*Note* This scheduling program was not designed by folks who do a lot with APA Style and unfortunately it defaults to listing authors in alphabetical order. We cannot fix this for this online schedule, but the author orders are posted in the order submitted in the printed program available via pdf here.
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Friday, March 6 • 1:05pm - 2:05pm
Faculty Leadership: Challenges and Strategies

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Resources exist for women interested in moving into administrative leadership positions (e.g., HERS program). However, there is little guidance for those interested in leadership opportunities within the faculty (e.g., department chair, faculty committee chair). Knowing that service is often evaluated in promotion and tenure decisions with less emphasis than teaching and scholarship, junior faculty often wait until after they are tenured to become significantly involved in faculty governance. However, this impedes them from having a track record necessary to be perceived as faculty leaders amongst their colleagues and by the administration (Chrisler, Herr, & Murstein, 1998). For women, there are still additional hurdles for entering leadership positions, because institutions which reproduce inequality within their governance structure are resistant to change (Dean, Bracken, & Allen, 2009). Although women are able to move into leadership roles (e.g., department chairs) in traditionally male-dominated professions, they are still expected to exhibit both masculine/agentic and feminine/communal behaviors in order to be successful (Isaac, Griffin, & Carnes, 2010). Formal faculty influence in institutional governance is steadily decreasing (O’Meara, LaPointe Terosky, & Neumann, 2008), yet faculty involvement directly affects the strength and influence of their participation in critical institutional decisions. This structured discussion will be facilitated by women who serve (or have served) in such roles in recent years. We will discuss strategies for becoming an effective faculty leader (e.g., networking, cultivating a reputation as an independent thinker, understanding the culture and political climate of the institution, as well as the issues affecting higher education) based upon personal experiences, as well as the existing literature (e.g., Kezar & Lester, 2009; Lester & Kezar, 2012; Schoorman & Acker-Hocevar, 2010). NOTE: Sponsored by the Early Career Caucus

Friday March 6, 2015 1:05pm - 2:05pm PST
Gold Rush A