Dear Faculty Relations: I鈥檓 an experienced chair, but I鈥檝e never understood when and how to report concerning behavior from faculty, staff, students, or non-affiliates. Should I be doing this? And if so, how do I do it? 鈥擳each Me
Dear Teach Me: Thank you for sharing your concerns with me! It is important to always share concerns about violent behavior, threats, harm, or other concerning behaviors promptly to ensure the safety and well-being of our community. Maybe you鈥檝e noticed that a staff member just hasn鈥檛 seemed themselves, you鈥檙e hearing that a student is disrupting a colleague鈥檚 class, or you鈥檙e worried about a faculty member鈥檚 outburst in the hallway.
First, it鈥檚 not your job or responsibility to diagnose problematic behavior or to figure out how to respond. This is the job of the Behavioral Intervention Team (BIT). BIT identifies, assesses, and addresses these behaviors from anyone on campus, keeping our campus safe and secure.
CU 麻豆影院 is lucky to have a team of people who represent the whole university. Our people have knowledge of policies and experience in their roles so they can address these behaviors quickly and effectively. This team works together on a wide range of issues, including matters related to federal mandates, campus safety, and policies that impact faculty, staff, students, and even guests. With this team in place, we can quickly direct concerns to the right office for resolution. The cross-representation ensures clear communication and coordination, addressing individual concerns while providing support to those affected.
So, should you share your concern鈥攅ven if it seems minor? The short answer is yes, please always share your concerns. You may observe a shift in a staff member's demeanor, while someone else on campus might have overheard them make a threat. We want to create a culture where sharing concerns is encouraged and where sharing makes our community stronger and more resilient.
How do I share a concern? CU 麻豆影院 has several processes for sharing concerns and requesting support, including reporting options through CUPD, the CU 麻豆影院 Don't Ignore It website, and anonymously through .鈥疉dditionally, our team is always happy to consult and talk through the concern to ensure it鈥檚 getting to the right place.
Written by Montelleo Hobley Jr., Director of Threat Assessment and Members of the Behavioral Intervention Team.
鈥�
鈥�
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: I鈥檓 an experienced chair, but I鈥檝e never understood when and how to report concerning behavior from faculty, staff, students, or non-affiliates. Should I be doing this? And if so, how do I do it? 鈥擳each MeDear Faculty Relations: I have two colleagues who are locked in perpetual conflict. It can be frustrating when it comes to committee assignments, or just having to be mindful of whether they鈥檙e going to run into each other. They鈥檙e never going to be friends, but is there anything I can do to improve this situation? 鈥擟onfused Chair
Dear Confused Chair: As academic leaders, it鈥檚 not only our responsibility to improve situations like this, but also to make sure that conflicts do not affect the culture of our units.
I am going to assume the conflict is just a run-of-the-mill personality clash. If the behavior rises beyond this, you should consult the Professional Rights and Responsibilities (PRR). According to the PRR, every faculty member must 鈥渢reat all members of the campus community with mutual respect.鈥� If either of the people in your department is not living up to this standard, then consider talking with Faculty Relations.
Otherwise, I would sit down with both colleagues and explain to them how their animosity is affecting the unit. For example, my department includes fewer than twenty faculty members, and if this situation occurred between senior colleagues, it would be very difficult to keep them off committees together.
To begin, simply acknowledging the conflict can have positive effects. In many situations, leaders know these conflicts exist, but do not bring them up because they believe they are unfixable.
Next, try not to fix, minimize, or invalidate their conflict, but rather make them understand that they need to be able to set their differences aside for the good of the unit. I might start by saying, 鈥淲e need to figure out how to move forward so that whatever is going on between the two of you doesn鈥檛 negatively affect the rest of us.鈥�
Too often we try to fix conflict, but sometimes just openly acknowledging it and making clear it is affecting others can work. This way we can make sure faculty conflict doesn鈥檛 begin affecting the whole of the unit, which can lead to worse problems.
As leaders, we鈥檙e not trained mediators (even if it feels that way sometimes). But we are entrusted with making our unit鈥檚 culture the best it can be. My advice? Quit trying to fix personal issues and try speaking directly to your colleagues.
Written by Pat Ferrucci, Chair and Associate Professor in the Department of Journalism, and Faculty Director for Academic Policy and Faculty Support, Office of Faculty Affairs.
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: I have two colleagues who are locked in perpetual conflict. It can be frustrating when it comes to committee assignments, or just having to be mindful of whether they鈥檙e going to run into each other. They鈥檙e never going to be friends, but is there anything I can do to improve this situation? 鈥擟onfused Chair
Dear Faculty Relations: One of my colleagues brought a complaint to me, and after several weeks, I resolved it through the PRR. Now that it鈥檚 over, how do I follow up with the colleague who brought the complaint? 鈥擶ary Leader鈥�
Dear Wary Leader: First, congratulations on resolving this complaint. When you participate in the PRR process, you play a vital role in shared governance.
Notice to your colleague who brought the complaint is an important and final part of the process. Do this verbally rather than through email. Communication is much more than the words we use. Your tone, facial expressions, and pacing of speech can help convey the seriousness with which you handled the situation.
Learning that there is a finding but not knowing your specific action can sometimes feel unsatisfactory to a person who brings a concern.鈥疐or this reason, make sure to convey how seriously you took their concern, let them know that their concern was warranted, and give them confidence that you took appropriate action.鈥赌€赌�
You might word your response like this:
Occasionally, this isn鈥檛 enough to give a colleague who brought the concern a sense of satisfaction. For example, they might push to know how your action will make a difference.鈥疘f needed, you can let them know that their concerns and your findings have been documented following the PRR process.鈥疜nowing that there is a record can be reassuring. An additional option is to refer them to Faculty Relations, where we can answer questions about the process.鈥疉lthough Faculty Relations must also honor the confidential nature of personnel matters, there is a lot of other general information, such as insight about best practices, that may be encouraging for your colleague to hear.
When you conclude the PRR process and follow up in good faith with those who bring concerns to your attention, everyone benefits, and we create a more positive and productive culture for all. 鈥�
Written by Suzanne Soled, Assistant Vice Provost for Faculty Development and Support and Director of Faculty Relations, and Burke Hilsabeck, Assistant Director of Faculty Relations, Office of Faculty Affairs
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: One of my colleagues brought a complaint to me, and after several weeks, I resolved it through the PRR. Now that it鈥檚 over, how do I follow up with the colleague who brought the complaint? 鈥擶ary Leader鈥�
Dear Faculty Relations: I鈥檓 fielding student complaints about a faculty member鈥檚 tone in the classroom. I鈥檝e known this colleague for years and I really value them, but sometimes there鈥檚 a disconnect between their good intentions and the impact of their words. Can you share ways to address this? 鈥€擣razzled Chair
Dear Frazzled Chair: Addressing student complaints about a colleague鈥檚 tone can indeed be challenging, especially when there's a discrepancy between what you鈥檝e come to understand as your colleague鈥檚 good intentions and the way they sometimes come across to others. It's important to approach such situations with a mindset that fosters understanding and growth for all parties involved. If we want to repair relationships, we need to separate intent from impact.
We suggest you begin by acknowledging the students鈥� feelings. Validating their experience can prevent someone from feeling ignored or marginalized. Resist the instinct to defend your colleague. Instead, you might say, "Thank you for sharing this with me. I hear how much this bothered you, and I want to understand more about what happened.鈥� Do your best to understand their experience and tell them that you will address it with the faculty member.
Next, as the supervising administrator responsible for addressing these complaints, engage in a conversation with your colleague about the students鈥� experience. This isn't about making accusations but rather sharing observations that might help them to understand the difference between what they meant and how their words or tone landed. For example, you might frame this conversation by saying, "I recognize that you didn't intend to cause any distress, and the way the words came across had a significant impact on this student." The use of the word 鈥渁nd鈥� here is intentional and important. It helps keep the focus on the impact and validates your colleague鈥檚 good intentions.
Our goal is to foster a culture of authentic curiosity in ourselves and others by inquiring about others鈥� experiences without judgment. Instead of focusing on intentions, we should focus on repair and learning. This creates opportunities to demonstrate how conflicts can be managed constructively and leads to stronger connections between our students and our colleagues.
Written by Julie Volckens, Senior Director of Assessment and Prevention and Teresa Wroe, Assistant Vice Chancellor of Prevention & Deputy Title IX Coordinator, Office of Institutional Equity and Compliance
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: I鈥檓 fielding student complaints about a faculty member鈥檚 tone in the classroom. I鈥檝e known this colleague for years and I really value them, but sometimes there鈥檚 a disconnect between their good intentions and the impact of their words. Can you share ways to address this? 鈥€擣razzled Chair
Dear Faculty Relations: Our unit is trying to turn the corner with a formerly abrasive colleague. They know they've caused harm, and I really want us all to move forward. Can you suggest some practices that move beyond punishment and help us to repair our relationships? 鈥擧opeful Chair
Dear Hopeful Chair: I applaud you for wanting to think beyond punishment and focus on the relationships in your unit. Most of us aren鈥檛 used to thinking that way. And luckily, there are tested practices that do just this. Restorative Justice (RJ) offers an opportunity for those who have caused harm, those who have been harmed, and all other members of a department to reaffirm, repair, and rebuild their relationships. These practices can also help to improve your department鈥檚 climate.
What is RJ? RJ is a philosophical approach that embraces the reparation of harm, healing of trauma, reconciliation of interpersonal conflict, reduction of social inequality, and reintegration of people. A central component of RJ is a collaborative decision-making process that includes:
Even better, RJ is a proven and effective method for repairing harm without punitive measures. Rather than imposing a punishment, the RJ Circle process seeks mutual understanding by providing the opportunity for everyone who agrees to participate to share their perspectives and listen to their colleagues. Instead, the RJ process is voluntary, and the Circle process draws from indigenous knowledge. RJ acknowledges that:
If you鈥檙e curious to learn more, please get in touch. Faculty Relations facilitates RJ circles on campus and has a wealth of resources for learning more about RJ.
Written by Jennifer Fluri, Faculty Director for Leadership and Restorative Practices, Office of Faculty Affairs and Professor and Chair of Geography, College of Arts and Sciences.
Resources: Karp, David R. (2019) The Little Book of Restorative Justice for Colleges and Universities. Good Books.
Dear Faculty Relations: Our unit is trying to turn the corner with a formerly abrasive colleague. They know they've caused harm, and I really want us all to move forward. Can you suggest some practices that move beyond punishment and help us to repair our relationships? 鈥擧opeful ChairDear Faculty Relations: I'm an academic leader committed to fostering a sense of belonging for all faculty in our department. How should I focus my efforts? 鈥擝elieves in Belonging
Dear Believes in Belonging: We鈥檙e fortunate that CU 麻豆影院 professor Dr. Stefanie K. Johnson is an expert in this subject. In her keynote for Excellence in Leadership Program Fellows and alums this past year, she highlighted contributing factors to an individual鈥檚 sense of workplace belonging that might focus your efforts.
My Voice Is Heard
Feeling heard is the most essential contributing factor. Ask yourself, how can I work to ensure that every faculty member feels heard? Might anyone feel excluded from critical meetings, social events, or personal connection with colleagues?
I鈥檓 Treated Fairly
When someone perceives that their identity is impacting their access to opportunity, it鈥檚 hard for them to feel that they belong. Ask yourself, how can I equitably support opportunity for everyone?
I鈥檓 Essential
Individuals thrive when they feel that they鈥檙e essential to the success of their team. Ask yourself, how can I communicate to people that their unique expertise, talents, and contributions are critical to the team's success?
Dr. Johnson emphasized that individuals want to feel that they belong as they are. This means feeling that they don鈥檛 need to show up differently to be heard and valued. She stresses five actions that anyone can take, represented by the acronym AEIOU.
Amplify: Ensure that your colleagues' voices are heard and that their ideas are recognized.
Edify: Increase your knowledge to teach your colleagues and to support their growth and development.
Identify: Work to build personal relationships with team members.
Optify: Take every opportunity to shine a light on others鈥� accomplishments!
Unify: Engage everyone in the team in working toward the inclusion and belonging of all.
Fostering belonging is a critical component of leadership. Ask your colleague leaders what strategies and ideas they can share with you, and delve deeper with Dr. Johnson鈥檚 book (Harper Business, 2020).
Written by Merinda McLure, Faculty Director for Academic Leadership Development, Office of Faculty Affairs, drawing on a keynote presented by Dr. Stefanie K. Johnson. and copies of Inclusify can be accessed through the University Libraries.
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: I'm an academic leader committed to fostering a sense of belonging for all faculty in our department. How should I focus my efforts? 鈥擝elieves in Belonging
Dear Faculty Relations: I鈥檓 new to my leadership role and it truly is a brave new world. Before I rush headlong into my job, can you tell me how the university understands my responsibilities as an academic leader? 鈥擳谤别辫颈诲补迟颈辞耻蝉&苍产蝉辫;
Dear Trepidatious: You sound overwhelmed! And not without reason. Faculty life and administrative life are like different decks on the same ship. Passengers in their cabins and crew at the helm may mix somewhere on board, but they exist in otherwise different worlds.
According to the Professional Rights and Responsibilities of Faculty Members and Roles and Professional Responsibilities of Academic Leaders, or PRR, academic leaders are 鈥渟enior faculty members who take on extra administrative responsibilities.鈥� What exactly are these 鈥渆xtra administrative responsibilities鈥�?
The PRR distinguishes between leadership and administrative duties. Leadership describes your responsibility for the future and vision of your unit; administration has to do with operational, day-to-day tasks. Plotting a course and steering the ship, if you will.
Leadership is the big picture stuff, like ensuring a positive climate for the folks in your unit; representing your unit in larger college and university bodies; managing personnel processes for both faculty and staff; and developing others.
Administration is the nuts and bolts (the rigging and cleaning?). This is just as important as the leadership matters above. You may be responsible for course schedules, for instance, but also budget, personnel files, compliance, recommendation of leave, and resolution of allegations of unprofessional conduct.
We have two pro tips. First, read the PRR. Part III of the PRR lays out what the university expects of you. Second, increase your knowledge and skills to become an effective leader through the Academic Leaders Institute. Start with the New Leaders Orientation in August and continue your professional development by attending other workshops throughout the year and participating in the annual ALI mini-conference. These are places where you can learn about your responsibilities as well as connect with other leaders.
Please contact us with any questions. We wish you smooth sailing!
Written by Burke Hilsabeck, Assistant Director of Faculty Relations, Office of Faculty Affairs, July 2024
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: I鈥檓 new to my leadership role and it truly is a brave new world. Before I rush headlong into my job, can you tell me how the university understands my responsibilities as an academic leader? 鈥擳repidatious
Dear Faculty Relations: It鈥檚 two years into my leadership role, and I鈥檓 short on time and long on conflict. Do you have any top-shelf advice to share? 鈥�In Need of a Boost
Dear In Need: Leadership can be taxing. And what鈥檚 harder, most of us aren鈥檛 trained to lead. There isn鈥檛 much about ordinary faculty life that prepares you for the time crunch and interpersonal conflict that you describe.
But the good news is that campus is full of people experienced in leadership and from whom we can take a few tips. Each year, for instance, the Faculty Leadership Institute holds a series of discussions with leaders across campus. One of the fun things about FLI is the chance to absorb these folks鈥� collective wisdom.
Here is some of the most helpful advice from this year鈥檚 conversations:
And finally, have fun. Leadership is about values, but your colleagues don鈥檛 only benefit from your ability to separate right from wrong. Try making fun a core value and have faith that you鈥檒l keep learning on the job.
Written by Anu Sharma, Professor, Speech Language and Sciences and Faculty Fellow, Faculty Leadership Institute based on discussions with senior leadership across campus including:
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: It鈥檚 two years into my leadership role, and I鈥檓 short on time and long on conflict. Do you have any top-shelf advice to share? 鈥擨n Need of a Boost
Dear Faculty Relations: I serve in a leadership role in my unit and I鈥檓 curious to explore more senior roles. Do current campus leaders have any insights to share from their own paths? 鈥擟urious to Serve
Dear Curious to Serve: Do you know about the Excellence in Leadership Program (ELP)? Each year, ELP engages our faculty and staff Fellows in seminars with peers from across the CU System. Our fellows also participate in a series of conversations with senior leaders here in 麻豆影院. These seminars and conversations are rich with the sorts of insights you mention.
In my experience, while senior leaders take different paths to their roles, they do have a few things in common. When presented with opportunities for learning and growth, they follow their curiosity, embrace change, and accept risk and ambiguity. (A tall order to be sure!) Most of these leaders also speak about the importance of relationships with mentors and colleagues as essential to their growth and well-being.
I have especially enjoyed hearing leadership speak about the values and competencies they view as integral. Here are a few of the qualities that they value:
And here are some of the abilities they identify as important:
As you walk your own path, you might pick a couple of these values and abilities on which to focus. You might also ask the leaders closest to you about their own journeys. Remember, leadership doesn鈥檛 look the same in every person and place. Take the time to find and walk your own path. And reach out if you鈥檙e interested in learning more about the ELP!
Written by Merinda McLure, Faculty Fellow for Excellence in Leadership Program (ELP), Office of Faculty Affairs; Professor, Health and Human Sciences Librarian, April 2024
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: I serve in a leadership role in my unit and I鈥檓 curious to explore more senior roles. Do current campus leaders have any insights to share from their own paths? 鈥擟urious to Serve
Dear Faculty Relations: My department is about to hire an excellent new tenure-track assistant professor from another university where she has already served as a faculty member for 3 years. She is asking whether her work at her current institution can count toward tenure here. How should I advise her? 鈥�Chair Wanting to Give Good Advice
Dear Wanting: This is a great question! The 麻豆影院 campus follows the occasionally granting new Assistant Professors 1-3 鈥測ears of credit鈥� towards tenure at the time of hire, if they have experience as an Assistant Professor at another university. In advising your potential new hire, ensure she understands that new faculty should only opt for years of credit towards tenure if they have substantial work from those years that fulfills the departmental criteria for excellence in scholarly and creative work. It鈥檚 imperative to note that taking years of credit is a binding decision that cannot be rescinded at a later time, and results in a shortened probationary period and tenure clock. If she lacks significant accomplishments during those years, it would be more prudent/advantageous for her to come to CU 麻豆影院 with the full 7-year probationary period.
If they have met the , any faculty member can go up early for tenure. So, even if she decides not to take official years of credit towards tenure, your new faculty member could still earn tenure sooner than the full 7-year tenure clock. It would be advisable for the faculty member to consult with you and other mentors as she is making the decision of when to stand for tenure.
Remember that you can always consult with the Office of Faculty Affairs for advice on questions like these. Good luck recruiting her!
Written by Michele S. Moses, Vice Provost for Faculty Affairs, March 2024
Do you have a question for Dear Faculty Relations? Ask us using the form below and we will try to get it answered in future newsletters!
Dear Faculty Relations: My department is about to hire an excellent new tenure-track assistant professor from another university where she has already served as a faculty member for 3 years. She is asking whether her work at her current institution can count toward tenure here. How should I advise her? 鈥擟hair Wanting to Give Good Advice