Developing Faculty Participation and Leadership Lesley Kawaguchi, Santa Monica College Phillip Maynard, Mount San Antonio College Lesley Kawaguchi, Santa Monica College Phillip Maynard, Mount San Antonio College

"Good leaders make people feel that they're at the very heart of things, not at the periphery. Everyone feels that he or she makes a difference to the success of the organization. When that happens people feel centered and that gives their work meaning." (Warren G. Bennis) “Leadership is the art of getting someone else to do something you want done because he wants to do it.” (Dwight D. Eisenhower) “Leadership is the art of getting someone else to do something you want done because he wants to do it.” (Dwight D. Eisenhower)

Problems that limit faculty participation What kinds of reasons have you heard for faculty not wanting to participate in the Academic Senate?

Reasons for limited faculty participation  Don’t have the time/too busy already  The same people do everything (either because no one else wants to participate or the same people monopolize everything)  Committees aren’t meaningful or don’t accomplish anything  Don’t have the time/too busy already  The same people do everything (either because no one else wants to participate or the same people monopolize everything)  Committees aren’t meaningful or don’t accomplish anything

More reasons  Apathy  Too many committees  Friction between old and new timers  Non-tenured are advised not to participate  Too many managers on committees  Apathy  Too many committees  Friction between old and new timers  Non-tenured are advised not to participate  Too many managers on committees

More reasons  Small number of fulltime faculty can be spread too thin  The best people have found other things to do (become department chairs, faculty project leaders, etc.)  Fear/self-doubt about serving  Small number of fulltime faculty can be spread too thin  The best people have found other things to do (become department chairs, faculty project leaders, etc.)  Fear/self-doubt about serving

More reasons  They think that they don’t know what they’re doing and can’t really contribute

Possible solutions

 Create themes for what you’re doing -- be a bridge builder and let individuals know that’s what they will be doing (bridging faculty to the administration/ classified staff/ and most importantly students on campus and faculty to faculty)

Possible solutions  Specify goals that you want to see accomplished that your faculty have suggested -- thus, you can choose from among those who have suggested those goals  From this, you can have a year- end evaluation of what your senate has achieved  Specify goals that you want to see accomplished that your faculty have suggested -- thus, you can choose from among those who have suggested those goals  From this, you can have a year- end evaluation of what your senate has achieved

Possible solutions  Have lists of your faculty members to choose from -- often we rely on those we know well (avoid the appearance that you’re only appointing people from a particular discipline or division)

Possible solutions  Ask the previous chair(s) and members of the committee who they think would be good people to involve or be chair  Get complainers involved  Recognize the work of faculty and the significance of their participation and responsibilities  Ask the previous chair(s) and members of the committee who they think would be good people to involve or be chair  Get complainers involved  Recognize the work of faculty and the significance of their participation and responsibilities

Possible solutions  Visit departments and talk about your plans -- get to know your faculty  Prioritize committees for staffing so that the most important ones are functioning  Ask people in person -- it’s harder to refuse immediately  Visit departments and talk about your plans -- get to know your faculty  Prioritize committees for staffing so that the most important ones are functioning  Ask people in person -- it’s harder to refuse immediately

Possible solutions  Try to match people and their skills to positions  Use updates to keep faculty informed  Be sure to let the faculty know of their “wins” on committees or in the senate to show they have a voice  Try to match people and their skills to positions  Use updates to keep faculty informed  Be sure to let the faculty know of their “wins” on committees or in the senate to show they have a voice

Possible solutions  Be transparent -- publish list of reassigned time and/or stipends for assignments  Use new faculty orientation as a way to introduce the senate and encourage older faculty to mentor the new faculty on issues of shared governance  Invite new hires to senate and committee meetings to observe  Be transparent -- publish list of reassigned time and/or stipends for assignments  Use new faculty orientation as a way to introduce the senate and encourage older faculty to mentor the new faculty on issues of shared governance  Invite new hires to senate and committee meetings to observe

Possible solutions  Conduct local workshops and faculty development to generate interest and enthusiasm  Have a newsletter that showcases some of the committees, their members, and their activities  Conduct local workshops and faculty development to generate interest and enthusiasm  Have a newsletter that showcases some of the committees, their members, and their activities

Possible solutions  Try to get stipends to recognize the importance of the work done  Have your senate by-laws require senators to serve on committees  Use service to the college as a factor in earning a sabbatical  Try to get stipends to recognize the importance of the work done  Have your senate by-laws require senators to serve on committees  Use service to the college as a factor in earning a sabbatical

Possible solutions  Try to limit the number of managers on your committees  Work with your bargaining agent to ensure reassigned time and faculty pay for senate work during intersessions and summer  Try to limit the number of managers on your committees  Work with your bargaining agent to ensure reassigned time and faculty pay for senate work during intersessions and summer

What ASCCC can do to help  Send faculty to ASCCC institutes and plenary sessions  Review Title 5 and the Education Code and the senate’s authority  Clarify the role of the senate and the bargaining agent while striving for cooperation  Help learn those acronyms  Send faculty to ASCCC institutes and plenary sessions  Review Title 5 and the Education Code and the senate’s authority  Clarify the role of the senate and the bargaining agent while striving for cooperation  Help learn those acronyms

What ASCCC can do to help  Contact us if you have questions or issues -- we are a resource