to try to keep the nasty spores from returning, but the mold ultimately came back anyway, invading her drawers and ruining some of her clothes, she said.

"We've been dealing with this all month," said Ziolkowski, 18. "They finally took action after Parents' Weekend."

Ziolkowski often paused to cough while describing her experience with the mold. She was diagnosed with bronchitis last week, and her doctor told her that the mold was to blame, she said.

Many of her friends have similar symptoms: infections, persistent coughs, exacerbated asthma.

"Everyone in my hall is sick," she said. "Everyone is coughing."

The housing situation at Maryland has become a hot button issue among students this school year. The brutal early September heat wave left the 2,000 students in dorms without air-conditioning sweltering in their rooms.

Some ditched their bedrooms, instead seeking refuge in cooler multipurpose rooms and lounges, sleeping next to fans on university-provided mattresses. Students at Goucher College had similar options when dealing with the "code red" heat earlier this month.

Mold under desks in one Maryland student's dorm room.

Mold under desks in one Maryland student's dorm room. (Shannon Cleary)

Housing is already limited in College Park, due to a larger-than-expected freshmen class enrolling at the state flagship. The university squeezed an extra 350 students into campus housing this fall by adding extra beds to double and triple rooms, and converting dormitory lounges into dorm rooms.

Students living on campus say they deserve better than what's been provided them this semester.

Shannon Cleary, 18, has been using an inhaler since last week. She's missed classes both due to being sick and to move out of her dorm room, she said.

Cleary also found mold on her blinds right around Labor Day. She told facilities staff, who cleaned it up and told her that she and her roommate should be fine going forward.

But when Cleary looked around her room afterward, she found even more mold - it covered the bottom of her desk and her bed. It was under every drawer, and in her roommate's closet.

"It shouldn't be our job to go and find it," she said. "I would've hoped that after we first reported it, they would've looked around and found out that we had mold in all those other places."

Cleary lives on the sixth floor of Elkton, which means she isn't scheduled to be moved to a hotel until Friday. Residents on the top two floors moved Sunday, and the rest are staggered over the next two weeks.

Cleary said she's lucky other friends have allowed her to sleep in their hotel rooms, so she doesn't have to spend another week in her dorm's conditions.

"It's gross," she said. "It's just not comfortable."
Baltimore Sun reporter Christina Tkacik contributed to this article. trichman@baltsun.com

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'Everyone is coughing': Mold in dorms prompts University of Maryland to move students to hotels

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The University of Maryland is putting students up in College Park hotels after mold was reported in some dormitories and several students said it has made them sick. Mold was found "throughout Elkton Hall, as well as isolated reports in other residence halls, and the issue has been exacerbated by recent weather conditions," the school's Department of Resident Life told students and families.

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This article forms part of my Leadership Styles Blog Series and focuses on Bureaucratic leadership. Bureaucratic leaders apply great attention to detail and help to bring control and clarity to situations. This can be of great benefit to the organisation or team as it ensures quality standards are met and the welfare of the team is maintained.

This style of leadership is very similar to management rather than leadership as it focuses on the control and performance or work. The key difference is that bureaucratic leadership is also concerned with the people doing the work as well as the work itself. Put in another way, the work that is achieved is a result of the leadership of the people doing it.

Bureaucratic leaders follow rules and regulations and are therefore less creative and innovative in their approach to leadership. They have a job specification to follow and they deliver on it. For some highly regulated industries with exposure to risk this style of leadership is crucial for success. They lead by the book and do not stray from their chosen path meaning spontaneity and flexibility can be counter-productive to a bureaucratic leader.

Key Strengths

Through consistent routine, bureaucratic leadership ensures all staff know their roles and responsibility and are highly focused on the task at hand. This can lead to great success in task-focused work situations. Attention to detail and accountability can be very useful for an organisation, particularly if health and safety, staff welfare and precise product specifications are a priority.

When change is implemented the new processes and procedures will have been tested and checked to ensure risk of failure is minimised and the chance of success is increased. This precautionary approach to change can be very important in ensuring long-term success as well as minimising short-term issues and associated declines in performance.

Key Criticisms

One of the biggest criticisms of this style of leadership is that it does not encourage innovative and creative thinking. This can be a huge limitation for the leader as it can prevent progress and adaption. Staff clarity around roles and responsibilities is good however it can cause such clear divides between staff that they will be less likely to work beyond their predetermined boundaries. This means less thinking outside the box and less collaboration with colleagues.

Staff development is inhibited when working under this style of management. The majority of work conducted is prescribed and instructional in nature meaning staff are not exposed to problem solving and higher-order thinking. This will limit staff potential for progression within their existing job roles.

Finally, bureaucratic leadership is typically outcome focused. While this is not necessarily a bad thing it can sometimes result in a lack of focus on the individuals and teams that are doing the work.

Final Thoughts...

There is always a case for bureaucratic leadership in every organisation. Leaders need to provide clear direction to their staff and it is essential they meet the needs of regulatory and legal bodies. However, it is important that leaders use this style of leadership sparingly as being overly bureaucratic can inhibit staff innovation and creative thinking. This can result in de-motivated and unenthused staff members which is the complete opposite to what leadership aims to achieve.

As with every leadership style discussed in this blog series it is a case of knowing when and where to use each style to maximise its impact. I hope this article has been valuable and I encourage you to join me tomorrow where we will be discussing Laissez Faire Leadership in the next part of this Leadership Styles Blog Series.

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This article forms part of my Leadership Styles Blog Series and focuses on Bureaucratic leadership. Bureaucratic leaders apply great attention to detail and help to bring control and clarity to situations. This can be of great benefit to the organisation or team as it ensures quality standards are met and the welfare of the team is maintained.