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March 2007 A Monthly Update for Faculty and Staff @ Union Institute & University
@ the President’s Desk Dear Fellow Employees: Recently I purchased Marshall Goldsmith’s book, What Got You Here Won’t Get You There. The clever title first caught my eye, but then I became fascinated with the identification of 20 common habits that limit both the personal and professional development of individuals and organizations. Relax! I don’t intend to go through the 20 behaviors here (although you may wish to use them for self-evaluation on those that fit both you and the organization). At Union Institute & University, as we continue to move from an era of challenges to one of opportunities, it is clear that “What Got Us Here Won’t Get Us There,” i.e., where we want to be in the near future as a successful university. How do we make the transition to assure our own development and the success of our organization? In his book, Goldsmith identified Four Commitments, which are:
Let Go of the Past We have faced many of our shortcomings with courage, which required that we let go of much of the past in order to embrace the future that we create together. Has this been an easy task? No. Was it essential in order for Union to be successful in future days? Yes. The university was born in an era of flexibility and experimentation. We have not let those distinctions of our past go, nor should we, but we cannot remain so focused on the past that it limits our vision of our university’s future or our individual personal development. When individuals and institutions become moribund by the past, they wither away or become so embittered with their status in life that they can no longer respond to either challenges or opportunities. We have not let that happen at Union over the last few years, and we should commit to one another that it never will. Tell the truth. We may never achieve 100 percent agreement about our approaches, but I think even those who are not enthusiastically supportive of our collective efforts recognize that we have followed a path of integrity. Telling the truth generally means that we do not have to constantly shout our intentions; our actions clearly speak for themselves in showing our commitment to honesty, integrity, and truthfulness. Focusing on a future characterized by an emphasis on integrity means that we are focusing on the right issues and pointing the organization in the right direction. As the old saying goes, “You can’t tell which way the train went by looking at the tracks,” but you can discern the future by looking at the horizon with a truthful mind and heart. Be supportive and helpful—not cynical and negative. By and large, we are a supportive and helpful community. At times, however, we cross over to a cynical and negative culture that I think, unfortunately, represents a part of our inability to let go of the past. We have so much to be positive and optimistic about in 2007. We’ve made tremendous progress in the development of new doctoral programs and new approaches to doctoral education. The growth in the undergraduate programs bodes well for the future stabilization of enrollment and revenue for the university. The ability of the institution to attract high-quality staff, faculty, and administrators, the enhanced quality of adult learners who are applying throughout our academic programs, the movement toward resolving the issues of external agencies, all give me hope for the future and deep appreciation for the supportive environment created by many of our hard-working staff. I receive frequent comments from learners about veteran employees who have helped them surmount the academic challenges that have characterized Union over the last five years. And the creative energy of new faculty/staff impacts us all as they bring optimism, hope, promise, and action to our organization. Success is often assured by the quality of service, never by cynical and negative attitudes. As Annette E. Petrick of Petrick Outsourcing Unlimited, Inc. writes:
Through our supportive and helpful attitudes, we become the leaders who transform our university into one which holds a deep respect for the individual integrity of each person. While I clearly understand that some consider it highly intellectual to exhibit cynicism and negativism, these forces are powerful detractors that rob us as individuals and rob our university of our potential for creative change to help others achieve their educational goals. Please be positive, supportive, and helpful in all of your interactions. Pick something to improve yourself, so everyone focuses more on “improving” than “judging.” Regardless of how good and great we may think we are, there is always room for improvement. How many times are we able to pick out some aspect of another’s behavior that we believe should be changed? We are quick to judge other individuals and organizations, but when it comes to evaluating our own behaviors in order to improve, the task becomes much more difficult and threatening. Without divulging what you want to improve about yourself, write your goals and aspirations down and suspend your own judgment for a period of time. Then quietly work on those things you feel will improve your commitment to yourself and to the university. I have often talked about “leading from the heart,” and you often hear me say that “the longest journey you will ever take is the one from your mind to your heart.” Within a university community, we usually deal with “things of the mind” not of the heart. Yet, great leaders can address both in their personal and professional relationships. I am well aware of several things that I can improve about myself, and I am sure that many of you have suggestions for me. (I am not inviting those—I have enough on my list already!) My point is a combination of mind and spirit, thinking and feeling, is essential for each of us to truly transform ourselves and our university. Let me encourage you to take the risk to develop your own list and keep it confidential. Take a few minutes each day to check your progress and assess the impact of your efforts on your level of happiness and commitment to your place of work. I suspect that you will find that your progress will transfer into greater appreciation of yourself, your colleagues, and your satisfaction gained from doing your job well. Of the four commitments, the last one for me is the easiest to define, but often the most difficult to implement. March is the month of spring—a time of new births and renewal after the respite of winter. Let’s renew our commitments to Union Institute & University, our colleagues, our learners, and ourselves while working toward our vision of a university committed to becoming a premier university devoted to adult learners. Thank you for all you do for Union Institute & University. The difference you make is noticed by both our internal and external communities. We value your contributions, your intellectual creativity, and the integrity that you bring to your job each day, each week, and each year. Warm regards, Roger H. Sublett
NOTE: Do you know of a coworker or colleague at UI&U who really “makes a difference” in the lives of others, either at work or out in the community? Someone who does the little things with great skill everyday, someone who devotes time to a cause or to others without fanfare, someone who practices what President Sublett calls “leading from the heart?” Please send your words of kudos to @UI&U so we can shine a light on these not-so-random acts of kindness by our colleagues who make a difference @ the Heart of It.
@ the Water Cooler Rumor Has It When I was a kid we used to play a game called “telephone.” Someone would start it by secretly whispering a message to the individual next to them so no one else could hear. That person then whispered it to the person on the other side of them, who would then in turn whisper it to the next person, and the message would continue being passed in this manner. After the message had been passed around the room, the last individual would blurt out what had been passed, and it would be something totally different from what had been the original message. We always had a good laugh as we tried to decipher where and when the chain broke down. Of course, we never could figure that out. In the workplace today we still play this game – only we call it “the rumor mill.” The similarities to the childhood game are uncanny. The rumor usually starts with someone leaking what they deem to be a factual piece of information to someone else – usually something that was to be held in confidence. It might be they are “in the know,” or it might be they overheard something in part, or it might be they “suspect” something. What fuels this is that usually there is a grain of truth in what started the chain. But just like “telephone,” the message morphs into something that does not resemble the original message. In the process of the chain, it takes on new life as each individual adds his or her own spin to the message and passes it on. Now it has become gossip. Unfortunately the rumor mill can be epidemic, hurting individuals and organizations alike. If you have ever been the victim of a rumor you know exactly what I mean. It causes individuals hurt, it damages relationships with co-workers, it increases stress in the workplace as folks try to avoid each other or, worse yet, retaliate. It decreases productivity as individuals spend more time embellishing and passing the rumor along. It can lower morale as folks begin to feel powerless to change it or worry about the situation. It can even cause individuals to seek other employment because their reputation becomes tarnished, they no longer feel they are being treated with dignity or respect, and the situation becomes intolerable. For organizations, it can also damage reputations. Rumors have caused companies to go bankrupt due to loss of business as customers lost faith in the organization’s products or services – all because of gossip. Unfortunately I’ve never worked at any organization that did not have an active rumor mill. It always amazes me, though, that folks believe the rumors as if they are gospel. UI&U is not any different. A few rumors lately have really disturbed me as being very destructive to the type of culture we are trying to develop. That is, a culture where employees, among other things, can feel free to do their best work and take satisfaction in their accomplishments, be able to rely on their co-workers and managers for support and encouragement while enjoying their camaraderie, and be proud to say they work at UI&U. In order to develop such a culture, we need to be open and honest in our communication with each other. Management has open doors, the president holds community meetings and responds personally to e-mails, we have a monthly employee newsletter, and opinions are sought out for policy and strategy development. We are working hard to establish the kind of culture that I described above. Why then do folks believe rumors, or are they willing to participate in such gossip? It is counterproductive to developing a working environment in which we can all feel comfortable. Sooner or later you are bound to be exposed to some rumors within your workplace. They could be about you, your job or the university. What can you do when this happens? Go to the source when you hear a rumor. Search out the truth. Don’t participate in spreading the gossip. Don’t tolerate it from others. Rumor and gossip sabotage the team's ability to work together effectively. It is a disrespectful, nonproductive, and selfishly motivated act that impedes employees from performing their jobs. If you hear about an issue that pertains directly to you, verify the accuracy of the information by asking the manager or the coworker involved, rather than simply passing on the information. Any member of upper management is always available to address any of these rumors. Ask yourself, “Will this support the kind of work culture that I want for myself if I pass this on?” Most likely you will say “No.” The culture in an organization is formed by the collective actions of individuals. What kind of workplace do you want? Decide for yourself, and then make your actions fit that direction.
@ First Glance Jill S. Acree, M.Ed., Part-Time Professor/Faculty Advisor, College of Undergraduate Studies, Cincinnati Academic Center, 02/09/2007 Michael A. Raffanti, Ed.D., J.D., Interim Dean, College of Arts & Sciences, Graduate College, 02/26/2007
@ Attention Assessment Coordination Team Formed to Improve Learning Outcomes across UI&U
As specified in the Strategic Plan objectives, this cross-institutional committee will coordinate and oversee academic assessment activities across the university, and adopt, communicate, and implement the proposed institutional program for academic assessment The team, chaired by Elizabeth Pruden, Associate Provost for Assessment, includes the following faculty and staff: Doctoral Faculty: Richard Sears, Full-Time Faculty, Psy.D. in Clinical Psychology Program, Graduate College Alice Baldwin-Jones, Full-Time Faculty, Cohort Ph.D. in Interdisciplinary Studies Program, Graduate College Constance Beutel, Consultant, Ph.D. in Interdisciplinary A&S Program, Graduate College Master’s Faculty: Jim Catone, Director, M.Ed. Program, Montpelier Roger Weingarten, Professor, M.F.A. in Writing Program, Montpelier Baccalaureate Faculty: Rebecca Rodolff, Professor/Faculty Advisor, College of Undergraduate Studies, Los Angeles Ann Stanton, Professor, Vermont College Undergraduate Program – Weekend Option, Montpelier Administration: Linda Van Volkenburgh, Director, Institutional Research/Assistant for Strategic Planning Carol Beatty, Senior Associate Director, Vermont College Undergraduate Program At their first meeting, ACT approved the following:
ACT will address university-wide issues, articulate guiding principles, ensure university-wide alignment and integration, and encourage results that will be used internally to improve programs and enhance planning processes. ACT member’s responsibilities include:
Currently ACT is conducting a survey of assessment methods among individual full-time faculty throughout the university to collect information about practices, challenges, and goals. Their findings will help determine an action plan for their first year, which will focus on the following four faculty-approved learning outcomes that will become increasingly apparent throughout the university: Communication: Express and interpret ideas clearly, using a variety of written, oral, and/or visual forms. Critical and Creative Thinking: Use different modes of disciplinary and interdisciplinary inquiry to explore ideas and issues from multiple perspectives. Ethical and Social Responsibility: Express ethical and social implications in one’s social, professional, artistic, and/or scholarly practice. Social and Global Perspectives: Articulate a perspective on power in the world and one’s own place in the global community. According to Dr. Pruden, ACT’s efforts at all levels will ultimately provide input for the Faculty Council’s Academic Review Committee when they review programs every five years. “Assessment continues to be an evolving field, and staying current is essential,” she says. “In addition, as we engage in our internal self-study process over the next three years in preparation for the Higher Learning Commission of the North Central Association’s scheduled site visit in 2009-2010 to accredit the university and all of its programs for another 10 years, this will provide formal evidence that we are serious about assessment and have been taking steps to inculcate a culture of assessment.” Equally important, Dr. Pruden says, “We have an exciting opportunity to develop an assessment program that reflects the unique aspects of education at Union, one that clearly defines our university’s vision of best practices in adult higher education and distance learning.” [Thanks to Elizabeth Pruden, Ph.D., associate provost for assessment and ACT chair, for contributing this news.] Two UI&U Faculty Members Receive Fulbright Scholar Awards
Lisa Fontes, Ph.D., Graduate College core faculty with the new Psy.D. Program in Clinical Psychology at the Brattleboro Center, received a Fulbright Scholar grant to lecture and conduct research at the University of Buenos Aires in Argentina on the topic of child abuse intervention from March through June 2007.
Established in 1946 and sill considered America’s flagship international educational exchange activity, the Fulbright Scholar Program sends approximately 800 U.S. faculty and professionals abroad each year to some 150 countries. Grantees lecture and conduct research in a wide variety of academic and professional fields. The Fulbright Program is sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs. @UI&U congratulates Drs. Fontes and Gray on their prestigious honors! California Centers Dean James Rocheleau Honored for Leadership by Upper Iowa
According to an article in the Winter 2007 Bridge, published by Upper Iowa University, Dr. Rocheleau oversaw extensive improvements in the university’s physical plant as well as its academic programs; expanded off-campus centers to include 16 centers in five states, and helped increase the student body from 714 to 2,768. The publication credited Dr. Rocheleau with turning the A sculpture titled “Perpetual Motion” was presented to the campus in 1996 as a tribute to Dr. Rocheleau’s “dynamic and ever-moving leadership” at Upper Iowa. @UI&U congratulates Dr. Rocheleau for adding this impressive feather to his cap!
@ Union this Month 3/1/07 - 8/31/07 3/14/07 7:00 PM 3/16/07 - 3/20/07
@ Our Best Spring Forward
@ Your Service Deadline for submissions for the April issue: |
3/1/07 - 8/31/07 3/14/07 7:00 PM 3/16/07 - 3/20/07
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Straight talk and timely information from President Roger Sublett
The kudos are “drifting” in for the Facilities and Building Management crews in both Montpelier and Cincinnati, for fighting the good fight versus the very tricky ice and snow in Cincinnati (see 
And so we shovel out sincere thanks to Director Janet Day and her Cincinnati crew — Jeff Hatridge, Reggie Leary, and Richard Lewis— and Director Ron Clark and his Montpelier team — Tony Bean, John Poulin, Bob Weinstein, Ken Riedell, Bob Fifield, and Jim Pulsifer. Ron also credits the Montpelier Campus Security Department — Dwayne Gibson, Bob Tremblay, Steve Blake, and temp Geoffrey Jourdan — along with two Montpelier businesses, Tree Works and S&R Janitorial, for sending people and equipment to help out. Kudos, everyone — you make a difference! 
The newly constituted Assessment Coordination Team (ACT) held their first meeting via conference call on January 22 to begin implementing strategies under the first goal of the university’s revised 2005 Strategic Plan, which seeks to “improve the quality of learning outcomes through continuous and systematic assessment of academic programs and learner services.”
We are proud to announce that two members of UI&U’s faculty are recipients of Fulbright Scholar Awards, which are awarded on the basis of academic or professional achievement, and because they have demonstrated extraordinary leadership potential in their fields.
Linda Gray, Ph.D. of Calais, Vermont, part-time faculty in the Vermont College Undergraduate Program – Cycle Option, was awarded a Fulbright Scholar grant to lecture in history at the National University of Dnipropetrovsk in Ukraine from February through July 2007. Read her postings about her experience in her 
James Rocheleau, Ph.D., dean of UI&U’s College of Undergraduate Studies academic centers in Los Angles and Sacramento, California, received a distinctive honor from Upper Iowa University, where he served as 18th president from 1984-1994. As part of the university’s 150th anniversary celebration, Dr. Rocheleau was named one of Upper Iowa’s Top 10 V.I.P.s —Very Important Peacocks. Nominations came from alumni to recognize individuals who made the institution extraordinary.
With this past weekend's change to Daylight Savings Time, and the test of endurance our Ohio and Vermont colleagues have "weathered" during these last few snowfalls and ice storms, it's nice to look ahead and remember...Spring is nearly here, we hear...
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