ACE Network
Office of Women in Higher Education
Identifying,
Developing,
Encouraging,
Advancing,
Linking, and
Supporting Women in Higher Education
Updated by OWHE and the ACE Network Executive Board for the State Coordinator’s Conference
2003
State coordinators and other members of the ACE Network may use this handbook, in whole
or in part, in support of ACE Network programs and initiatives.
TABLE OF CONTENTS
I.
WHAT YOU NEED TO KNOW ABOUT ACE . . . . . . . . . . . . . . . . . . . . . . . . 1
MISSION …………………………………………………………………………………1
PRESIDENT OF ACE…………………………………………………………………….1
ACE WEB SITE…………………………………………………………………………..2
II.
WHAT YOU NEED TO KNOW ABOUT OWHE . . . . . . . . . . . . . . . . . . . . . 3
MISSION………………………………………………………………………………….3
VICE PRESIDENT AND DIRECTOR OF OWHE………………………………………3
OWHE STAFF AND CONTACT INFORMATION …………………………………….4
THE COMMISSION ON WOMEN IN HIGHER EDUCATION………………………..6
OWHE PROGRAMS AND INITIATIVES………………………………………………6
OWHE WEB SITE…….………………………………………………………………….7
THE HISTORY OF OWHE: 1973-2002………………………………………………….8
THE DONNA SHAVLIK AWARD……………………………………………………..10
THE ACE NETWORK PROGRAM AWARD………………………………………….11
III.
WHAT YOU NEED TO KNOW ABOUT THE ACE NETWORK . . . . . . 12
HISTORY OF THE ACE NETWORK………………………………………………….12
STRUCTURE OF THE ACE NETWORK……………………………………………...13
ROLES AND EXPECTATIONS OF THE EXECUTIVE BOARD…………………….13
ROLES AND EXPECTATIONS OF PRESIDENTIAL SPONSORS……….………….15
ROLES AND EXPECTATIONS OF STATE COORDINATORS . . . . . . . . . . . . . . . . 16
ROLES AND EXPLANATIONS OF STATE PLANNING COMMITTEES………… .18
ROLES AND EXPECTATIONS OF INSTITUTIONAL REPRESENTATIVES.……..19
IV.
WHAT YOU NEED TO KNOW ABOUT POLICIES/ RESOURCES . . . . 22
THE OWHE GRAPHIC IDENTIFIER………………………………………………….22
THE ACE NETWORK GRAPHIC IDENTIFIER………………………………………22
SAMPLE STATE LETTERHEAD WITH GRAPHIC IDENTIFIER….……………….23
FUNDRAISING…………………………………………………………………………24
USING THE MEDIA……………………………………………………………………25
A SHORT GUIDE TO MEDIA RELATIONS………………………………………….25
SAMPLE LETTERS…………………………………………………………………… 28
ADVANCING WOMEN INTO SENIOR LEADERSHIP POSITIONS……………….33
V.
WHAT YOU NEED TO KNOW TO ORGANIZE YOUR NETWORK . . 35
i
CHARACTERISTICS OF STRONG STATE NETWORKS…………………………..35
ORGANIZATIONAL MODELS……………………………………………………….35
THE SMALL STATE …………………………………………………………. 36
THE LARGE STATE ………………………………………………………….37
ACE NETWORK BUSINESS OPERATIONS…………………………………………37
CORPORATE IDENTITY …………………………………………………… 37
BANK ACCOUNTS…………………………………………………………… 38
RELATIONSHIPS WITH SPONSORING INSTITUTIONS…………………... 38
GUIDELINES FOR INVOLVING PRESIDENTS IN STATE NETWORKS………. ..39
REBUILDING A STATE NETWORK…………………………………………………39
VI.
WHAT YOU NEED TO KNOW ABOUT SUCCESSFUL NETWORKS . 42
STATEWIDE CONFERENCES……………………………………………………… 42
REGIONAL CONFERENCES WITHIN A STATE………………………………...
43
REGIONAL CONFERENCES AMONG STATES…………………………………
44
SPECIALIZED LEADERSHIP DEVELOPMENT PROGRAMS………………….
44
STATE AWARD PROGRAMS……………………………………………………..
44
NEWSLETTERS……………………………………………………………………... 45
WEB SITES………………………………………………………………………….
46
FINANCIAL RESOURCES…………………………………………………………
46
RETREATS FOR THE STATE PLANNING COMMITTEE………………………
46
MENTORING…………………………………………………………………………..47
VII.
WHO’S WHO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
ACE COMMISSION ON WOMEN IN HIGHER EDUCATION………………….. . 48
ACE NETWORK EXECUTIVE BOARD………………………………………….. . 53
ACE NETWORK, SPONSORS, AND LIAISONS…………………………………. . 55
VIII.
DESIGNING A CURRICULUM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
MODULES FOR INDIVIDUAL DEVELOPMENT………………………………... .69
MODULES FOR PROFESSIONAL SKILL AND ABILITY DEVELOPMENT….. .70
SAMPLE MODULE: BUILDING A TEAM……………………………………….. .73
SAMPLE MODULE: CAREER MAPPING……………………………………….. 81
PROFESSIONAL GOALS INSTRUMENT……………………..………... 82
SKILLS ASSESSMENT INSTRUMENT………………………… ………. 83
VALUES, STORIES, AND QUESTION CHART……………………… .….84
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CAREER MAPPING INSTRUMENT………………………………………..85
IX.
GOOD STUFF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
FRESH IDEAS………………………………………………………………….……...91
THINGS TO READ…………………………………………………………………....92
QUOTABLE WORDS………………………………………………………………. 96
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I: What you need to know about ACE
Mission
Core Values: The American Council on Education (ACE) values inclusiveness and
diversity, recognizes higher education’s responsibility to society, and embraces the belief that
widespread access to excellent postsecondary educational opportunities is the cornerstone of
a democratic society
Vision: ACE aims to foster greater collaboration and new partnerships within and outside
the higher education community to help colleges and universities anticipate and address the
challenges of the 21st century and contribute to a stronger nation and a better world.
Mission: ACE, the major coordinating body for all the nation’s higher education institutions,
seeks to provide leadership and a unifying voice on key higher education issues and to
influence public policy through advocacy, research, and program initiatives.
Strategic Priorities: Representation, leadership development, and service.
President of ACE
David Ward became the eleventh President of the American Council on Education on
September 1, 2001. Prior to that he served for eight years as the 25th chancellor of the
University of Wisconsin-Madison and became the Charles Kendall Adams University
Professor in January 2000. As provost from 1989 to 1993 and as chancellor, Dr. Ward
provided strong leadership for efforts to improve the quality of undergraduate education.
Changes he inspired include enhanced student advising, particularly for freshmen and
sophomores; expanded course access; a core curriculum; increased opportunities for
undergraduates to conduct research; and deliberate focus on women’s issues.
During his tenure at the University of Wisconsin, Dr. Ward gave new expression to The
Wisconsin Idea, the venerable philosophical framework for the university's public service
role. In particular, he improved connections among the university, the city, the business
community, and the state. He also presided over substantial additions to the physical fabric
of the campus and sustained a creative partnership between public and private support.
Dr. Ward chaired the Board of Trustees of the University Corporation for Advanced Internet
Development, a nonprofit group spearheading the development of Internet2, the nextgeneration use of the Internet for teaching and research. He also served on the Board of
Directors of the National Association of State Universities and Land-Grant Colleges and was
a member of the Kellogg Commission on the Future of State and Land Grant Universities.
Dr. Ward was born in Manchester, England, and received his Bachelor’s and Master's
Degrees from the University of Leeds. He earned a Fulbright Travel award to the United
States in 1960 and received a Doctorate from UW-Madison in 1963.
He served as chair of the geography department from 1974 to 1977. In 1989 he was awarded
the Andrew H. Clark Professor of Geography and elected President of the Association of
American Geographers. He was appointed associate dean of the Graduate School in 1980,
vice chancellor for academic affairs in 1989, and in 1991 was also named provost. Almost his
1
entire academic career has been at UW-Madison, but he has held visiting appointments at
University College, London; Australian National University, Canberra; Hebrew University,
Jerusalem; University of California, Berkeley; and the University of Leeds, which awarded
him the degree Litt.D. in 1989.
ACE Web Site
The ACE web site (www.acenet.edu) is a valuable source for information about ACE,
OWHE, and higher education issues.
Read about recent ACE responses to issues affecting higher education on the ACE
homepage.
Click on News Releases to find a list of ACE publications for purchase and the most
recent issue of Higher Education and National Affairs Newsletter.
Link to OWHE from the ACE homepage by clicking on ACE Programs and then on
the Office of Women in Higher Education.
Find information about ACE programs designed to develop and advance leaders in higher
education--including the OWHE National Forum, ACE Fellows Program, and
Department Leadership Program--by clicking on ACE Programs.
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II: What you need to know about OWHE
Mission
Since 1973, the Office of Women in Higher Education (OWHE) has been committed to the
advancement of women leaders in higher education. For more than 25 years, OWHE has
provided information and counsel to constituencies within the higher education community
regarding policies, issues, education, and research that influence women’s equity, diversity,
and advancement.
OWHE provides national leadership in advancing women to executive positions on campus
and serves as a national voice for women in higher education. Staff members also work in
collaboration with associations and other groups in higher education on ways to improve the
status of women.
The Office’s mission is to advance women’s leadership by:
IDENTIFYING women leaders nationally in higher education through extensive networks.
DEVELOPING women’s leadership abilities through state and national programming.
ENCOURAGING women to use those abilities.
ADVANCING women into senior-level leadership positions by nominating them and
working with search firms on placement.
LINKING women leaders to one another.
SUPPORTING the tenure of mid- and senior-level women administrators and presidents
throughout their careers.
Vice President and Director, OWHE
Dr. Claire Van Ummersen is the Vice President and Director of the Office of Women in
Higher Education with responsibility for creating and offering leadership development
programs for women, setting national agendas to support the advancement of women leaders,
and overseeing state networks, which operate to identify emerging leaders.
Prior to joining ACE in the summer of 2001, she was President of Cleveland State University
from 1993 to 2001. As a doctoral granting urban university, Cleveland State serves its region
with undergraduate and graduate education, research to support the state and regional
economy, and professional service to improve the lives and welfare of its residents.
From 1986 through 1992, Dr. Van Ummersen was Chancellor of the University System of
New Hampshire, which served 29,000 students and had a $300 million operating budget.
During Dr. Van Ummersen’s tenure in New Hampshire, she launched the Instructional Video
Network to link all of the campuses as well as selected local schools.
From 1981 to 1986, Dr. Van Ummersen was with the Massachusetts Board of Regents of
Higher Education. Her positions included Vice Chancellor for Management Systems and
Telecommunications and Associate Vice Chancellor for Academic Affairs. Statewide
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planning and program review were critical components of her responsibilities for the 39
public colleges and universities in the system.
At the University of Massachusetts-Boston, Dr. Van Ummersen first served as Assistant
Professor of Biology and later as Graduate Program Director for Biology, Associate Dean for
Academic Affairs, Associate Vice Chancellor for Academic Affairs, and Interim Chancellor.
Dr. Van Ummersen spearheaded the development of a strategic plan targeting three major
program areas for development—environmental sciences, public policy and administration,
and education.
Dr. Van Ummersen earned her BS, summa cum laude, from Tufts University, followed by an
MS and a Ph.D. from the same university. She has been awarded two honorary Doctor of
Science degrees, the first from the University of Massachusetts in 1988 and the second from
the University of Maine in 1991. She is a member of Phi Beta Kappa and Sigma Xi honorary
societies.
OWHE Staff and Contact Information
Claire Van Ummersen, Ph.D.
Vice President and Director
(202) 939-9390
Claire_Van_Ummersen@ace.nche.edu
Donna Burns Phillips, Ph.D.
Associate Director
(202) 939-9388
Donna_Phillips@ace.nche.edu
Donna Burns Phillips, Associate Director. Dr. Phillips holds a B.A. in Theatre Arts from the
University of New Hampshire; she earned an M.A. in Foreign Language Education /
Linguistics/French and a Ph.D. in Rhetoric from the University of Louisville. Leaving her
academic post in a department of English in August of 2002 to become part of OWHE, she
holds primary responsibility for the operation of the ACE Network and for the written
materials produced by the office. “But,” she says, “that is an overly simple description. In
James Fisher’s words, ‘A good assistant performs everything from the menial to the
magnificent.’ I try to achieve the magnificent on Tuesdays.”
Deborah Ingram Allen
Office Manager and Coordinator for Women’s Programs
(202) 939-9387
Deborah_Allen@ace.nche.edu
Deborah Allen has been with the OWHE for 16 years. She is currently working on her
Masters of Arts in Organizational Management through the University of Phoenix. Deborah
is an active member of the church and community.
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Patrice Johnson
Project Coordinator
(202) 939-9386
Patrice_Johnson@ace.nche.edu
Patrice Johnson has worked for the Office of Women in Higher Education since 1998. She is
responsible for coordinating meetings and events for the ACE/Network State Coordinator's
Conference, the Executive Board Retreat and the OWHE Commission. Patrice is currently
pursuing a degree in Journalism
Kaylen Tucker
Project Coordinator
(202) 939-9728
Kaylen_Tucker@ace.nche.edu
Kaylen Tucker is the graduate intern for the Office of Women in Higher Education. She is a
doctoral candidate at the University of Maryland, College Park. Focusing on contemporary
African American literature, the working title of her dissertation is "Hybrid Desires and the
Dichotomous Logic of Race." Kaylen received an MA in English from Purdue University,
and a BA in English from Florida A&M University. She plans to join the faculty of a liberal
arts institution upon completion of her Ph.D.
Anna Cobb
Project Assistant
(202) 939-9728
Anna_Cobb@ace.nche.edu
Anna Cobb is the graduate intern for the Office of Women in Higher Education. She is an
MBA candidate at the Robert H. Smith School of Business at the University of Maryland,
College Park. Anna has the certified U.S. equivalents of a Masters Degree in Philosophy and
Political Science, and an MA in English from the Moscow State University, Russia. She has
worked extensively on international development issues and technical assistance for
emerging markets.
Contact OWHE at:
Office of Women in Higher Education
American Council on Education
One Dupont Circle NW
Washington, DC 20036
Tel: (202) 939-9390
Fax: (202) 833-5696
Email: owhe@ace.nche.edu
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The Commission on Women in Higher Education
Since the inception of OWHE, members of the Commission on Women in Higher Education
have served as advisors. The Commission, whose members are appointed by the President of
ACE, provides counsel to OWHE and ACE on policies and programs related to women in
higher education. It also assists with the evaluation of current programs, suggests new
programs for consideration, and advises on matters concerning advancement and equity for
academic women. The Commission, composed of 36 college and university presidents who
serve 3-year terms, meets twice a year. See Chapter VII for a list of current members.
OWHE Programs and Initiatives
Through its programs and initiatives, OWHE identifies women leaders throughout the nation:
 ACE and OWHE work in tandem to increase the number of senior-level women by
expanding the pool of suitable candidates for such positions.
 Nominations for leadership and career advancement opportunities are made by OWHE,
the ACE Commission on Women in Higher Education, the Executive Board of the ACE
Network, individual state networks, campus institutional representatives, and members of
the academic community.
Programs sponsored by OWHE develop the leadership abilities of women in higher
education:
 The President’s Roundtables, a series of informal discussions, provide campus presidents
with the opportunity to network, share perspectives on a particular topic or concern,
consult with ACE on presidential staying power, and contribute their observations to
OWHE publications.
 ACE National Leadership Forums play an important role in the continuing identification
and promotion of women for senior-level campus positions and presidencies. Forums are
invitational and are held twice each year. An intensive three-day program, the forums
have proven to be successful in advancing women. Approximately 200 of the more than
1,000 women who have attended a national Leadership Forum have subsequently become
college or university presidents and/or association presidents. Many others have
achieved senior administrator positions.
The Office of Women in Higher Education encourages women to use their talents and
abilities by introducing emerging leaders to current chancellors and/or presidents who can
answer their questions and foster their ambitions, by connecting forum participants with
search firm consultants who can assist in improving interview skills, and by recommending
candidates to search firms and committees.
Additional OWHE projects and initiatives help advance women into leadership positions:
 The Project on Advancing Women’s Leadership in Higher Education, which is funded in
part by the W. K. Kellogg Foundation, addresses leadership development and career
progression for women, especially minority women, in the higher education community.
The project has resulted in two publications that formed the basis for ACE Network
6
programs during the 25th anniversary year of the ACE Network and will guide campuses
in dealing with issues of women’s advancement.
 The Vice President and Director of OWHE nominates women as candidates in seniorlevel searches conducted by executive search firms and campus committees.
 The ACE Roundtable on Executive Search Selection in Higher Education includes
representatives from professional search firms that work with ACE to place appropriate
candidates in executive-level positions throughout the United States.
Emerging and current women leaders form links to one another through their participation in
events sponsored by the ACE State Networks, Leadership Forums, and Presidential
Roundtables; through listservs developed for particular groups; through the Network News;
and through a variety of electronic and face-to-face meetings offered by OWHE and ACE.
The OWHE supports the tenure of mid- and senior-level women administrators:
 OWHE and ACE sponsor activities to develop and sustain leaders.
 The OWHE web site and OWHE publications provide information supportive of women
leaders in higher education.
OWHE Web site
The OWHE web site (www.acenet.edu/programs/owhe) is a useful source for information
about OWHE and leadership development programs.
Read about initiatives to implement OWHE’s mission to identify, develop, encourage,
advance, link, and support women in administrative positions within higher education.
Learn about programs within ACE, as well as some offered by other organizations, that
support the goal to increase opportunities for women in higher education careers.
Download the OWHE Fact Sheet.
Identify other state coordinators.
Identify potential grant providers.
The OWHE web site is still growing and developing. Plans for the coming year include
reviewing existing content, adding new content, and keeping the web site’s information
current. Our goal is to make the web site a valuable national resource for women.
7
The History of OWHE: 1973-2002
“By building strong connections among women in higher education leadership and by
researching and articulating the great benefits to higher education and the nation of women’s
leadership and women’s values, the American Council on Education’s Office of Women in
Higher Education continues to provide the vision and energy for positive change within the
academy and in society at large.”
Janet L. Holmgren
President, Mills College
Former Chair of the Board, ACE
In 1973, the American Council on Education (ACE) formed the Office of Women in Higher
Education (OWHE). Since its founding, OWHE has provided information and counsel to
constituencies within the higher education community regarding policies, issues, education,
and research that influence women’s equity, diversity, and advancement. Through its efforts
at the national level and through the state organizations that form the ACE Network, OWHE
has built an outstanding history of commitment to the advancement of women leaders in
higher education. It is a history in which OWHE takes great pride and which it celebrates.
Historically, ACE addressed the educational needs and concerns of women by publishing
studies and reports in the decade following its founding in 1918. In the years following World
War II and the Korean War, ACE continued its support by sponsoring research and national
conferences on “Women in the Defense Decade” and by establishing a Commission on
Women (1953-1961).
Responding to the changing cultural and political climate within the nation in the 1960s and
1970s, particularly evident in the civil rights and education legislation of the day, the
American Council on Education devoted its entire 1972 Annual Meeting to women in higher
education.
Also in 1972, Roger Heyns, the new president of ACE, and Martha Peterson, chair of the
ACE Board, began discussions with professional women educators, including many who
were associated with the Council, about supporting women in academia. These discussions
led the Board in October of that year to establish an Office of Women within the Council and
reestablish the Commission on Women in Higher Education to advise it.
In 1973, Nancy Schlossberg, then a professor of education at Wayne State University,
became the first director of the Office. Schlossberg hired Donna Shavlik, Associate Dean of
students at the University of Delaware, to be her assistant. Under their direction, the Office
accepted its charge from ACE to promote women’s leadership and develop a roster of women
ready for top administrative positions in higher education.
During its first years, OWHE worked with ACE and colleges and universities on
implementing Title IX, equal pension benefits, and other legal and political measures. These
issues provided an important backdrop for the major focus of the Office—the advancement of
women into senior leadership positions in higher education. In 1974, in conjunction with the
ACE Office of Leadership Development, OWHE organized the first ACE Symposium for
8
Women Considering Careers in Higher Education. This event drew more than 300
applications for 100 spaces and became the prototype for future OWHE conferences and
meetings. It also resulted in a discovery that would shape the future priorities of OWHE:
access—not lack of ability—was the key barrier to advancing women in college and
university administration.
Schlossberg left OWHE after its first year, but Shavlik continued the work of the Office until
Emily Taylor, Dean of Women at the University of Kansas, was hired in 1975 as the second
director of OWHE. Together, Taylor and Shavlik, serving as director and associate director
respectively, continued to focus on advancing women in higher education administration.
Later that year, OWHE compiled the first “Table of Women CEOs in U.S. Colleges and
Universities.” This study showed that of the 2,500 regionally accredited institutions of higher
education, only 148 (or 5 percent) were headed by women—two thirds of whom were
members of religious orders. Similar statistics came to light in other reports on leadership in
higher education institutions. Evidence continued to mount that identifying women who were
both ready and able to advance was essential to increasing the number of women in college
and university presidencies. What women needed, OWHE learned, were programs that
promoted the advancement of women.
In 1976–77, with support from the Carnegie Corporation of New York, OWHE created the
National Identification Program for the Advancement of Women in Higher Education. This
program, now known as the ACE Network, was originally designed to increase the number of
women in senior administrative positions in higher education, especially presidencies. With
guidance and support from OWHE, efforts to identify and advance women into leadership
positions would take place across the country, augmenting the scope of the Office’s work. By
1977, 12 states—those with the greatest number of higher education institutions and the
greatest number of students—had initiated state programs, followed by other states over the
next five years.
Judith Touchton joined OWHE in 1977, beginning a tenure at the Office that would last until
1998. She remembers the Office’s early focus on making women leaders more visible,
particularly during institutional searches for senior-level administrators. For this effort to be
successful, OWHE needed to form a coalition of men and women, including current college
presidents and those who sat on search committees.
It also was clear that someone needed to collect, analyze, and disseminate data on the
advancement of women. This effort became a continuing responsibility of the Office. In ACE
publications and in books and articles published by others, OWHE began to address a wide
variety of issues relating to women and the college presidency. From the seminal works
published by the Office in the 1970s and 1980s, to the most recent From Where We Sit:
Women’s Perspectives on the Presidency, OWHE has established a proud record of leading
the dialogue on advancing and supporting women in higher education administration.
Among the programs supported by OWHE to advance women in higher education have been
its National Forums. Begun in 1977, OWHE has sponsored these conferences for women
poised to assume presidencies, vice presidencies, and major deanships. The sessions enable
them to meet and network with college presidents, search firms, and experts on various
aspects of college and university leadership. The Office has held 61 forums since their
inception, attended by 1,135 women. Records indicate that approximately 20 percent of
National Forum alumnae go on to become a college or university president, while others
9
advance into senior positions at colleges and universities or other higher education
institutions or foundations.
OWHE also has sponsored programs to support women who have achieved college
presidencies. In 1990, the Office sponsored the first of four Women Presidents’ Summits,
creating opportunities for women leaders to reflect on the status of women in higher
education, shape future initiatives, and form international networks.
Throughout its history, OWHE has developed strong ties with outside organizations, seeking
the cooperation and support of other presidential associations, women’s organizations, and
advocacy groups that serve women in higher education. These ties have been especially
advantageous when the Office has worked to support women of color. Since its inception,
OWHE has maintained an intentional awareness of women of color as part of its commitment
to diversity and equity. On many occasions, the Office has supplemented its own efforts by
collaborating both with other ACE departments and with other organizations to advance
women of color.
Commitment to these programs has held regardless of who has been at the helm of the Office.
In 1982, Taylor retired from the directorship of OWHE, and Shavlik was named director.
Soon thereafter, Touchton was named deputy director, forming a leadership team with
Shavlik that endured through 1997, when Shavlik retired. Touchton then became the Office’s
interim director, succeeded by Judith Sturnick in 1998. When Sturnick, the first director to
also hold the title of ACE vice president, left OWHE in 2000 to become president of the
Union Institute, Gladys Brown, then associate director, was named interim director, a
position she held until 2001, when Claire Van Ummersen became the Vice President and
Director of the Office of Women in Higher Education. She, in turn, appointed Donna Burns
Phillips as Associate Director in August 2002.
Throughout these leadership changes, OWHE has maintained—and continues to maintain—a
clear focus on its mission: to IDENTIFY women leaders nationally in higher education; to
DEVELOP women’s leadership abilities; to ENCOURAGE women to use their abilities and
talents; to ADVANCE more women into leadership positions; to LINK women leaders to one
another; and to SUPPORT the tenure of mid- and senior-level women administrators and
educators.
The Donna Shavlik Award
Established in honor of the long-serving director of OWHE, The Donna Shavlik Award is
presented annually by the ACE Office of Women in Higher Education to an individual
demonstrating sustained and continuing commitment to women’s advancement nationally and
in individual institutions of higher education. Award recipients have demonstrated leadership
and commitment to the advancement of women through actions or initiatives in enhancing
women’s leadership development, career development, campus climate, and mentoring of and
for women.
Nominations are solicited from college presidents and other leaders in higher education. A
committee, with representatives from the ACE Commission on Women in Higher Education,
the ACE Network Executive Board, and OWHE, reviews nominations and selects each year’s
recipient. The award is presented at the ACE Annual Meeting during the OWHE Women’s
Leadership Dinner.
10
The ACE Network Award for Programs Advancing Women
in Higher Education
The ACE Network Award for Programs Advancing Women in Hither Education is presented
annually by the ACE Network Executive Board to an oustanding, innovative, and visionary
program sponsored by a state ACE Network or by a colege or university. Nominations are
sought for programs that have demostrated leadership and commitment to the advancement of
women through sustained initiatives that identify, develop, advance, and support women in
higher education.
A committee of Executive Board members reviews nominations and forwards a
recommendation to the Director of OWHE, who subsequently sends a recommendation and
rationale to the president of ACE for a final decision. The award is presented at the State
Coordinators’ Conference reception
.
11
III: What you need to know about the ACE
Network
History of the ACE Network
With a grant from the Carnegie Corporation in 1977, the Office of Women (OWHE) started
the ACE National Identification Program, which, 25 years later, is the ACE Network. The
purpose of ACE/NIP, broadly stated, was to address the needs and issues relating to women’s
leadership in higher education—needs and issues that had been identified during the early
years of the Office through its meetings with women faculty and administrators throughout
the U.S. It is a mission that is still relevant today, and one that is supported by ACE
Networks across the nation.
In 1977, California, New York, and Florida became the first states to create an ACE National
Identification Program. Within a year, they were joined by Wisconsin, Texas, Massachusetts,
Illinois, Michigan, Minnesota, Pennsylvania, Ohio, and Indiana. New Jersey followed shortly
thereafter. Within the next five years, the ACE Network became a state-based, national
program.
The initial grant proposed creating state planning committees in each state with representation
reflecting the state’s higher education structure. A woman holding a senior-level
administrative position would lead the planning committee as the state coordinator. Working
with a panel of advisors of men and women leaders within the state, the planning committee
and state coordinator would create effective strategies to identify and advance women into
senior leadership positions within the state’s colleges and universities. Over time, the state
networks have developed organizational structures and initiatives that best fit the structure of
higher education within the particular state. Nonetheless, the structure of a planning board, a
state coordinator, institutional representatives, and support of college presidents remains the
hallmark of the ACE Network. The state networks are linked to one another through their
connection with OWHE and a national executive board, established in 1991 to serve as both
mentors to the state coordinators and advisors to support OWHE staff in working with the
states. For a quarter of a century, the state networks have retained a shared vision, common
purpose, and mutual commitment to advancing women’s leadership in higher education.
During the past 25 years, the individual state networks have developed a variety of effective
programs and initiatives, responsive to the needs of women in their states. Statewide or
regional conferences are annual events in many states, providing professional development
and networking opportunities for women at all levels in higher education administration.
Some state networks have created their own versions of the OWHE national forums for midto senior-level women leaders, providing an opportunity to identify and develop emerging
women leaders. Many states present awards to women leaders, enhancing public awareness
of their contributions. Several states have sponsored women student leadership conferences,
and others include women students in meetings and award programs. Receptions for women
legislators, women college presidents, and women board members are other ways that the
state networks have sought to advance women’s leadership. Similarly, some states have
targeted specific audiences—deans, department chairs, and vice-presidents—with workshops
and seminars. Many states have followed OWHE’s example by partnering with other
women’s organizations to collaborate in meeting shared goals.
12
In 1995, on the occasion of the 20th anniversary of the ACE Network, Donna Shavlik and
Judy Touchton wrote, “It is a rare privilege to be able to look back over two decades and to
say, truthfully and with pride, ‘This is an idea that has worked.’” Their words are timeless, as
state networks continue to enhance their support for women in college and university
administration.
Structure of the ACE Network
In 1977, OWHE created what has become the ACE Network, with state planning boards and
state coordinators throughout the nation, in order to build the infrastructure needed to
identify, develop, encourage, advance, link, and support women in higher education
administrative careers. Although most states have a single state coordinator, some have cocoordinators, and some large states are divided into two regions, each with a state coordinator
and planning board. In 1991, OWHE established the Executive Board of the ACE Network
to serve as advisors to the Office and as liaisons to state coordinators. Today, the Executive
Board uses geographic locations to divide mentoring responsibilities for individual state
networks among its members. The Chair of the Executive Board, the primary liaison
between OWHE and the Board, works directly with the Associate Director and Director of
OWHE. State coordinators and the Executive Board are also advised by college and
university presidents who have agreed to serve as Presidential Sponsors for specific states.
Roles and Expectations of the Executive Board
The ACE Network Executive Board supports a national system of state networks for women
in higher education by serving as liaisons to state planning boards; mentoring state
coordinators; and advising OWHE on issues relating to identifying, developing, encouraging,
advancing, leading, and supporting women in higher education administrative careers. The
Executive Board nominates women to serve as state coordinators and may suggest
presidential sponsors. Members of the board nominate women to OWHE to participate in
national leadership forums and to assume senior level positions in higher education
administration. Board members have a group of states for which they serve as liaisons.
When needed, they provide primary leadership for developing or strengthening state planning
boards and networks.
Expectations of the ACE Network Executive Board members revolve around the state
networks and the mission of OWHE:
Identify
 Identify and nominate state coordinators for state networks.
 Identify state networks that need extra support and assistance in maintaining their
effectiveness.
 Keep OWHE informed about what is happening in each state for which the board
member serves as liaison.
 Identify the kinds of information that would be helpful to states and provide that
information to OWHE.
 Identify core issues affecting all states and make recommendations for action as
appropriate.
13
 Identify and share information about promising practices that meet the needs of women in
the states.
 Nominate individuals and organizations to be honored or thanked by the ACE Network
and OWHE.
 Nominate women to provide leadership on the ACE Network Executive Board and
suggest Presidential Sponsors.
Develop
 Assist OWHE in developing an annual leadership program for state coordinators.
 Prepare and lead presentations and workshops at conferences and other programs for
women in higher education at the state or national level.
 Mentor state coordinators and members of state planning committees.
 Assist state planning committees in developing organizational strategies to meet the
needs of the state and ensure continuing leadership of the state network.
 Assist state coordinators with developing communication and media publicity and public
relations plans.
Encourage
 Encourage state coordinators to attend the annual state coordinator conference.
 Assist in recruiting Institutional Representatives.
 Offer moral support to emerging leaders in their next steps.
Advance
 Collect vitas of women to be nominated for senior level positions, sending the vitas to
OWHE.
 Nominate state coordinators and other senior level women for national leadership forums.
 Nominate women for senior level positions in higher education.
 Recommend women for participation on statewide committees.
Link
 Connect coordinators to one another, to OWHE, and to Institutional Representatives.
 Participate in conference calls, board meetings, and retreats of the ACE Network
Executive Board.
Support
 Inform states of ACE and OWHE priorities and initiatives.
 Inform states on issues regarding women in higher education.
 Celebrate women’s leadership in higher education through at least one annual event, held
in conjunction with the ACE Annual Meeting and/or state coordinator conference.
 Prepare op-ed pieces on issues related to women in higher education for release to the
media, with ACE approval and coordination.
See ACE Network List in Chapter VII for a complete list of Executive Board contact
information and liaison connections.
14
Roles and Expectations of Presidential Sponsors
Together, the Board and OWHE have revitalized this network of college and university
presidents; each state should have at least one president to serve as an advisor and mentor to
the state coordinator and state planning committee.
The ACE Network presidential sponsor should:
Identify
 Identify and nominate state coordinators for state networks.
 Nominate individuals and organizations to be honored or thanked by the ACE Network
and OWHE.
 Nominate women to provide leadership on the ACE Network Executive Board and to be
presidential sponsors.
Develop
 Prepare and lead presentations and workshops at conferences and other programs for
women in higher education at the state or national level.
 Mentor state coordinators and members of state planning committees.
 Assist state planning committees in developing organizational strategies to meet the
needs of the state and ensure continuing leadership of the state network.
 Assist state coordinators with developing communication and media publicity and public
relations plans.
Encourage
 Provide moral and, where possible, staff, time, and funding support to your ACE
Network for worthy projects.
 Demonstrate the value of the work done by the Coordinator and Planning Committee by
publicly citing their work where appropriate.
Advance
 Collect vitas of women ready for senior level positions, sending the vitas to OWHE.
 Nominate state coordinators and other senior level women for national leadership forums.
 Nominate women for senior level positions in higher education.
 Recommend women for participation on statewide committees.
Link
 When possible, arrange to introduce the state coordinator to other women in higher
education, presidents, politicians, and community and corporate leaders.
Support
 Inform states on issues regarding women in higher education.
 Help state coordinators and state planning committees in identifying and securing
resources necessary to sustain the state network and its initiatives.
15
No presidential sponsor is expected to accomplish all items in these areas. A presidential
sponsor should select from the various ideas presented under each heading or develop
other strategies that meet specific needs of women in higher education within her/his state.
See ACE Network in Chapter VII for a list of presidential sponsors.
Roles and Expectations of State Coordinators
The State Coordinator is the key leader of the ACE Network in her respective state. She
chairs the state planning committee and serves as the principal liaison among the ACE
Network in her state, Institutional Representatives, OWHE, and the members of the
Executive Board of the ACE Network.
Selection as state coordinator is based on the coordinator’s previous administrative
experience as well as her clear commitment to women’s issues in higher education. Most
often, the coordinator has served over a period of years as a member of the state planning
committee and has been nominated for this position by the members of the state planning
committee. Members of the Executive Board or one of the state’s presidential sponsors may
also nominate women to serve as state coordinator.
A nomination or nominations to fill the position of state coordinator will be forwarded to the
Chair of the Executive Board. She will review and assess the nomination(s), forwarding one
or more to OWHE along with her recommendations. The Vice President and Director,
OWHE, will make the formal appointment of a state coordinator. In addition, the President
of ACE will write the college or university president of the campus on which the woman
serves, acknowledging the honor and outlining the responsibilities of the state coordinator
position.
The state coordinator is expected to work closely with OWHE and the members of the
Executive Board to lead and support the vision and programs of the ACE Network and
OWHE. In order to fulfill the expectations of this role, it is critical that the state coordinator
plan to attend the annual meeting of the state coordinators. This two-day seminar is
developed and implemented by OWHE and the Executive Board members and held in
conjunction with the annual meeting of ACE. The Conference is vital to the achievement of
the goals of OWHE and the ACE Network and must receive a high priority in the
coordinator’s strategic plan for the advancement of women in her state.
Every state coordinator must turn in a year-end report by June 1st.
The state coordinator may be expected to:
Identify
 In collaboration with the members of the state planning committee, identify, nominate,
and recruit members to the state planning committee. Develop a succession plan for
assuring that the state planning committee remains strong and vital.
 In collaboration with the members of the state planning committee, identify and
recommend women to serve as institutional representatives at each institution in the state.
 Identify key women in senior administrative positions in the state and seek their
involvement and support in the work of the state network.
16
 Identify and nominate women for senior administrative positions and facilitate
nomination of women ready for college presidencies and other senior-level positions.
Develop
 Identify and nominate state coordinators for state networks.
 Sponsor annual state and/or regional conferences that bring together women
administrators and women in higher education interested in and/or aspiring to
administrative roles or provide other professional development opportunities that support
women’s leadership development in the state.
 Invite key players in higher education in the state to participate in and/or lead sessions at
the annual conference.
 Develop connections with women on college and university governing boards.
 Develop connections with women in positions of leadership in state and local
government.
 Disseminate information throughout the state regarding professional development
activities and programs initiated by ACE, OWHE, and the ACE Network.
Encourage
 Encourage all women in all institutions of higher education in her state to become ACE
Network participants and supporters.
Advance
 Encourage women to apply for top-level positions.
 Encourage search committees for administrative positions to ensure fair and sound
practices in finding and supporting women candidates.
 Advocate for women at all levels of higher education—students, support staff, faculty,
and junior administrators.
Link
 Foster all possible means of connecting and communicating between the women of her
state in higher education and their peers as well as between women academics and
women civic, political, and corporate leaders.
Support
 Provide creative leadership for the work of the state planning committee and strong
support for each of the members of the state planning committee.
 Provide support and recognition for the Institutional Representatives throughout the state
and for the campus networks that may be developed at each institution.
 Communicate on a regular basis with OWHE, the Chair of the Executive Board, and the
regional liaison member of the Executive Board with whom she is partnered.
 Publish a state newsletter that communicates key information regarding women’s issues
and network activities in the state.
 Meet with college presidents within the state.
 Support women throughout the search and selection process.
 Target barriers to women’s advancement and develop services and supports to address
these barriers.
17
No state coordinator is expected to accomplish all items in these areas. A state coordinator
should select from the various ideas presented under each strategy or develop other
strategies that meet specific needs of women in higher education within her state.
Roles and Expectations of the State Planning Committee
The state coordinator and the members of the state planning committee form the key
leadership for the ACE Network at the state level. Each state coordinator and state planning
committee is linked to the ACE Network’s Executive Board through a member of the
Executive Board who serves as a regional liaison. In addition, the Chair of the Executive
Board and the Director, and the Associate Director, OWHE, communicate on a regular basis
with the state coordinator and, through her, to the planning committee.
The state planning committee should be composed of a variety of women administrators from
throughout the state and should represent the diversity of positions held by women in the
state. The geography of the state, the many types of women administrators working in the
state, and representation of women of color should be among the criteria considered as
selections and appointments are made.
Basic expectations of the members of the state planning committee are to:
Identify
 Identify a strong network of institutional representatives and establish strong connections
with these institutional representatives across the state.
 Serve as a state repository for the information regarding women administrators that has
been collected by the institutional representatives at each campus.
 Establish connections with all women presidents in the state.
 Provide statewide leadership for the identification of women who aspire to leadership
roles in higher education.
Develop
 Develop strategies, initiatives, programs, and statewide or regional meetings that focus on
women’s leadership development in the state and provide opportunities for women in
higher education throughout the state to develop a network that provides mentoring and
professional development activities for senior women, new administrators, and women
aspiring to administrative positions.
 Provide information on and encourage participation in national women’s leadership
development programs sponsored by ACE (e.g., OWHE National Forums, the ACE
Fellows Program) and programs sponsored by other organizations.
 Build strong connections between and among women administrators in order that
communication links are frequent and regular.
 Develop plans that enable the state coordinator or her representative to participate in the
annual state coordinator’s conference sponsored by the Executive Board and OWHE.
 Continue to monitor campus climate(s) for women and persons of color throughout the
state.
Encourage
 Encourage women to apply for senior-level positions.
 Make certain your state coordinator knows she is not expected to accomplish projects
singlehandedly, that you will provide moral support and practical assistance.
18
Advance
 Nominate women for administrative positions.
 Create a leadership succession plan for the position of state coordinator and for the
members of the state planning committee.
 Ensure that the state coordinator and the members of the state planning committee stay in
close communication with the Executive Board and OWHE.
Link
 Make every effort to recruit an Institutional Representative from each institution of
higher education in your state.
 Encourage the Institutional Representatives to pass along information about the Network
and advancement opportunities to all women on their campus.
 Use whatever connections you have to connect the Network to women leaders in the
civic, corporate, and political arenas.
Support
 As appropriate, support and sustain women in administrative positions throughout the
state.
 Provide visibility throughout the state for the discussion of issues that continue to hinder
women from attaining their full leadership potential as administrators in higher education.
 Involve women and men at the state level who influence and shape educational policy.
No state planning committee is expected to accomplish all items in these areas. The state
planning committee should select from the various ideas presented under each strategy or
develop other strategies that meet specific needs of women in higher education within the
state.
Roles and Expectations of Institutional Representatives
The Institutional Representative (IR) is a key person in the development and implementation
of the strategic plans of the ACE Network in each state. Ideally, each institution of higher
education in the state will appoint an IR to represent and serve as an advocate for the interests
of women’s leadership development and advancement in higher education at her institution.
The president of the institution usually appoints the IR to her role. Often, the state
coordinator or a member of the state planning committee makes a recommendation to the
president on behalf of the ACE Network. The IR’s appointment recognizes the critical role
she has already played at her institution with regard to the identification and development of
women’s leadership issues on her campus and signals the institution’s support for the
advancement of women into key leadership positions in higher education. The IR works in
close collaboration with the state coordinator and the members of the state planning
committee and serves as a liaison between the women at her institution and the members of
the state planning committee, the Executive Board, and OWHE.
Women fulfilling this role serve as catalysts for innovation among women in higher
education and as communication links between and among women administrators, women
aspiring to leadership roles in post-secondary educational environments, and ACE leaders
committed to the furtherance of women’s roles in higher education leadership. When
implementing activities planned in consultation with the ACE Network and OWHE, the IR
19
represents these groups and ACE. The institutional representative may wish to appoint a
committee of women to work with her on her campus.
Basic expectations of the institutional representative will be to:
Identify
 Identify all women in key leadership positions on campus, including women
administrators and women who hold significant leadership positions on the faculty, in
student services, and in other key departments, such as the business office and the
development/advancement/alumni offices.
 Provide information to the State Coordinator about women administrators on the campus,
including new appointments, resignations, title changes, vacant leadership positions, etc.
 Establish, when appropriate, linkages between the state network and other campus
programs focusing on women.
 Keep the institution’s president informed on a regular basis regarding the agenda and/or
programs of OWHE and the ACE Network.
 Build a campus network whereby other women are identified as potential leaders and
mentored in their aspirations
Develop
 Assist the state coordinator and the state planning committee in the development and
implementation of state workshops and conferences designed to encourage women
aspiring to administrative leadership roles.
 Participate as appropriate in local, regional, and state-wide meetings.
 Keep women on campus informed regarding the agenda and/or programs of OWHE and
the ACE Network.
 Keep women on campus informed of leadership programs, fellowships, and grants for
which they are eligible at both the state and national levels.
 Encourage senior-level women and men to serve as mentors or sponsors to women in
middle-level administrative positions or to other women who have demonstrated potential
for administrative responsibilities.
Encourage
 Assist the women on campus in relaying their suggestions and concerns to an appropriate
institutional, state, or national body.
 Establish support groups and mentoring opportunities for tenure-track women.
 Urge women on campus to consider their next steps and to take advantage of
opportunities.
Advance
 Learn about institutional policies and procedures that identify, prepare, and advance the
college or university’s administrators.
 Encourage search committees for administrative positions to follow sound practices in
finding and supporting women candidates.
 Nominate women for leadership positions as opportunities arise.
Link
 Create opportunities for campus women at all levels to get to know one another’s
interests, ambitions, and talents.
20
 Take advantage where possible of opportunities for campus women to meet and share
ideas and concerns with women from the political, civic, and corporate spheres.
Support
 Urge women to seek appointment to appropriate boards, committees, and professional
organizations.
 Publicize formally and informally the accomplishments of women on campus.
 Organize or join roundtables or networks for women administrators on campus.
 Organize events in celebration of women (e.g., Women’s History Month).
No institutional representative is expected to accomplish all items in these areas. An
institutional representative should select from the various ideas presented under each
strategy or develop other strategies that meet specific needs of women in higher education
at her institution.
21
IV: What you need to know about Policies and
Resources
The OWHE Graphic Identifier
In 2002, OWHE developed a graphic identifier as part of the Office’s planning and marketing
strategy. Used in recent OWHE publications to provide symbol recognition, the graphic
identifier will also be used by the Office in stationary, brochures, certificates, pins, and
awards, in accordance with ACE policy.
The ACE Network Graphic Identifier
Similar to the OWHE graphic identifier is the ACE Network graphic identifier. This symbol
is available to the state networks for use in stationery, brochures, certificates, and awards.
Because using the graphic identifier forms a link between the state network and both OWHE
and ACE, its use must be judicious. State networks may use the ACE Network graphic as
long as it is clear that the state network originated the stationery, brochure, certificate, or
award.
The use of the OWHE/Network graphic identifier is limited to use on stationery, brochures,
certificates, posters, and awards. All other uses—particularly those involving merchandise or
fundraising—must be approved by the Vice President and Director, OWHE.
22
An electronic file of the graphic identifier in .tif format and usable within a Word document
is available from OWHE and is included in on the disk that is part of the Handbook. If you
have any problems accessing this graphic, please contact OWHE; we will work with ACE
information technology staff to resolve these difficulties.
Sample State Network Letterhead using the ACE Network
Graphic Identifier
<insert your state network name here>
PO Box 123
State College
Collegetown 12345
The ACE Network graphic identifier could be inserted at the top left-hand corner or centered
at the bottom of the page.
23
Fundraising
Because the independent state networks that comprise the ACE Network are part of ACE,
their fundraising initiatives must be conducted with care to maintain the reputation of ACE.
Thus, common sense and general guidelines pertaining to volunteer organizations should
govern efforts by state networks to find the resources necessary to fund their organizations’
programs and initiatives.
Dues. ACE policies allow state networks to charge dues or a membership fee.
 That said, it is worth noting that ACE is a membership organization, with college and
university presidents electing to join ACE. In the past, that fact has been interpreted to
mean that state networks could not charge dues or a membership fee. ACE now offers a
more liberal interpretation, allowing the state networks to make their own decisions about
dues and membership fees.
 When considering whether to collect dues or a membership fee, a state network should
consider the ACE Network philosophy of inclusion. State networks should work to
advance women throughout higher education within the state (particularly at institutions
that are members of ACE)—all women, not just those who have paid a membership fee.
How one handles the issue of dues or membership fees becomes an important issue.
Making dues or a membership fee voluntary—to support the work of the state network,
receive a newsletter, receive a list of registered members, participate in a special event or
mentoring initiative—may offer a viable compromise.
 State networks should also consider that collecting dues or fees may produce new
fiduciary responsibilities. More formal bookkeeping and accounting to members—
perhaps even incorporation—may be required. Clear rules about spending funds and
liabilities should be included in a state network constitution or by-laws. In all cases, a
state network should follow state laws, if any, governing volunteer organizations.
Donations. State networks can ask for donations (and may suggest an appropriate
amount) to support the work of the state network. Voluntary supporters could be
rewarded with a newsletter, a list of network participants, a special event or opportunities,
and the like. Note, however, that donations must be made without the intent that the donor
will receive a formal statement about making a charitable contribution as a deduction on the
donor’s taxes. Unless the state network is incorporated as a non-profit organization, such
acknowledgement cannot legally be made. As long as that is understood, a state network can
accept donations.
Sales. State networks may sell merchandise. State networks should follow state laws
regarding sales, sales tax, and the like.
Grants. State networks can, in their own name, solicit grants. In applying for grants, the
state network should make it clear that the state network—not ACE or OWHE—is soliciting
the grant. ACE experience, however, suggests that foundations and the like would prefer to
deal with formal organizations—an argument for incorporating the state network.
Support from presidents and campuses. State networks may ask college presidents for
support (monetary, services, etc.). As with grants, the request must make it clear that the
state planning committee is making the request, not ACE or OWHE. Presidential sponsors,
appointed by OWHE, may provide assistance from their own campuses and help in getting
support from other college and university presidents.
24
See Chapter V on organizing a state network for additional discussion on financial strategies.
See Chapter VI for successful initiatives to fund ACE Network activities within state
networks.
Using the Media
Increasing the visibility of the ACE Network within each state is an important goal and one
we believe necessary to the continued advancement of women into leadership positions
within our nation’s colleges and universities. There are many opportunities for state
networks to publicize the ACE Network, leadership development programs, and
achievements of women leaders within the state. As a state coordinator, you might highlight
some of the following:
 Recent publications by ACE or OWHE that address issues of importance to higher
education leaders within your state.
 The participation of college and university presidents within your state on panels
sponsored by ACE or OWHE.
 Promotions and new hires of women into senior-level positions.
 Statistics about women’s leadership at colleges and universities within your state.
 The participation of college and university presidents within your state on ACE
commissions.
 ACE and OWHE web sites.
 ACE-sponsored opportunities for leadership development, such as the National
Leadership Forum and the ACE Fellows Program.
 Programs sponsored by the state network, such as conferences, meetings, and mentoring
programs.
 Changes in leadership of the state coordinator or on the state planning committee.
The state planning committee could form a publicity or public relations subcommittee to
prepare press releases or short articles for use by the media. Although a full-blown media
campaign may not be something a state planning committee is willing to undertake, finding
ways to publicize the work of the state network and OWHE should be within reach of most
state coordinators. Press releases within conference handouts, e-mail messages in the form of
a press release to women within the colleges and universities served by the state network,
notices posted to web sites or included in newsletters—all would help promote the ACE
Network and bring attention to issues affecting women’s career advancement.
A Short Guide to Media Relations
Here are some tips to help increase success in securing coverage in local and regional media
outlets:
Publicity for an event or advocating a public policy position in an opinion article or letter to
the editor requires clear and concise writing. Well-organized and thoughtful sentences, using
proper grammar and spelling, will improve the chances of your article’s being published.
Timeliness is also critical.
Consult with your higher education institution’s public information/communications staff
regarding working with local and regional media. Try to avoid conflicting with other campus
25
events that might attract local news media. The media generally will not cover two events on
the same campus the same day. Ask about the institution’s policy regarding faculty/staff
opinion articles and the use of your title and the name of the institution.
Newspapers are divided into sections with specific responsibilities. Different sections have
different deadlines. Events calendars and community sections may require information up to
10 days before it will appear in print. Read these sections carefully for deadline
requirements.
Editors and reporters also have specific responsibilities. Sending your announcement to the
correct section editor will increase the likelihood that it will run in the paper.
To invite a reporter to cover a news event, call the News Desk (also referred to as the City
Desk or Metro Desk) 7 to 14 days in advance. Newspapers have a limited number of staff
available for assignment on any given day.
Letters to the Editor, not to exceed 300 words, and Opinion Articles, 500-750 words, should
be sent to the editorial page editor. Before writing an opinion article, call the Opinion page
editor to discuss your idea and to learn about the paper’s style requirements and deadlines.
Phone calls to newsrooms pitching story ideas or requesting style information should be made
before noon. The activity and pace in a newsroom increases in the afternoon as deadlines
near. You will get more assistance early in the day.
Local television and radio stations are stretched even more thinly. Your event must be
compelling and highly newsworthy for television or radio stations to invest their limited
resources.
Television requires compelling visual images to be successful. Be prepared to describe the
possible images to the television news producer
Many local cable services and television stations also use event notices and opinion pieces.
Contact the station management/community relations offices for details.
Politely and concisely explain the event and why it is newsworthy. Be prepared to fax or
email a copy of your news release or a letter containing details such as who, what, where,
when, and why.
Don’t forget to send a copy to the student newspaper and/or radio and television station.
Below is a sample news release. The italicized words and sentences should be replaced with
your own appropriate text.
26
Sample News Release
NEWS RELEASE
Contact: (Name and Phone)
For Release: IMMEDIATE (Date) or EMBARGO Release Until (Date)
(Your state Network Name) to Sponsor Women’s Leadership Conference
at University of (your institution)
(City, State) ( Date ) – Preparing women to assume leadership positions in higher
education administration is the goal of a one-day workshop sponsored by the (your
state network name).
(Title: Preparing Women Leaders for a New Century) will be held on (Day,
Date, Year) (time from 9 a.m. to 4 p.m.) in the (Building) on the (University) campus.
Cost of the workshop is $(Amount). (Who should attend: Women interested in
pursuing leadership positions in higher education are encouraged to attend.)
(Details of your program: Claire Van Ummersen, vice president and director of
the Office of Women in Higher Education of the American Council on Education
(ACE), is the keynote speaker. Other session topics include mentoring, resume
preparation, networking, and national issues in higher education.)
The (your state network name) is part of the ACE Network, a national grassroots
effort, sponsored by the American Council on Education’s (ACE) Office of Women in
Higher Education (OWHE), focused on providing leadership development and
mentoring opportunities for women in higher education. Established in 1977, the ACE
Network’s foundation is a state-based system of interlocking networks supported by
campus presidents and designed to identify and support women’s leadership
development in each state.
ACE is a comprehensive association of the nation's colleges and universities
dedicated to higher education issues and advocacy on behalf of quality higher
education programs. Counted among the Council's members are the presidents and
CEOs of more than 1,800 accredited degree-granting colleges and universities and
higher education related associations, organizations, and corporations.
For more information about the workshop or to register, contact the (your state
network name) at (phone 777-555-1212) or at (email address:
state.newtwork@address.edu).
-end-
27
Sample Letters
The responsibilities of a state coordinator, a member of the state planning committee, and an
institutional representative are immensely important and deserve formal appointment letters
and recognition.
State Coordinators. OWHE will appoint state coordinators in a letter signed by the Vice
President and Director, OWHE. The President, ACE, will write a letter to the state
coordinator’s college or university president, explaining the mission of the ACE Network and
asking for his or her support for the work of the state coordinator.
State Planning Committee. The state coordinator, one of the ACE Network presidential
sponsors, or a member of the Executive Board should solicit members for the committee by
writing or contacting college and university presidents within the state. A formal letter—to
both the committee member and her college or university president—would be appropriate
and could be prepared and signed by the state coordinator, the presidential sponsor, or a
member of the Executive Board, as determined by the state network.
Institutional Representatives. In some states, institutional representatives do not serve on the
state planning committee but serve rather as liaisons to the state planning committee or to
regional associations linked to the state planning committee. Institutional representatives
should be nominated or appointed by their college or university presidents. Both the
representative and the college president should receive letters acknowledging the service to
be provided by the institutional representative. Letters prepared by the state coordinator, a
member of the state planning board, a presidential sponsor, or a member of the Executive
Board would be appropriate.
State coordinators may also send periodic thank-you letters, on an annual basis or at the end
of a term of office, to members of state planning committees and institutional representatives
and their college or university presidents.
Letters welcoming women into senior-level college or university administrative positions
within a state can serve to publicize the ACE Network and encourage participation in its
programs and initiatives. Such letters could be written by the state coordinator, a member of
the state planning committee, a member of the Executive Board, or by a presidential sponsor,
as determined by the state network. A copy of the state network brochure would be an
effective addition.
Several sample letters follow. Offered as suggestions only, they can easily be modified to
meet the needs of any state network.
The first is the text from the letter sent by the President, ACE, to presidents of the colleges
and universities of women appointed to the position of state coordinator. This letter could be
modified and sent to presidents of women serving as planning committee members or
institutional representatives.
The second is text from a letter used in South Carolina to request that presidents name
institutional representatives. This letter includes an appointment form as an enclosure.
The third letter is text of a letter used in South Carolina to welcome women to the state and
its state network.
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Sample Letter to College Presidents
Dear <President’s name>
The ACE Office of Women in Higher Education is pleased to have <State
Coordinator’s name> as the State Coordinator for the <State> Network of the ACE
Network.
The intent of this program is to establish a national network for the identification,
recommendation, and advancement of women administrators and, therefore, to increase the
number of women who hold major decision making positions in higher education. More
detail on the program is provided in the enclosed summary.
<State Coordinator’s Name’s> leadership of this program is essential to its success.
Your support, encouragement, and recognition of the role she is playing in the advancement
of women in higher education in <State> will also be a vital contribution to the program.
Enclosure <brochure>
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Sample Letter Requesting Presidents to Name Institutional Representatives
Dear <President’s Name>:
South Carolina Women in Higher Education (SCWHE) of the American Council on
Education (ACE) Network, Office of Women in Higher Education, is a national grass roots
organization for women in higher education. By using the strategies of identifying women in
higher education, developing the leadership of women in higher education, advancing women
into senior level positions, and sustaining and supporting women in higher education,
SCWHE focuses on advancing talented women in post-secondary administration. Enclosed
is a plan that outlines how ACE, OWHE, and the ACE Network work together to advance
women in higher education and that develops a framework for campus presidents to support
and provide visibility to women’s leadership.
A key person in the ACE Network of the OWHE is the Institutional Representative whose
role is to provide women on individual campuses with information about the activities of
SCWHE and the ACE Network. Appointed by the president as the campus liaison to
SCWHE, Institutional Representatives are the major communication links between the
campus, SCWHE, the ACE Network, and OWHE. A document developed by the ACE
Network Executive Board outlining in detail the role of the Institutional Representative is
enclosed.
I would like your assistance in naming an Institutional Representative to South Carolina
Women in Higher Education and the ACE Network from <name of the college or
university>. As you consider candidates for the role of Institutional Representative, it is
critical for you to nominate a women in a senior level leadership position who can work
effectively in implementing programs and activities on the campus and who can enlist the
support of other women on campus to promote women’s advancement. Your appointee
should have demonstrated leadership in and commitment to the advancement of women in
higher education, and she should be willing to serve as an advocate for all women in higher
education. It is important that you provide support for your Institutional Representative as
well, especially in funding her participation in the annual conference sponsored by SCWHE.
Please complete the attached form naming your representative or e-mail me at xxxxxxx.
Following the nomination of the Institutional Representative from your campus, she will be
invited to participate in a workshop to be held in a few weeks focusing on her role as the
campus liaison. If additional information is needed on the role of the Institutional
Representative or if you would like to discuss your nomination, please let me know.
The appointment of an Institutional Representative to South Carolina Women in Higher
Education recognizes the critical role she has already played at her institution in women’s
leadership issues and signals the institution’s support for the advancement of women into key
leadership positions in higher education. We welcome as well your participation in the
programs of SCWHE.
Sincerely,
<State Coordinator>
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Appointment Form
Institutional Representative
South Carolina Women in Higher Education
My appointment for Institutional Representative:
Name
_______________________________________________________
Title
_______________________________________________________
Department
_______________________________________________________
Institution
_______________________________________________________
Address
_______________________________________________________
Phone
_______________________________________________________
FAX
________________________________________________________
E-mail
________________________________________________________
President’s Signature
______________________________________________
Date
______________________________________________
Fax to <Name of State Coordinator>
<Fax Number>
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Sample Letter Welcoming Women to the State and the State Network
Dear <Name>:
In speaking with <name of Executive Board member, Presidential Sponsor, or other
person>, I understand that you will be assuming the position of <name of position and
name of college or university> in a few weeks. Congratulations on your new
appointment! I want to welcome you to South Carolina and to South Carolina Women in
Higher Education (SCWHE), a strong and viable network of women in higher education.
I am the state coordinator of SCWHE, and I am most excited about your appointment to
the position of <position title>, which has never been previously held by a woman.
South Carolina Women in Higher Education is a part of the ACE Network, a national
organization of state networks sponsored by the Office of Women in Higher Education
(OWHE) of the American Council on Education (ACE). Through grass-roots
organizations in the states, the ACE Network identifies, develops, advances, and supports
women in higher education administration throughout the country. The Office of Women
in Higher Education offers national forums for women ready to advance into senior level
positions, prepares publications on women in higher education, and nominates women for
presidencies, vice presidencies, and other senior level positions.
South Carolina Women in Higher Education is one of the most active state networks. We
sponsor an annual conference, an annual leadership forum for women in the state, a
workshop for women who are department chairs or aspire to be department chairs, and
other programs and services for women in higher education. We have a state planning
committee that is active in providing leadership for women’s advancement in South
Carolina. You may want to access our website at <website address>.
The Institutional Representative at <name of college or university> is <Name>. She can
be reached at <phone number> and by e-mail at <email address>. She can provide you
with additional information about SCWHE. When you arrive in <city when college or
university is located>, please let her know your mailing address and phone number. We
want you to join us at the annual conference that will be in February in Charleston, S.C.
<Name of Institutional Representative> will have information on how to register for that
conference. Attending that conference will give you an opportunity to meet other women
in South Carolina and to begin to develop your own network of support.
Again, welcome to South Carolina and SCWHE. If I can assist you in any way as you
make plans to relocate in our state or as you assume this new position, please do not
hesitate to contact me.
Sincerely,
<State Coordinator>
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Advancing Women into Senior Leadership Positions
Identifying, developing, and advancing women into senior leadership positions within higher
education are key components of OWHE’s mission. The assistance provided by the ACE
Network at the state level forms an essential part of the process infrastructure. By working
together, OWHE and the state network can give emerging leaders opportunities to enhance
their leadership skills and to connect to search firms and committees seeking to fill seniorlevel positions.
National Leadership Forums
The OWHE National Leadership Forum is a three-day biannual workshop, held in
Washington, DC, for women who already hold relatively senior-level appointments and are
considering seeking college or university presidencies or vice presidencies. A hands-on
seminar featuring a highly personal approach, the Forum allows women to explore and
evaluate the role of president in light of their own values, preparation, and philosophies.
Forum participants meet with college presidents, leading members of search firms, and senior
ACE staff in intensive discussions.
Prior to each Forum, OWHE asks state coordinators, members of the Executive Committee,
and presidential sponsors to identify women who could benefit from attending. Such
nominations need not be formal or highly detailed, but should provide enough information
about the woman’s current position and career aspirations, as well as a candid assessment of
her potential, for OWHE to evaluate whether the career timing is right for her participation.
The input of state coordinators and other leaders in the state network is critical. With their
help, OWHE can provide the support women need to move into presidential and vice
presidential searches. The nomination or identification of women who are ready to advance
in their careers may be made at any time to the Vice President and Director, OWHE, or in
response to a specific OWHE query.
More information about the National Leadership Forum is available on the OWHE web site
and in the Forum brochure.
OWHE Referrals
 OWHE frequently receives requests from search firms, colleges, and universities for
women candidates for searches. Evaluating potential fit, background requirements, and
the like, the Vice President and Director, OWHE, will advance names into specific
searches. Again, the roles of the state coordinator, state planning committee members,
executive board members, and presidential sponsors are critical. They share with OWHE
knowledge about the nature of a particular search and about women ready for
advancement so that the Office can identify and support women through the search
process.
 The Vice President and Director, OWHE, will make nominations, as appropriate, to
search firms and committees seeking to fill senior-level positions. As women become
ready to enter presidential searches, they should provide OWHE with their vitas and other
relevant information and set up a meeting with the Vice President and Director, OWHE.
 Women may also be nominated for senior-level positions by members of the ACE
Network Executive Board and presidential sponsors. As women become ready to enter
33
senior-level searches, they should contact ACE Network Executive Board members and
presidential sponsors, forward vitas and relevant information, and set up meetings.
 State coordinators, ACE Network Executive Board members, and presidential sponsors
should refer women ready for senior-level positions to OWHE. In addition, state
coordinators, Executive Board members, and presidential sponsors may identify potential
candidates to OWHE so that the Office can contact the women, encourage them to
forward their credentials, and invite them to participate in an OWHE National Forum or
other leadership development opportunity.
34
V: What You Need to Know to Organize Your
State Network
Characteristics of Strong State Networks
Strong state networks have stable volunteer leadership provided by an active state coordinator
who regularly attends the national leadership development conference for state coordinators.
The state coordinator possesses a passion for women’s issues and for the mission of OWHE
and the ACE Network. To carry out this important leadership role in her state, the state
coordinator is provided financial and secretarial support from her college or university. The
state network has an infrastructure in place, including a mission statement, a financial plan,
strategies for accomplishing goals, and a succession plan that provides for continuity in
leadership.
All strong state networks have the following three characteristics:
 A planning committee that meets several times a year.
 At least one leadership development program for women in higher education in the state
each year.
 Women in senior-level positions serving on the planning committee or providing
programs for the network.
Other characteristics toward which states might strive include the following:
 Involvement of college and university presidents in the state in the network.
 Programs focused on the advancement of women of color.
 A media/communication plan in which achievements and accomplishments of women in
higher education are provided to the press.
 Strategies for identifying, developing, encouraging, advancing, linking, and supporting
women in higher education in the state.
Organizational Models
There is no right way or wrong way to organize a state network. The size of the state, natural
geographic divisions, political or cultural divisions, the number and locations of colleges and
universities—all of these will shape the state network’s structure. Another factor that may
influence the network’s organization is how the state network has dealt traditionally with
providing professional development for women in entry- to mid-level career positions, as
well as for women seeking senior-level positions.
As the ACE Network was originally conceived, each state would have a state planning
committee, headed by a state coordinator. All of these women would be in a senior-level
position, in order to have the clout and access to resources to sustain a network to identify
and advance women. In addition, the planning committee would be advised by a board of
college presidents—men and women—within the state. While some states have moved away
from this model, it is, nonetheless, a good one. The most successful networks continue to be
led by women in senior positions, and involvement of college presidents has proven, over
time, to be a critical component of strong networks.
35
A strong state planning committee is vital to the success of the network. A single state
coordinator cannot do it all on her own. This has become especially evident in recent years as
jobs have become more complex and demanding even as resources diminish. Sharing the
load is necessary for the health and well-being of the state coordinator and creates a network
within the network on which all participants can rely. Having a strong state planning
committee with women who are actively involved in network activities is also the first step in
ensuring a line of succession in the leadership of the network. Continuing connection of the
past state coordinator to the current state coordinator and a state coordinator designee will
insure that no one has to start without precedents and that the state network retains its
strength over time.
Some state networks have by-laws and defined positions for members of the state planning
committee. Many networks have officers—treasurer, secretary, public relations, conference
coordinator, and the like. Again, each state will organize itself in different ways, but being
clear about who is supposed to do what is important. Delegation of responsibilities and
teamwork are hallmarks of strong state networks.
Mission statements linked to goals and objectives will help identify priorities for state
network initiatives. Few states can do everything that might be done as part of a network
identifying, developing, encouraging, advancing, linking, and supporting women in their
careers in higher education. Rather, most states focus their efforts on a handful of activities.
Whatever is chosen, however, should be evaluated. Did it succeed? Should we shift
priorities? Can we learn from other states (see section on Best Practices)? Liaisons from the
Executive Board can help state networks retain their effectiveness as they change or enhance
their current course.
Two models are presented below: one of a small state with a modest number of colleges and
universities and one of a large state with many institutions. Many states will use a
combination of models, but the two ways of organizing a state may provide insights for
managing state networks, no matter what their size. (For illustrative purposes, both are
presented as fully successful.)
The Small State
Small State’s state planning committee has an institutional representative from every college
and university within the state. They meet three times a year in the centrally-located capital
of the state, often in conjunction with another state meeting that brings some of the
committee to the capital. In any case, distances are small enough that no one has to drive
more that a few hours. Small State’s state planning committee develops an annual state-wide
conference for mid- to senior-level women in higher education. Attendance is high, given the
central location and the relatively short distances required; most attendees do not have to plan
an overnight stay. Because all of the members of the state planning committee are
institutional representatives, each of them has developed active networks on her own campus,
especially for women in entry- to mid-level positions. Since the institutional representatives
know each other well through their work on the state planning committee, they may plan
local events that bring together women from two or more campuses located near each other.
Nominating women to OWHE for senior leadership positions is easy—each of the women on
the state planning committee holds a mid- to senior leadership position and knows the other
women in similar positions on her campus. The state planning committee also serves as a job
network for women within the state, sharing information about mid-level position openings.
36
Being well-connected to women on their campuses has helped Small State’s planning
committee to develop mentoring programs across the state. Meetings in the state capital
provide an excellent opportunity for publicity and for initiatives involving women state
legislators. Advised by a Board of Presidents, the state planning committee has maintained
its ranks of institutional representatives who are supported by their presidents in terms of time
and resources.
The Large State
Large State has over 200 colleges and universities, making it impractical for all to be
represented on the state planning committee. Moreover, distances are daunting—even travel
to a central location can be a 5-6 hour drive, and people in one part of the state just don’t
travel to other parts of the state. Facing this regional reality, Large State soon organized itself
into regions, with regional associations in five separate parts of the state. These associations
have flourished. Modeled on the state planning committee concept, each regional association
has a planning committee composed of institutional representatives. The five regional
associations function independently, planning conferences and programs for women within
their regions. Over time, the regional associations have focused on entry- to mid-level
professional development activities. Each regional association elects a representative to serve
on the Large State state planning committee. In addition, each member of the state planning
committee serves as a liaison to each of the regions and a point of contact for women in midto senior-level positions within the region. Women holding senior-level appointments are
invited to be on the state planning committee based on the type and location of their home
institutions, ensuring that the state planning committee is representative of the colleges and
universities within the state. The planning committee gets together twice a year—once for a
two-day retreat and planning meeting and once mid-year to finalize plans for the annual
leadership conference. (Indeed, much of the work of the state planning committee is
conducted by a steering committee—officers of the state planning committee who meet more
frequently or by conference call.) A statewide conference has not worked—distances are too
great—so the location of the annual conference is held one year in the western part of the
state and in alternate years in the eastern part of the state, with each conference hosted by a
college president. It is a challenge for the state planning board to identify women who are
ready to advance to senior-level positions, but the regional liaison program keeps each
member of the state planning committee in touch with institutions in her region. Large State
is also advised by a group of women college presidents. They rarely attend meetings due to
distances, but host meetings and conferences and help make connections with other
presidents throughout the state, garnering support for the state network.
ACE Network Business Operations: Administering the
State Organization
Corporate Identity
It is essential that each state network establish a corporate home for the organization’s fiscal
activities. The state network needs to conduct business under the auspices of a non-profit
organization, a 501(c)(3), that has a federal tax identification number to use in operating the
organization. There are basically two corporate options available: (1) incorporate the state
organization as its own 501(c)(3), or (2) operate within the structure of another non-profit
corporation, such as the philanthropic foundation of a college or university.
37
The advantage of incorporating the state organization is that the state network will have
control over all decision-making, including its future continuity. The disadvantages are the
start up efforts and costs (less than $200); maintaining the continuity of organizational
accounts and bank statements; and record-keeping (careful taking and maintenance of board
minutes to reflect all fiduciary decisions). The state organization must have a formal
structure that is described in a “forming document,” and its officers have on-going legal
responsibilities. While these may not be onerous and may be executed with the assistance of
competent staff, they are real.
The advantage of operating under the aegis of another non-profit corporation is that the
professional staff of the organization can perform most of the administrative tasks, such as
maintaining accounts and filing tax reports with state and federal agencies. Foundations
usually charge a fee for such administrative services, but they are generally reasonable for the
benefit they provide. The disadvantages of this arrangement begin with identifying an
appropriate umbrella organization. All 501(c)(3) corporations have “forming documents”
that state their mission and scope. Many do not permit the support of other organizations.
Other disadvantages include mission and focus of the organization, control over use of funds,
and continuity of the sponsoring organization.
Note: the IRS has very specific regulations regarding the award of scholarships by 501(c)(3)
corporations. If the state network is or expected to be engaged in this activity, pay special
attention to the legal requirements.
Complete information on how to establish and administer a 501(c)(3) corporation, including
financial reporting and tax filing requirements can be found at:
Http://www/irs/gov/prod/bus_info/_info/eo/excempt-req.html. Other information can be
found in the publication, Starting and Managing a Nonprofit Organization—A Legal Guide,
by Bruce R. Hopkins, John Wiley and Sons, 1989.
Bank Accounts
Once the corporate identity of the organization has been established and a federal
identification number issued, the state coordinator and/or treasurer must open a bank account
to manage the finances of the organization. We recommend having two individuals
authorized to sign checks, though double signatures are not necessary.
Relationships with Sponsoring Institutions
It is important that the state organization maintain an appropriate balance of autonomy and
cooperation. Organizations should not become so dependent upon any one college or
university for infrastructure support that the viability of the state network would be
jeopardized if the support were withdrawn. At the same time, working cooperatively with
colleges and universities in jointly sponsoring programs, organizing and conducting
conferences, and sharing costs extremely important. Make clarifying the business
relationships and responsibilities one of the first items on the planning agenda when
undertaking any initiative.
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Guidelines for Involving Presidents in State Networks
Experience tells us that involving presidents in the organization and programs of a state
network is a very important contributor to success. The following guidelines reflect practices
adopted by a variety of states for working effectively with presidents of colleges and
universities within the state.
Presidential sponsors are officially appointed by the president of ACE upon the
recommendation of the Vice President and Director of OWHE. Suggestions from the state
networks are always welcome.
This sponsorship could include all or some of the following, depending on individual
circumstances: providing financial, administrative, or logistical support for a conference or
other activity; hosting a conference or providing space for the conference or meeting; hosting
a reception at the president’s house; assigning a member of the campus media relations staff
to handle public relations for the state network or network event; providing printing and
mailing for a newsletter; or hosting a web site for the state network.
Invite at least one president to be part of the program for each state conference. Ask him or
her to stay for a significant time period--not just to come in, make a presentation, and then
leave. Give a president sufficient notice. Planning 6-months to a year out is not unusual.
Schedule informal groups of women over lunch or dinner to meet on a particular topic and
include women presidents, women legislators, women business leaders, and/or leaders of
other women’s organizations.
Write to all the presidents in the state periodically, outlining the state network’s goals and
activities. Invite them to a breakfast, lunch, or dinner during the next conference.
Hold a state forum modeled on the OWHE National Forum, using the presidents and other
higher education leaders within the state as panelists, mentors, or advisors.
Hold a reception for new or departing presidents, inviting all other presidents. This can be a
free-standing event or part of the program at a conference.
Ask a president to write a note of support that can be used in promotional material for the
state network or a short essay that can be used in a newsletter or as a handout at a state
conference or other event.
When you bring several presidents together for an event, give them time to meet privately
with one another. Presidents welcome opportunities to build support networks.
When meeting on a college campus, invite the college president to welcome the group or
open the conference.
Rebuilding a State Network
Over the past 25 years, some state networks have faced the need to rebuild. The causes are
many, but chief among them is the failure to find strong replacements for an outgoing state
coordinator or state planning board members who retire or move to positions outside of the
state. When there is no firm succession plan in place, some networks may find themselves
confronting a leadership void. Another contributing factor seems to be the loss of presidential
advisors and supporters. Whatever the reason, some state networks face a rebuilding process.
39
How to go about this process will depend on many factors, but key players are women within
the state who are committed to the mission of advancing women, Executive Board members,
and presidential sponsors. Often, a state planning board can be revitalized by having the
presidential sponsor call other college presidents, asking them to nominate women to serve
on the state planning board. In other cases, the entire infrastructure of the state network may
need to be rebuilt. A case study from Louisiana illustrates one such process.
Case Study: Louisiana
Louisiana’s strength as a network has varied over the years. Although statewide conferences had
offered excellent presentations and stirred the desire for a strong network, an ongoing program in
the state had not endured.
Margaret King reports:
As we re-grouped, we found the task daunting and too many of the former group disenchanted.
But we did have a small core of committed women. So, we started with regional receptions in
New Orleans and Natchitoches and later in Baton Rouge. And we worked with the Newcomb
College Center for Research on Women in generating a report on the status of women in higher
education in Louisiana, so we had a product to share. One board member volunteered one of her
staff to develop a database, using old contact lists, web sites, and institutional contacts where we
had them. Meanwhile, Delgado Community College offered us a chance to partner with them on
a conference they had already committed to for women in higher education (a possibility only
because we had a core group). That conference, held in December 2001, set the stage for
widespread buy-in of a functional statewide organization with annual meetings in association
with the Conference of Louisiana Colleges and Universities.
Louisiana offers these suggestions for strengthening state networks:
 Use what you have. Spend your time facilitating the work of willing people, and limit the
time begging the unwilling. You will have to focus your aspirations, but your work will be
productive, and thus more tempting to busy people. And, just say “Yes” to offers of help,
matching persons with jobs that they can do well enough to feel good about.
 Make it manageable. Grand schemes need supporting mechanisms. Fledgling groups need
success. Unless you have the mechanisms in place, set yourself up for simple success.
 Concentrate on networking. Networking is the heart of our being. Whatever we do should
result in people’s knowing each other, sharing information, and promoting each other.
 Structure for permanence. The ACE Network is something that women may use
sporadically, so it must always be there when they need it—it can’t be there just some of the
time. Its organization may be fluid, but its existence must be constant. Systematize meetings
and responsibilities, then hold fast!
 Use OWHE resources. Use its name, its connections, its experience and knowledge, and its
people.
Let there be joy. Revel in the friendships, encouragement, and power of the ACE Network. Be
living proof that the ACE Network is rewarding on lots of levels.
Other suggestions from current state coordinators include:
 Get presidential support from your advisory board—if only for yourself!
 Don’t try to do too much. Find a “high traffic” area—a place in your state where there
are many colleges and universities—and begin there.
 Contact a state network that works and build on that experience.
 Use other meetings that women leaders attend to garner support for the idea of a network.
 Bring together all institutions within the state for a meeting (small state approach).
40
 Contact the women college presidents in your state who participated in the OWHE
Roundtable discussions (see appendix in From Where We Sit).
 Avoid duplicating efforts—merge with other groups that share a similar mission, cosponsor a conference, plan your conference around another event
 Hold a meeting with women in senior positions under the sponsorship of a woman
president to explore how best to develop a network.
 Take pride in what you are able to accomplish. Always think of the glass as half-full!
41
VI: What you need to know about Successful
Networks
This chapter highlights successful practices from state networks throughout the nation. If
you have something to contribute—something that has worked well for you—please
contribute it to the next edition of the Handbook. Send an email to OWHE, describing your
event or program.
Statewide Conferences
Many state networks sponsor an annual conference for women within their state. A single
conference at a convenient location may draw a large group, with 100 to 200 attendees
reported by most states. A single statewide conference can focus attention on the ACE
Network, bring together women college presidents within the state, and create informal
networks among attendees. A successful state conference is an opportunity to build financial
resources if conference fees exceed expenses. Hosting by a college campus may reduce
costs.
Organizing for a conference is vital. Too often, the state coordinator finds herself alone in
pulling it off—something clearly to be avoided. Some states find it useful to have someone
other than the state coordinator chair the conference committee; other states organize the
entire state planning committee around the conference, with each member taking on a task.
Having enough lead time is crucial. Working 1 year to 6 months ahead is important for
bringing together presidents as speakers or members of a panel.
Finding the right topic and speakers may be critical to a successful conference. Focus on who
will attend and how they will pay for it. Lucy Lapovsky, President of Mercy College and a
former member of the Executive Board, advises conference planners to look carefully at how
they market the conference. Is the conference something that a woman’s supervisor will
support? Offering sessions on budgeting, managing human resources, strategic planning, and
so forth may make a college or university more likely to pay the fees of those who attend the
conference.
Case Study: Ohio 2000
Ohio sent copies of two conference brochures to OWHE—conferences held in 1998 and 1999. The
conferences looked really interesting. The 1998 conference, “A Higher Education Odyssey:
Women Leading the Academy,” featured a keynote presentation by Judith Sturnick, then the
Director of OWHE. The conference offered a presidential panel and sessions on trends in higher
education, women’s health issues, strategies for advancement, decision making, balancing family
and job, and sexual orientation issues. The 1999 conference focused on “Career Mapping:
Strategies for Success.” It featured a keynote presentation by a vice president of an executive
search firm and sessions led by women within the state on entering a search, handling the
interview process, and job negotiations, as well as a panel of women college presidents, a panel
from the University of Dayton, and a discussion on mentoring. But OWHE wondered, why no
2000 brochure? Karla Mugler, the State Co-coordinator in Ohio, shared the Ohio experience:
We held a conference in November of 1998 and 1999; there wasn’t a conference in the fall of
2000: a state co-coordinator had stepped down from her position at her institution, but we didn’t
know it immediately. Our intent is to hold conferences annually. This spring, we will be holding a
conference for the campus liaisons only. It will be held in April at Franklin University, and Judy
42
Prince, Chair of the ACE Network Executive Board, has agreed to be our speaker. We will be
holding a conference in November of 2002 for women in higher education throughout the state.
Prior to the first conference, we sent out a questionnaire via our campus liaisons to faculty and
administrators throughout the state. Based on their responses, we developed our conference topics.
We have determined that one-day conferences work best for us at this stage in our network’s
development. We’ve found that it is better to have a program in the greater Columbus area
because individuals from the farthest points in the state can get to Columbus within 3 ½ hours;
thus, they don’t have the cost of an overnight stay.
November works best for us because it gives individuals at semester or quarter institutions enough
time to advertise the event. We provide a template registration form for each of the campus
liaisons and ask them to duplicate it for women on their campuses. When an institution doesn’t
identify a liaison, a letter is sent to the president with a registration form, but we don’t know if it
gets to the right people. At our past conferences, people attended from institutions where we had
active liaisons.
Dr. Dale Knobel, President of Denison University, is serving as our network sponsor. Patti Frick
and I met with him. He has agreed to send out letters we had drafted to the presidents at public and
private institutions throughout the state, asking them to identify an individual to serve as the
campus liaison to the Ohio network. This should help to expand the network and encourage wider
participation in our conferences.
Regional Conferences within a State
Some states are inherently regional. Many states have a major city with many colleges and
universities located within its metropolitan area. In such cases, it may make sense to hold a
regional conference. Some states, like New York, have regional association networks within
different parts of the state, and these regional associations hold conferences once or twice a
year. Other states, like California, are divided into two networks. States without such a
regional structure may also decide to hold conferences in different parts of the state, drawing
on regional strength. With the right kind of technical support, teleconferencing, linking two
or more sites and possibly sharing a speaker, becomes an option.
Case Study: MHAWHE, New York
The Mid Hudson Association of Women in Higher Education has been a member of the ACE
Network for over 20 years, serving the area of the state north of the New York City metropolitan
area but south of Albany. It has a planning committee with institutional representatives from the
12 colleges and universities within its part of the state. It holds two conferences a year, each
attended by over 130 women on average. The spring conference tends to be more “hands on” with
workshops on a variety of professional development topics. The fall conference—held annually at
The Culinary Institute of America—is very popular (feed them well and they will come!) and
usually features a single speaker. Women college presidents are often asked to be speakers;
hearing them share their stories has been inspirational and well-received by conference attendees,
who tend to be in entry- to mid-level positions within college administration. A member of the
MHAWHE planning committee is a representative to the New York State planning committee.
43
Regional Conferences among States
It may be time to think creatively and form partnerships between and among states. Would a
New England regional conference make sense? Could Philadelphia partner with New Jersey?
Would such conferences appeal more to women in senior-level positions? Could a
conference be held in conjunction with an accreditation meeting that draws its members from
a defined region?
Specialized Leadership Development Programs
While conferences can be general professional development programs, some states have
initiated leadership development programs targeted at specific groups of individuals. Indeed,
part of the mission of the state network may be to identify and develop emerging leaders at all
levels of college and university administration. Some specialized programs offered by state
networks include the following:
 Workshops for new department chairs and directors (SC).
 Leadership seminars for upper-level women administrators and women in government
(VT).
 Roundtable luncheon discussions hosted by women presidents with campus leaders to
discuss leadership challenges.
 Planning meeting for minority women.
 Scholarships for graduate students to attend the state conference (SC).
 Workshops for new institutional representatives (SC).
Case Study: Missouri 2001
Delores Honey, Missouri State Coordinator, shares an initiative important to Missouri’s success:
In June of 2001, the Missouri Planning Committee held its inaugural “Leadership Institute.” The
1½ day institute was targeted at women interested in moving up in higher education administration.
We planned the format as a shorter version of the Bryn Mawr and Harvard leadership programs
models, utilizing the expertise of Missouri women, who made several outstanding workshop-type
presentations. We priced the seminar at a very affordable rate (Registration: $150; Hotel: $80).
Introductory letters with brochures enclosed were sent to top administrators at all Missouri higher
education institutions. The letter urged them to sponsor women who had potential for or were
already in administrative areas and were potentials for moving up. We also sent letters and
brochures to every institutional representative for distribution across campuses. The price allowed
those without institutional support to participate at their own expense. We hoped for 25 to 30
women. There were 97 participants! Our biggest success was the number of women we reached in
this first effort and the pride we took that Missouri women gave outstanding presentations in a
variety of crucial areas. Evaluations were excellent and most asked for additional workshops of
this kind. Those are in the planning stages.
State Award Programs
Many states present awards to women who have made special contributions to advancing
women and women’s education. Award programs offer an exceptional opportunity for
44
publicity for the work of the recipient and the state network’s activities. A few of the states
with active awards programs include South Carolina, Washington, DC, New York, Vermont,
and Oregon.
Newsletters
For many state networks, a newsletter is one way of keeping connected with women across
the state. The newsletter can be simple or complex, electronic or printed. Topics for
newsletters abound, and many states issue them twice a year—in the fall and in the spring.
They can serve to publicize upcoming events, welcome women into the state, and raise issues
of importance to women on campus.
Case Study: Virginia 2001
Virginia has had a newsletter for at least ten years—and probably longer. It has recently shifted
from a printed to an electronic format. State Coordinator Pat Hyer reports:
The Fall 2001 newsletter is our latest edition and our very first to be distributed electronically
ONLY. We have been doing two newsletters per year, hardcopy, for some time. Several past
hardcopy issues have been scanned and put on our website, Newsletter Archive
(http://ace.prov.vt.edu). The electronic newsletter was distributed to our entire data base, which
currently consists of the state executive committee, institutional representatives, people who have
attended our last two state conferences, all alumnae of our senior seminar series (13 years worth),
and a few others. About 410 total. The newsletter was done in PDF format. We hope to check in
some way with recipients to find out if they ever looked at it and whether they had any trouble
opening the PDF file and reading or printing it—so no evaluation yet. The electronic distribution
does mean that you end up keeping up with people who have moved institutions or disappeared
since their e-mail notes bounce back to you in no time at all! For us, the presumed advantages of an
electronic newsletter were savings on printing costs, less effort to distribute, opportunity to include
more material at no difference in cost, opportunity to incorporate color and graphics without
significant cost, and opportunity for campus representatives to forward electronically to more
campus contacts. We have gotten only positive comments from recipients, but we really don’t know
yet whether some still deeply prefer the paper. Given the costs and effort, however, my guess is that
we will continue with the electronic version.
Our newsletter editor, Helen Ackermann, Vice President for University Relations at George Mason
University, and Para Kaul, Coordinator of Electronic Publications at GMU are the ones who deserve
the credit!
Teresa Gonzalez, Executive Board liaison to Virginia, agrees with Pat’s assessment. Teresa
cautions:
Continuity in publication is a challenge. A recommendation to groups intending to publish a
newsletter is to recruit a member or members to the planning committee with specific assignment of
editing and publishing a newsletter. Publishing an electronic newsletter and maintaining a web site
can be both labor-intensive and more expensive than most people realize. Having institutional
support is great.
45
Web Sites
Many states are taking advantage of technology to create web sites for the state network. If
updated on a regular basis, web sites can be good places for network leaders to place
information about network activities.
Case Studies: North Carolina and Virginia
At least 12 states have or are in the process of developing web sites. Both North Carolina and
Virginia have web sites worth visiting:
Find North Carolina at:
 http://www.ecu.edu/coop/wanche
Find Virginia at:
 http://ace.prov.vt.edu
The ACE Network Executive Board will publicize state network web sites. State networks
with web sites should send URLs to their Executive Board liaisons.
Financial Resources
As noted in an earlier chapter, fund raising can be problematic. We are collecting ideas that
have worked and, as we get them, we will share them with you. But some initiatives include:
Conference fees. Set above cost to cover unexpected contingencies, funds not used in direct
support of the conference are turned over to the state network treasury to fund future
initiatives.
Meeting fees. Again, set above cost, with excess turned over to the treasury.
Mailing fees. Charge a set amount to receive newsletters and mailings.
Donations. Ask conference attendees and others to make a donation (perhaps with a
suggested amount and with a “reward”) to support the work of the network.
Support from College Presidents. Don’t overlook the value of meeting space that is either
free or offered at a discount. Mailing and reproduction costs may also be something a
president can offer. If a conference is held on campus, the president may be willing to make
a member of his or her staff available to help plan and coordinate the event.
Retreats for the State Planning Committee
Several states hold an annual retreat for members of the state planning committee. Often a
two-day event, the retreat offers an opportunity for members of the committee to conduct
long range strategic planning, assess the successes and challenges of the network’s activities
throughout the previous year, plan events for upcoming year, and squeeze in some
professional development time. A planning retreat can provide senior leaders with an
opportunity to relax and connect with colleagues in ways they cannot in their more public
lives on campus.
46
Mentoring
Several states have mentoring programs and several versions have proven successful.
Periodic meetings of job seekers with members of the state planning committee to discuss
openings and strategies for applying for new positions (Washington, DC).
Peer-mentoring units in which groups of 4 women meet regularly to support each other on
professional issues (VT).
Other approaches that have proven successful:
Pairing women as lunch partners at a network-sponsored event based on information they
provide about whom they would like to meet (sort by college, position, etc.).
Arranging a one-day mentoring program in which one woman shadows another to learn about
similar positions at other schools, new position, etc. The state network matches the pair, but
the pair works out the schedule for the one-day visit on their own.
47
VII: Who’s Who
ACE Commission on Women in Higher Education
September 2002
48
CLASS OF 2002-2003
Dr. Theodora J. Kalikow
President
University of Maine at Farmington
224 Maine Street
Farmington, ME 04938-1911
O: 207-778-7256
F: 207-778-8189
E: kalikow@maine.edu
Dr. Anthony DiGiorgio
President
Winthrop University
114 Tillman
Rock Hill, SC 29733
O: 803-323-2225
F: 803-323-3001
E: digiorgioa@winthrop.edu
CLASS OF 2002-2003
Dr. Peggy Gordon Miller
President
South Dakota State University
Box 2201
Brookings, SD 57007
O: 605-688-4111
F: 605-688-4443
E: peggy_miller@sdstate.edu
Dr. Dale T. Knobel
President
Denison University
100 W. College Street
Grandville, OH 43023
O: 740-587-6281
F: 740-587-6764
E: knobel@denison.edu
Dr. Marvalene Hughes
President
California State University-Stanislaus
801 W. Monte Vista Avenue
Turlock, CA 95382
O: 209-667-3201
F: 209-667-3206
E: Mhughes@stan.csustan.edu
Dr. Georgia E. Lesh-Laurie (Chair)
Chancellor
University of Colorado at Denver
Campus Mailbox #168, P.O. Box 173364
Denver, CO 80217
O: 303-556-2642
F: 303-556-2164
E: georgia.lesh-laurie@cudenver.edu
Dr. Horace A. Judson
President
State University of New York College at
Plattsburgh
101 Broad Street
Plattsburgh, NY 12901
O: 518-564-2010
F: 518-564-3932
E: Horace.Judson@plattsburgh.edu
Dr. Carol Moore
President
Lyndon State University
P.O. Box 919
Lyndonville, VT 05851
O: 802-626-6404
F: 802-626-4804
E: moorec@mail.lsc.vsc.edu
49
Dr. Karen Nagle Rafinski
President
Clark State Community College
Office of the President
570 E. Leffel Lane
Post Office Box 570
Springfield, OH 45501-0570
O: 937-328-6001
F: 937-328-6142
E: pres@clarkstate.edu
Dr. Carol C. Harter
President
4505 S. Maryland Parkway
University of Nevada Las Vegas
Las Vegas, NV 89154-9901
O: 702-895-3201
F: 702-895-1088
E: harter@ccmail.nevada.edu
CLASS OF 2003-2004
Dr. Norm R. Nielsen
President
Kirkwood Community College
P.O. Box 2068
Cedar Rapids, IA 52406-2068
O: 319-398-5501
F: 319-398-1037
E: normn@kirkwood.cc.ia.us
CLASS OF 2003-2004
Dr. Nora Kizer Bell
President
Hollins University
P.O. Box 9625
Roanoke, VA 24020-1625
O: 540-362-6321
F: 540-362-6013
E: presoffc@hollins.edu
Dr. Patricia D. O’Donoghue
President
Mount Mary College
2900 N. Menomonee River Parkway
Milwaukee, WI 53222-4599
O: 414-256-1207
F: 414-256-1244
E: odonogp@mtmary.edu
Dr. James Chapman
Provost
University of Alaska Anchorage
3211 Providence Drive
ADM 214
Anchorage, AK 99508-8000
O: 907-786-1050
F: 907-786-1426
E: provost@uaa.alaska.edu
Dr. Eduardo J. Padron
District President
Miami-Dade Community College
300 NE Second Avenue
Miami, FL 33132-2296
O: 305-237-3316
F: 305-237-3109
E: epadron@mdcc.edu
Dr. Rosemary DePaolo
President
Georgia College & State University
231 West Hancock Street
Milledgeville, GA 31061
O: 478-445-4444
F: 478-445-2510
E: rdepaolo@mail.gcsu.edu
Dr. Roy Saigo
President
Saint Cloud State University
Saint Cloud, MN 56301-4498
P: 320-255-2122
F: 320-654-5139
E: president@stcloudstate.edu
Dr. Bobby Fong
President
Butler University
4600 Sunset Avenue
Indianapolis, IN 46208-3443
O: 317-940-9900
F: 317-940-9504
E: bfong@butler.edu
Dr. Gwendolyn W. Stephenson
President
Hillsborough Community College
P.O. Box 31129
39 Columbia Drive
Tampa, FL 33631-3127
O: 813-253-7050
F: 813-253-7183
E: gstephenson@hcc.cc.fl.us
50
CLASS OF 2003-2004
CLASS OF 2004-2005
Dr. Patricia Sullivan
Chancellor
The University of North Carolina at
Greensboro
303 Mossman Building
UNCG P.O. Box 26170
Greensboro, NC 27402
O: 336-334-5266
F: 336-256-0408
E: pat_sullivan@uncg.edu
Dr. Betty Lentz Siegel
President
Kennesaw State University
1000 Chastain Road
Kennesaw, GA 30144
O: 770-423-6033
F: 770-423-6543
E: bsiegel@kennesaw.edu
Dr. Samuel A. Kirkpatrick
President
Eastern Michigan University
202 Welch Hall
Ypsilanti, MI 48197
O: 734-487-2211
F: 734-487-9100
E: president@emich.edu
Dr. James E. Walker
President
Southern Illinois University –Carbondale
1400 Douglas Drive
Mailcode 6801
Carbondale, Illinois 62901-6801
O: 618-536-3331
F: 618-536-3404
E: jwalker@siu.edu
EX OFFICIO MEMBERS
(Vacant)
Associate Vice President
Association of American Medical
Colleges
2450 N Street, N.W.
Washington, DC 20037
O: 202-828-0575
F: 202-828-1125
E: jbickel@aamc.org
Dr. Tyree Wieder
President
Los Angeles Valley College
5800 Fulton Avenue
Valley Glen, CA 91401-4096
O: 818-947-2321
F: 818-947-2602
E: wiederto@laccd.cc.ca.us
CLASS OF 2004-2005
Ms. Donna Euben
Associate Counsel
American Association of University
Professors
1012 14th Street, N.W., Suite 500
Washington, DC 20005-3465
O: 202-737-5900 x3017
F: 202-737-5526
E: deuben@aaup.org
Dr. Gordon A. Haaland
President
Gettysburg College
300 North Washington Street
Gettysburg, PA 17325-1486
O: 717-337-6014
F: 717-337-6008
E: haaland@gettysburg.edu
Dr. Yolanda Moses
President
American Association for Higher
Education
One Dupont Circle, Suite 360
Washington, DC 20036
O: 202-293-6440
F: 202-293-0073
E: aahepres@aahe.org
Dr. Jeanne H. Neff
President
The Sage Colleges
45 Ferry Street
Troy, NY 12180
O: 518-244-2214
F: 518-244-2470
E: neffj@sage.edu
51
EX OFFICIO MEMBERS
STAFF
Dr. Caryn McTighe Musil
Director, Program on the Status and
Education of Women (PSEW)
Association of American Colleges and
Universities
1818 R Street, N.W.
Washington, DC 20009
O: 202-387-3760
F: 202-265-9532
E: musil@aacu.nw.dc.us
Claire Van Ummersen
Vice President and Director
Donna Burns Phillips
Associate Director
Deborah Ingram Allen
Administrative Coordinator for Women's
Programs and Office Manager
Patrice Johnson
Project Coordinator
Dr. Judith Prince (Chair, The
NETWORK)
Interim Executive Vice Chancellor
University of South Carolina at
Spartanburg
800 University Way
Spartanburg, SC 29303
O: 864-503-5328
F: 864-503-5262
E: jprince@uscs.edu
Office of Women in Higher Education
American Council on Education
One Dupont Circle, N.W.
Washington, DC 20036
O: 202-939-9390
F: 202-833-5696
E: owhe@ace.nche.edu
Dr. Bernice Sandler
Senior Scholar
Women’s Research and Education
Institute
1350 Connecticut Ave., N.W.
Suite 850
Washington, DC 20036
O: 202-833-3331
F: 202-785-5605
E: sandler@bernicesandler.com
Dr. Jadwiga Sebrechts
President
Women's College Coalition
125 Michigan Avenue, N.E.
Washington, DC 20017
O: 202-234-0443
F: 202-234-0445
E: jss@trinitydc.edu
Dr. Jeanne Sinkford
Assistant Executive Director
Department of Women and Minority
Affairs
American Association of Dental Schools
1625 Massachusetts Avenue, N.W.
Suite 600
Washington, DC 20036
O: 202-667-9433
F: 202-667-0642
E: sinkfordJ@jhu.edu
52
ACE Network Executive Board
Judith S. Prince
Chair, ACE Network Executive Board
Interim Executive Vice Chancellor
University of South Carolina Spartanburg
800 University Way
Spartanburg, South Carolina 29303
Phone: (864) 503-5328
Fax (864) 503-5262
jprince@uscs.edu
Kristin Davidson
Director of Administrative Affairs
College of Arts and Sciences
University of Pennsylvania
120 Logan Hall
249 South 36th Street
Philadelphia, PA 19104-6304
Phone: (215) 573-3416
Fax: (215) 573-2023
kdavidsn@sas.upenn.edu
Dr. Josefina Baltodano
Executive Vice President
Strategic Planning and Advancement
Alliant International University
2728 Hyde Street, Suite 100
san Francisco, CA 94109
Phone: (415) 346-4500, x255
Fax: (415) 771-5908
jbaltadano@alliant.edu
Dr. Cynthia Smith Forrest
Dean of Student Services
Framingham State College
100 State Street
Dwight Hall, P.O. Box 9101
Framingham, MA 01701-9101
Phone: (508) 626-4596
Fax: (508) 626-4592
cynthia@frc.mass.edu
Dr. Bernice Bass de Martinez
Interim President and CEO
Leadership America, Inc. and former
Provost/Vice President for Academic Affairs
California State University-Sacramento
3890 Stemmler Drive
Sacramento, CA 95834
Phone: (916) 928-2440
Fax: (916) 928-8478
bbdem@aol.com
Dr. Teresa Gonzalez
Associate Vice President for Academic
Affairs
Sheldon Hall 104
MSC 7503
James Madison University
Harrisonburg, VA 22807
Phone: (540) 568-3404
Fax: (540) 568-2995
gonzalta@jmu.edu
Dr. Edith Booker
Assistant to the Dean
School of Computer, Math & Natural
Sciences
Morgan State University
1700 E. Cold Spring Lane
Calloway Hall, Room 221
Baltimore, MD 21251
Phone: (443) 885-4512
Fax: (410) 319-3628
d1cabooker@moac.morgan.edu
Dr. Madlyn Hanes
Provost and Dean
Pennsylvania State University
Capital College
777 W. Harrisburg Pike
Middletown, PA 17057-4898
Phone: 717-948-6013
Fax: 717-948-6452
Mqh3@psu.edu
53
Dr. Karen Haynes
President
University of Houston-Victoria
3700 N. Ben Wilson
Victoria, TX 77901-5731
Phone: (361) 570-4332
Fax: (361) 570-4334
Cell: (361) 935-0602
haynesk@vic.uh.edu
Dr. Elaine Maimon
Provost
Arizona State University-West Campus
4701 W. Thunderbird
Box 37100, Mail Code 1451
Phoenix, AZ 85069-7100
Phone: (602) 543-7001
Fax: (602) 543-7070
elaine.maimon@asu.edu
Dr. Carol Hollenshead
Director
Center for the Education of Women
University of Michigan
1501 Hennepin Avenue
330 E. Liberty
Ann Arbor, MI 48103
Phone: (734) 998-7240
Fax: (734) 998-6203
chollens@umich.edu
Dr. Carol Moore
President
Lyndon State College
College Road Box 919
Lyndonville, VT 05951
Phone: (802) 626-6404
Fax: (802) 626-4804
moorec@mail.lsc.vsc.edu
Dr. Shirley Pippins
President
Thomas Nelson Community College
99 Thomas Nelson Drive
P.O. Box 9407
Hampton, VA 23670-0407
Phone: (757) 825-2711
Fax: (757) 825-3590
pippinss@tncc.vccs.edu
Dr. Sheila Kaplan
President
Metropolitan State College of Denver
P.O. Box 173362
Campus Box 001
Denver, CO 80217-3362
Phone: (303) 556-3022
Fax: (303) 556-3912
kaplans@mscd.edu
Dr. Josephine Reed-Taylor
Vice President of Academic Affairs
Minneapolis Community & Technical College
1501 Hennepin Avenue
Minneapolis, MN 55403
Phone: (612) 341-7057
Fax: (612) 341-7660
Reedtajo@mctc.mnscu.edu
Dr. Mary Kitterman
Vice President for Academic Affairs
Cottey College
1000 West Austin
Nevada, MO 64772-2700
Phone: (417) 667-8181
Fax: (417) 667-8103
mkitterman@cottey.edu
Dr. Sybil Todd
Vice President for Student Affairs
University of Alabama
Box 870116
Tuscaloosa, Alabama 35406
(205) 348-7670 -phone
(205) 348-8272 (assistant)
stodd@sa.ua.edu
Dr. Deborah Loers
Dean of Student Development
Willamette University
900 State Street
Salem, OR 97301
Phone: (503) 370-6471
Fax: (503) 375-5420
dloers@willamette.edu
Dr. Jeanie Watson
President
Nebraska Wesleyan University
5000 St. Paul Avenue
Lincoln, NE 68504-2796
Phone: (402) 465-2217
Fax: (402) 465-2103
jlw@nebrwesleyan.edu
54
ACE Network: State Coordinators, Presidential Sponsors,
and Executive Board Liaison Assignments
The ACE Network: 2003
State Coordinator
ALABAMA
Dr. Cheree Causey
Assistant Vice President for
Student Affairs
University of Alabama
313 Rose Administration
Building
Box 870301
Tuscaloosa, AL 35487-0100
Phone: 205-348-3277
Fax: 205-348-5300
ccausey@sa.ua.edu
ALASKA
Dr. Lauren Bruce
Director, Center for Advancing
Faculty Excellence
Associate Professor
University of Alaska Anchorage
3211 Providence Drive
Anchorage, AK 99508-8000
Phone: 907-786-4390
Fax: 907-786-4394
aflkb@uaa.alaska.edu
ARIZONA
Dr. Margaret A. Hatcher
Director, Northern Arizona
Leadership Institute
Northern Arizona University
Center for Excellence in
Education
P.O. Box 5774
Flagstaff, AZ 86011-5774
Phone: 928-523-9011
Fax: 928-523-1929
margaret.hatcher@nau.edu
ARKANSAS
Dr. Johanna Miller Lewis
Professor and Chair
Department of History
University of Arkansas-Little
Rock
2801 South University
Little Rock, AR 72204-1099
Phone: 501-569-3216
Fax: 501-569-3059
Jmlewis@ualr.edu
Presidential Sponsor
Executive Board Liaison
Dr. J. Barry Mason
Interim President
University of Alabama
203 Rose Administration
Building
Box 970100
Tuscaloosa, AL 35487-0100
Phone: 205-348-5100
Fax: 205-348-8377
jbmason@pres.ua.edu
Dr. Sybil Todd
Vice President for Student
Affairs
University of Alabama
Box 870116
Tuscaloosa, AL 35406
Phone: 205-348-8272
Fax: 205-348-2591
Stodd@sa.ua.edu
Dr. James Chapman
Provost
University of Alaska Anchorage
3211 Providence Drive
ADM 214
Anchorage, AK 99508-8000
Phone: 907-786-1050
Fax: 907-786-1426
provost@uaa.alaska.edu
Dr. Deborah Loers
Dean of Student Development
Willamette University
900 State Street
Salem, OR 97301
Phone: 503-370-6209
Fax: 503-375-5420
dloers@willamette.edu
Dr. Elaine Maimon
Campus Chief Executive Officer
Arizona State University-West
Campus
4701 W. Thunderbird
Box 37100, Mail Code 1451
Phoenix, AZ 85069-7100
Phone: 602-543-7001
Fax: 602-543-7070
elaine.maimon@asu.edu
Dr. Elaine Maimon
Campus Chief Executive Officer
Arizona State University-West
Campus
4701 W. Thunderbird
Box 37100, Mail Code 1451
Phoenix, AZ 85069-7100
Phone: 602-543-7001
Fax: 602-543-7070
elaine.maimon@asu.edu
Dr. Joel Archer
Chancellor
University of Arkansas-Little
Rock
2801 South University Avenue
Little Rock, AR 72204-1099
Phone: 501-569-3000
Fax: 501-569-8915
Cehathaway@ualr.edu
Dr. Mary Kitterman
Vice President for
Academic Affairs
Cottey College
1000 West Austin
Nevada, MO 64772-2700
Phone: 417-667-8181
Fax: 417-667-8103
Mkitterman@cottey.edu
55
CALIFORNIA, NORTHERN
Ms. Anita Martinez
Dean of the Language Arts
Division
Skyline College
3300 College Dr.
San Bruno, CA 94066-1698
Phone: 650-738-4129
Fax: 650-738-4210
martinez@smcdd.net
CALIFORNIA, SOUTHERN
Dr. Kathleen Kish
Chair, Department of Spanish
and Portuguese
San Diego State University
5500 Campanile Drive
San Diego, CA 92182-7703
Phone: 619-594-5156
Fax: 619-594-5293
kkish@mail.sdsu.edu
COLORADO
Dr. Maureen J. Garrity
Associate Dean, School of
Medicine
University of Colorado
Health Science Center
4200 East Ninth Avenue
C297
Denver, CO 80262
Phone: 303-315-7361
Fax: 303-315-8494
maureen.garrity@uchsc.edu
CONNECTICUT
Dr. Barbara R. Eshoo
Vice President for Institutional
Advancement
Eastern Connecticut State
University
83 Windham Street
Willimantic, CT 06226
Phone: 860-465-5269
Fax: 860-465-4518
eshoob@easternct.edu
Dr. Frances White
President
Skyline College
3300 College Dr.
San Bruno, CA 94066-1698
Phone: 650-738-4100
Fax: 650-738-4149
Dr. Josefina Castillo Baltodano
Executive Vice President for
Strategic Planning and
Advancement
Alliant International University
2728 Hyde Street
Suite 100
San Francisco, CA 94109
Phone: 415-346-4500 ext. 255
Fax: 415-771-5908
jbaltodano@alliant.edu
Dr. Stephen L. Weber
President
San Diego State University
5500 Campanile Drive
San Diego, CA 92182-88000
Phone: 619-594-5200
Steve.weber@sdsu.edu
Dr. Josefina Castillo Baltodano
Executive Vice President for
Strategic Planning and
Advancement
Alliant International University
2728 Hyde Street
Suite 100
San Francisco, CA 94109
Phone: 415-346-4500 ext. 255
Fax: 415-771-5908
jbaltodano@alliant.edu
Dr. Georgia Lesh-Laurie
Chancellor
University of Colorado at
Denver
Campus Box 168
P.O. Box 173364
Denver, CO 80217-3364
Phone: 303-556-2643
Fax: 303-556-2164
Georgia.leshlaurie@cudenver.edu
Dr. Sheila Kaplan
President
Metropolitan State College of
Denver
P.O. Box 173362
Campus Box 001
Denver, CO 80217-3362
Phone: 303-556-3022
Fax: 303-556-3912
kaplans@mscd.edu
Dr. R. Eileen Baccus
President
Northwestern Connecticut
Community College
Park Place East
Winsted, CT 06098-1793
Phone: 860-738-6406
Fax: 860-738-6488
rebaccus@nwcc.commnet.edu
Dr. Cynthia Smith Forrest
Dean of Student Services
Framingham State College
100 State Street
Dwight Hall, P.O. Box 9101
Framingham, MA 01701-9101
Phone: 508-626-4596
Fax: 508-626-4592
cynthia@frc.mass.edu
56
DELAWARE
Dr. Barbara Curry
Associate Professor of Education
University of Delaware
133A Willard Hall
Newark, DE 19716
Phone: 302-831-6106
Fax: 302-831-4110
curry@udel.edu
Dr. Audrey K. Doberstein
President
Wilmington College
320 Dupont Highway
New Castle, DE 19720-6491
Phone: 302-328-9401
Fax: 302-328-9442
Dquinwilmcoll.edu
DISTRICT OF COLUMBIA
Dr. Cynthia Greer
Assistant Professor of Education
Trinity College
125 Michigan Avenue, NE
Washington, DC 20017
Phone: 202-884-9595
Fax: 202-884-9229
greerc@trinitydc.edu
Dr. Edith Booker
Assistant to the Dean
School of Computer, Math &
Natural Sciences
Morgan State University
1700 E. Cold Spring Lane
Calloway Hall, Room 221
Baltimore, MD 21251
Phone: 443-885-4512
Fax: 443-885-8215
d1cabooker@moac.morgan.edu
FLORIDA
Dr. Joann Campbell
Associate Vice President of
Academic Affairs
University of North Florida
Jacksonville, FL 32224
Phone: 904-620-2700
Fax: 904-620-2787
jcampbel@unf.edu
Dr. Rosa Jones
Vice President for Academic
Affairs and Undergraduate
Studies
Florida International University
Miami, FL 33199
Phone: 305-348-2800
Fax: 305-348-2806
jonesr@fiu.edu
GEORGIA
Dr. Andrea Hardin
Associate to the Vice Chancellor
for Academics, Faculty, and
Student Affairs
Board of Regents
University System of Georgia
270 Washington Street SW
Atlanta, GA 30334
Phone: 404-657-1699
Fax: 404-651-5190
Andrea.Hardin@usg.edu
Dr. Edith Booker
Assistant to the Dean
School of Computer, Math &
Natural Sciences
Morgan State University
1700 E. Cold Spring Lane
Calloway Hall, Room 221
Baltimore, MD 21251
Phone: 443-885-4512
Fax: 410-319-3628
d1cabooker@moac.morgan.edu
Dr. Judith S. Prince
Interim Executive Vice
Chancellor
University of South Carolina
Spartanburg
800 University Way
Spartanburg, SC 29303
Phone: 864-503-5328
Fax: 864-503-5262
Jprince@uscs.edu
Dr. Dorothy Lord
President
Coastal Georgia Community
College
3700 Altama Avenue
Brunswick, GA 31520-3644
Phone: 912-264-7235
Fax: 912-262-3072
Dllord@dc9000.dc.peachnet.edu
57
Dr. Judith S. Prince
Interim Executive Vice
Chancellor
University of South Carolina
Spartanburg
800 University Way
Spartanburg, SC 29303
Phone: 864-503-5328
Fax: 864-503-5262
Jprince@uscs.edu
HAWAII
Dr. Poranee Natadecha-Sponsel
Chaminade University of
Honolulu
3140 Waialae Avenue
Eiben Hall #118
Honolulu, HI 96816
Phone: 808-735-4822
Fax: 808-735-4822 (home fax)
Psponsel@chaminde.edu
IDAHO
Jeannie Harvey
Director
Women’s Center
University of Idaho
Box 441064
Moscow, ID 83844-1064
Phone: 208-885-6616,
Fax: 208-885-6285
jharvey@uidaho.edu
ILLINOIS
Dr. Angela Durante
Associate Dean, College of
Arts and Sciences
Campus 290
Lewis University
One University Parkway
Romeoville, IL 60446
Phone: 815-836-5241
Fax: 815-836-5995
durantan@lewisu.edu
INDIANA
Dr. Margaret Brabant
Director for the Center for
Citizenship & Community
Butler University
4600 Sunset Avenue
Indianapolis, IN 46208-3343
Phone: 317-940-9683
Fax: 317-940-8815
mbrabant@butler.edu
IOWA
Dr. Betsy Barhorst (Temporary)
President
Hawkeye Community College
P.O. Box 8015
Waterloo, IA 50704
Phone: 319-296-4201
Fax: 319-296-4220
Bbarhorst@hawkeyecollege.edu
Dr. Rose Tseng
Chancellor
University of Hawaii at Hilo
200 West Kawili Street
Hilo, HI 96720-4091
Phone: 808-974-7444
Fax: 808-974-7622
Rtseng@hawaii.edu
Dr. Judith S. Prince
Interim Executive Vice
Chancellor
University of South Carolina
Spartanburg
800 University Way
Spartanburg, SC 29303
Phone: 864-503-5328
Fax: 864-503-5262
Jprince@uscs.edu
Dr. Dene Thomas
President
Lewis-Clark State College
500 8th Avenue
Lewiston, ID 83501-2698
Phone: 208-792-2216
Fax: 208-792-2822
Dkthomas@lcsc.edu
Dr. Madlyn Hanes
Provost and Dean
Penn State University
Capital College
777 W. Harrisburg Pike
Middletown, PA 17057-4898
Phone: 717-948-6013
Fax: 717-948-6452
mqh3@psu.edu
Dr. Elnora Daniel
President
Chicago State University
9501 South King Drive
Chicago, IL 60628-1598
Phone: 773-995-2400
Fax: 773-995-3849
Ed-daniel2@csu.edu
Dr. Judith S. Prince
Interim Executive Vice
Chancellor
University of South Carolina
Spartanburg
800 University Way
Spartanburg, SC 29303
Phone: 864-503-5328
Fax: 864-503-5262
Jprince@uscs.edu
Dr. Bobby Fong
President
Butler University
4600 Sunset Avenue
Indianapolis, IN 46208-3443
Phone: 317-940-9900
Fax: 317-940-9504
Bfong@butler.edu
Dr. Carol Hollenshead
Director
Center for the Education of
Women
University of Michigan
330 E. Liberty
Ann Arbor, MI 48103
Phone: 734-998-7240
Fax: 734-998-6203
chollens@umich.edu
Dr. Betsy Barhorst
President
Hawkeye Community College
P.O. Box 8015
Waterloo, IA 50704
Phone: 319-296-4201
Fax: 319-296-4220
Bbarhorst@hawkeyecollege.edu
Dr. Josephine Reed-Taylor
Senior Vice President of
Academic and Student Affairs
Minneapolis Community &
Technical College
1501 Hennepin Avenue
Minneapolis, MN 55403
Phone: 612-341-7057
Fax: 612-341-7660
Reedtajo@mctc.mnscu.edu
58
KANSAS
Dr. Kathleen McCluskeyFawcett
Senior Vice Provost
University of Kansas
1450 Jayhawk Blvd.
Strong Hall Room 250
Lawrence, KS 66045-7535
Phone: 785-864-4904
Fax: 785-864-4463
kamf@ku.edu
Dr. Diane Del Buono
Program Associate
Office of Institutional Research
and Planning
University of Kansas
1246 West Campus Road
Room 339
Lawrence, KS 66045-7505
Phone: 785-864-4412
Fax: 785-864-5324
ddb@ku.edu
KENTUCKY
Dr. Diane Calhoun-French
Vice President of Academic and
Student Affairs
Jefferson Community College
109 East Broadway
Louisville, KY 40202
Phone: (502) 213-4100
Fax: (502) 213-2240
Diane.Calhounfrench@kctcs.edu
LOUISIANA
Dr. Margaret Montgomery
Sr. V. P. Academic & Student
Affairs
Louisiana Community And
Technical College System
822 Neosho Street
Baton Rouge, LA 70802
Phone: 225-219-8700
Fax: 225-219-8710
mmontgomery@lctcs.state.la.us
MAINE
Dr. Paula Gagnon
Dean of Students
York County Technical College
112 College Drive
Wells, ME 04090-0529
Phone: 207-646-9282
Fax: 207-646-9675
Pgagnon@yctc.net
Dr. Robert E. Hemenway
Chancellor
University of Kansas
1450 Jayhawk Blvc.
Strong Hall Room 230
Lawrence, KS 66045-7535
Phone: 785-864-3131
Fax: 785-864-4120
rhemenway@ukans.edu
Dr. Mary Kitterman
Vice President for
Academic Affairs
Cottey College
1000 West Austin
Nevada, MO 64772-2700
Phone: 417-667-8181
Fax: 417-667-8103
Mkitterman@cottey.edu
Dr. Jacqueline Addington
President & CEO
Owensboro College District
Owensboro Community College
4800 New Hartford Road
Owensboro, KY 42303
Phone: 270-686-4403
Fax: 270-686-4496
jackie.addington@kctcs.net
Dr. Teresa Gonzalez
Associate Vice President for
Academic Affairs
Sheldon Hall 104
MSC 7503
James Madison University
Harrisonburg, VA 22807
Phone: 540-568-3404
Fax: 540-568-2995
gonzalta@jmu.edu
Dr. Sally Clausen
President
University of Louisiana System
1201 North 3rd Street
Suite 7-300
Baton, Rouge, LA 70802
Phone: 225-342-6950
Fax: 225-342-6473
sclausen@uls.state.la.us
Dr. Judith S. Prince
Interim Executive Vice
Chancellor
University of South Carolina
Spartanburg
800 University Way
Spartanburg, SC 29303
Phone: 864-503-5328
Fax: 864-503-5262
Jprince@uscs.edu
Theodora J. Kalikow
President
University of Maine at
Farmington
224 Main Street
Farmington, ME 04938-1911
Phone: 207-778-7256
Fax: 207-778-8189
kalikow@maine.edu
Dr. Carol Moore
President
Lyndon State College
College Road Box 919
Lyndonville, VT 05851
Phone: 802-626-6404
Fax: 802-626-4804
Moorec@mail.lsc.vsc.edu
59
MARYLAND
Dr. Gail Neverdon Edmonds
Acting Vice President and Dean
of Students
Goucher College
1021 Dulaney Valley Road
Towson, MD 21204-2794
Phone: 410-337-6150
Fax: 410-337-6123
gedmonds@goucher.edu
Dr. Roberta Kaskel
Associate Director, Career
Center
3100 Hornbake Library,
South Wing
University of Maryland
College Park, MD 20742
Phone: 301-405-2777
Fax: 301-314-9114
rkaskel@ds9.umd.edu
MASSACHUSETTS
Dr. Susan Lane
Associate Vice Chancellor
For Continuing Education
University of MassachusettsDartmouth
285 Old Westport Road
North Dartmouth, MA 027472300
Phone: 508-999-8089
Fax: 508-999-8621
Slane@umassd.edu
Dr. Janet Dudley Eshbach
President
Salisbury University
1101 Camden Avenue
Salisbury, MD 21801-6837
Phone: 410-543-6000
Fax: 410-548-2597
jdudleyeshbach@salisbury.edu
Dr. Edith Booker
Assistant to the Dean
School of Computer, Math &
Natural Sciences
Morgan State University
1700 E. Cold Spring Lane
Calloway Hall, Room 221
Baltimore, MD 21251
Phone: 443-885-4512
Fax: 410-319-3628
D1cabooker@moac.morgan.edu
Dr. Jean F. MacCormack
Chancellor
University of Massachusetts
Dartmouth
285 Old Westport Road
North Dartmouth, MA 027472300
Phone: 508-999-8004
Fax: 508-999-8860
Jmaccormack@umassd.edu
Dr. Cynthia Smith Forrest
Dean of Student Services
Framingham State College
100 State Street
Dwight Hall, P.O. Box 9101
Framingham, MA 01701-9101
Phone: 508-626-4596
Fax: 508-626-4592
cynthia@frc.mass.edu
Dr. Joann Gora
Chancellor
University of Massachusetts
Boston
Office of the Chancellor
100 Morrissey Blvd.
Boston, MA 02125-3393
Phone: 617-287-6800
Fax: 617-265-7243
Joann.gora@umb.edu
60
MICHIGAN
Dr. Martha Tack
Senior Executive for
Presidential Initiatives
202 Welch Hall
Eastern Michigan University
Ypsilanti, MI 48197
Phone: 734-487-2211
Fax: 734-487-9100
martha.tack@emich.edu
Dr. Saundra J. Tracy
President
Alma College
614 W. Superior St.
Alma, MI 48801
Phone: 989-463-7146
Fax: 989-463-7094
tracy@alma.edu
Dr. Carol Hollenshead
Director
Center for the Education of
Women
University of Michigan
330 E. Liberty
Ann Arbor, MI 48103
Phone: 734-998-7240
Fax: 734-998-6203
chollens@umich.edu
Dr. Audrey M. Warrick
President
Monroe County Community
College
1555 South Raisinville Road
Monroe, MI 48161-9746
Phone: 734-242-7300
Fax: 734-384-4211
AWARRICK@monroeccc.edu
MINNESOTA
Dr. Susan Coultrap-McQuin
Dean of Social and Behavioral
Sciences
Minnesota State University,
Mankato
111 Armstrong Hall
Mankato, MN 56002
Phone: 507-389-5717
Fax: 507-389-5569
scoultra@mnsu.edu
Dr. Barb Lundberg
Vice President for Enrollment
St. Olaf College
1520 St. Olaf Avenue
Northfield, MN 55057
Phone: 507-646-3025
Fax: 800-800-3025
Lundberg@stolaf.edu
MISSISSIPPI
Dr. Gloria D. Kellum
(Temporary)
Vice Chancellor for University
Relations
P.O. Box 1848
University, MS 38677-1848
Phone: 662-915-5826
Fax: 662-915-5689
gkellum@olemiss.edu
Dr. Kathleen L. Nelson
President
Lake Superior College
2101 Trinity Road
Duluth, MN 55811
Phone: 218-733-7367
Fax: 218-733-5937
kp.nelson@lsc.mnscu.edu
Dr. Josephine Reed-Taylor
Senior Vice President of
Academic and Student Affairs
Minneapolis Community &
Technical College
1501 Hennepin Avenue
Minneapolis, MN 55403
Phone: 612-341-7057
Fax: 612-341-7660
Reedtajo@mctc.mnscu.edu
Dr. Robert C. Khayat
President
University of Mississippi
University, MS 38677
Phone: 662-915-7111
Fax: 662-915-5935
chancllr@olemiss.edu
Dr. Sybil Todd
Vice President for Student
Affairs
University of Alabama
Box 870116
Tuscaloosa, AL 35406
Phone: 205-348-8272
Fax: 205-348-2591
Stodd@sa.ua.edu
61
MISSOURI
Dr. Delores Honey
Assistant Vice President
Assessment & Institutional
Research
Missouri Southern State College
3950 E. Newman Road
Joplin, MO 64801-1595
Phone: 417-625-9696
Fax: 417-659-4457
honey-d@mail.mssc.edu
MONTANA
Dr. Lois Muir
Provost and Vice President for
Academic Affairs
University of Montana
University Hall 125
Missoula, MT 59812
Phone: 406-243-4689
Fax: 406-243-5937
loismuir@mso.umt.edu
NEBRASKA
Dr. Sara A. Boatman
Vice President for Student
Affairs
Associate Professor of
Communication
Nebraska Wesleyan University
5000 St. Paul Avenue
Lincoln, NE 68504-2796
Phone: 402-465-2153
Fax: 402-465-2179
sab@nebrwesleyan.edu
NEVADA
Dr. Rebecca Mills
Vice President for
Administration
University of Nevada, Las Vegas
4505 South Maryland Parkway
Las Vegas, NV 89154-2019
Phone: 702-895-3656
Fax: 702-895-4148
rmills@nevada.edu
Missouri Presidential
Advisory Council
Dr. Mary Kitterman
Vice President for
Academic Affairs
Cottey College
1000 West Austin
Nevada, MO 64772-2700
Phone: 417-667-8181
Fax: 417-667-8103
Mkitterman@cottey.edu
George M. Dennison
President
The University of Montana
President’s Office
32 Campus Drive
Missoula, MT 59182
Phone: 406-243-2311
Fax: 406-243-2797
Dennisongm@mso.umt.edu
Dr. Deborah Loers
Dean of Student Development
Willamette University
900 State Street
Salem, OR 97301
Phone: 503-370-6471
Fax: 503-375-5420
dloers@willamette.edu
Dr. Jeanie Watson
President
Nebraska Wesleyan University
5000 St. Paul Avenue
Lincoln, NE 68504-2796
Phone: 402-465-2217
Fax: 402-465-2103
jlw@nebrwesleyan.edu
Dr. Jeanie Watson
President
Nebraska Wesleyan University
5000 St. Paul Avenue
Lincoln, NE 68504-2796
Phone: 402-465-2217
Fax: 402-465-2103
jlw@nebrwesleyan.edu
Dr. Carol C. Harter
President
University of Nevada, Las Vegas
4505 Maryland Parkway
Box 1001
Las Vegas, NV 89154-1001
Phone: 702-895-3201
Fax: 702-895-1088
Charter@ccmail.nevada.edu
Dr. Bernice Bass de Martinez
Senior Researcher/Professor
CSU Sacramento
2443 Fair Oaks Boulevard
PMB 374
Sacramento, CA 95834
Phone: 916-928-2440
Fax: 916-928-8478
bbdem@aol.com
Dr. Juanita Fain
Vice President for
Administration
University of Nevada Las Vegas
4505 South Maryland Parkway
Box 451074
Las Vegas, NV 89154-1074
Phone: 702-895-4387
Fax: 702-895-4929
fain@ccmail.nevada.edu
62
NEW HAMPSHIRE
Dr. Liz Noyes
Vice President for Academic
Affairs
Southern New Hampshire
University
2500 North River Road
Manchester, NH 03106-1045
Phone: 603-645-9695
Fax: 603-645-9610
e.noyes@snhu.edu
NEW JERSEY
Dr. Linda Milstein
Vice President, Outreach,
Business/Community
Development
Brookdale Community College
765 Newman Springs Road
Lincroft, NJ 07738
Phone: 732-224-2205
Fax: 732-224-2444
lmilstein@brookdalecc.edu
NEW MEXICO
Dr. Viola Florez
Dean, College of Education
University of New Mexico
Main Campus
Albuquerque, NM 87131
Phone: 505-277-7267
Fax: 505-277-8427
vflorez@unm.edu
Dr. Nancy Uscher
Associate Provost
Professor of Music
Scholes Hall, Room 226
University of New Mexico
Albuquerque, NM 87131
Phone: 505-277-2611
Fax: 505-277-8275
nuscher@unm.edu
NEW YORK
Julie Ouska
CIO/VP of Information
Technology
Mercy College
555 Broadway
Dobbs Ferry, NY 10522
Phone: 914-674-7679
Fax: 914 674-7514
jouska@mercy.edu
Dr. Ann Weaver Hart
President
University of New Hampshire
Main Street
Durham, NH 03824-3547
Phone: 603-862-2450
Fax: 603-862-3060
Ann.hart@unh.edu
Dr. Carol Moore
President
Lyndon State College
College Rd., Box 919
Lyndonville, VT 05851
Phone: 802-626-6404
Fax: 802-626-4804
moorec@mail.lsc.vsc.edu
Dr. R. Barbara Gitenstein
President
College of New Jersey
P.O. Box 7718
Ewing, NJ 08628-0718
Phone: 609-771-2101
Fax: 609-637-5151
rbgit@tcnj.edu
Dr. Kristin Davidson
Director of Administrative
Affairs
College of Arts and Sciences
120 Logan Hall
University of Pennsylvania
Philadelphia, PA 19104-6304
Phone: 215-573-3416
Fax: 215-573-2023
kdavidsn@sas.upenn.edu
Dr. Bernice Bass de Martinez
Senior Researcher/Professor
CSU Sacramento
2443 Fair Oaks Boulevard
PMB 374
Sacramento, CA 95834
Phone: 916-928-2440
Fax: 916-928-8478
bbdem@aol.com
Presidential Advisory Group
63
Dr. Shirley Pippins
President
Thomas Nelson Community
College
99 Thomas Nelson Drive
P.O. Box 9407
Hampton, VA 23670-0407
Phone: 757-825-2711
Fax: 757-825-3590
pippinss@tncc.vccs.edu
NORTH CAROLINA
Dr. Kathryn Baker Smith
Vice President for Educational
Support Services
Guilford Technical Community
College
P.O. Box 309
Jamestown, NC 27282
Phone: 336-334-4822 ext. 2426
Fax: 336-819-5266
Smithkb@gtcc..cc.nc.us
NORTH DAKOTA
OHIO
Dr. Patricia A. Frick
Vice President for Academic
Affairs
Otterbein College
Roush Hall Room 316
27 South Grove Street
Westerville, OH 43082
Phone: 614-823-1606
Fax: 614-823-1335
pfrick@otterbein.edu
Dr. Karla Mugler
Dean, University College
University of Akron
Akron, OH 44325-6201
Phone: 330-972-6248
Fax: 330-972-6720
mugler@uakron.edu
OKLAHOMA
Dr. Patricia Sullivan
Chancellor
University of North Carolina at
Greensboro
303 Mossman Building
1000 Spring Garden Street
Greensboro, NC 27412
Phone: 336-334-5266
Fax: 336-256-0408
pat_sullivan@uncg.edu
Dr. Judith S. Prince
Interim Executive Vice
Chancellor
University of South Carolina
Spartanburg
800 University Way
Spartanburg, SC 29303
Phone: 864-503-5328
Fax: 864-503-5328
Jprince@uscs.edu
Dr. Ellen Chaffee
President
Valley City State University
101 College Street SW
Valley City, ND 58072-4098
Phone: 701-845-7102
Fax: 701-845-7110
Ellen_chaffee@mail.vcsu.nodak.
edu
Dr. Josephine Reed-Taylor
Senior Vice President of
Academic and Student Affairs
Minneapolis Community &
Technical College
1501 Hennepin Avenue
Minneapolis, MN 55403
Phone: 612-341-7057
Fax: 612-341-7660
Reedtajo@mctc.mnscu.edu
Dale Knobel
President
Denison University
100 W. College Street
Grandvill, OH 43023
Phone: 740-587-6281
Fax: 740-587-6764
Knobel@denison.edu
Dr. Teresa Gonzalez
Associate Vice President for
Academic Affairs
Sheldon Hall 104
MSC 7503
James Madison University
Harrisonburg, VA 22807
Phone: 540-568-3404
Fax: 540-568-2995
gonzalta@jmu.edu
Dr. Mary Kitterman
Vice President for
Academic Affairs
Cottey College
1000 West Austin
Nevada, MO 64772-2700
Phone: 417-667-8181
Fax: 417-667-8103
Mkitterman@cottey.edu
64
OREGON
Beth Reitveld
Oregon State University
PENNSYLVANIA
Dr. Norah Peters-Davis
Dean
Undergraduate Studies
Arcadia University
450 Southeastern Road
Glenside, PA 19038
Phone: 215-572-2921
Fax: 215-572-2126
peters@arcadia.edu
Oregon Sponsor Group
Faith Gabelnick
Nancy Wilgenbusch
Lee Pelton
Colin Diver
Michael Mooney
Daniel O. Bernstine
Dr. Deborah Loers
Dean of Student Development
Willamette University
900 State Street
Salem, OR 97301
Phone: 503-370-6471
Fax: 503-375-5420
dloers@willamette.edu
Dr. Bette Landman
President
Arcadia University
450 South Easton Road
Glenside, PA 19038-3295
Phone: 215-572-2908
Fax: 215-881-8799
Landman@arcadia.edu
Dr. Kristin Davidson
Director of Administrative
Affairs
College of Arts and Sciences
University of Pennsylvania
120 Logan Hall
249 South 36th Street
Philadelphia, PA 19104-6304
Phone: 215-573-3416
Fax: 215-573-2023
kdavidsn@sas.upenn.edu
Dr. Kristin Davidson
Director of Administrative
Affairs
College of Arts and Sciences
University of Pennsylvania
120 Logan Hall
249 South 36th Street
Philadelphia, PA 19104-6304
Phone: 215-573-3416
Fax: 215-573-2023
kdavidsn@sas.upenn.edu
Dr. Karen Wiley Sandler
Dean and Campus Executive
Officer
Penn State Abington
1600 Woodland Road
Abington, PA 19001-3990
Phone: 215-881-7315
Fax: 215-881-7317
kws3@psu.edu
Dr. Karen Stout
President
Montgomery County
Community
College
340 DeKalb Pike
Blue Bell, PA 19422-0758
Phone: 215-641-6506
Fax: 215-641-6647
Kstout@mc3.edu
Dr. Janis Jacobs
Vice Provost for Undergraduate
Education
Pennsylvania State University
417 Old Main
University Park, PA 16802
Phone: 814-863-1864
Fax: 814-863-7452
jej6@psu.edu
PUERTO RICO
Dr. JoAnne Boyle
President
Seton Hill University
Seton Hill Drive
Greensburg, PA 15601
Phone: 724-838-4211
Fax: 724-834-2752
boyle@setonhill.edu
Dr. Manuel Fernos
President
University of Puerto Rico
P.O. Box 364984
San Juan, PR 00936-4984
(787) 763-4203
www.upr.clu.edu
65
Dr. Josefina Castillo Baltodano
Executive Vice President for
Strategic Planning and
Advancement
Alliant International University
2728 Hyde Street
Suite 100
San Francisco, CA 94109
Phone: 415-346-4500 ext. 255
Fax: 415-771-5908
jbaltodano@alliant.edu
RHODE ISLAND
Dr. Nancy Carriuolo
Associate Commissioner
State of Rhode Island
Office of Higher Education
301 Promenade Street
Providence, RI 02908-5748
Phone: 401-222-6560 ext. 134
Fax: 401-222-2545
carriuol@etal.uri.edu
Dr. M. Therese Antone, RSM
President
Salve Regina University
100 Ochre Point Avenue
Newport, RI 02840
Phone: (401) 341-2337
Fax: (401) 341-2916
antone@salve.edu
Dr. Cynthia Smith Forrest
Dean of Student Services
Framingham State College
100 State Street
Dwight Hall, P.O. Box 9101
Framingham, MA 01701-9101
Phone: 508-626-4596
Fax: 508-626-4592
cynthia@frc.mass.edu
South Carolina Advisory Board
Members
Dr. Judith S. Prince
Interim Executive Vice
Chancellor
University of South Carolina
Spartanburg
800 University Way
Spartanburg, SC 29303
Phone: 864-503-5328
Fax: 864-503-5262
Jprince@uscs.edu
SOUTH DAKOTA
Dr. Carol Peterson
Provost/Vice President for
Academic affairs
South Dakota State University
Box 2201
Brookings, SD 57007
Phone: 605 688-4173
Fax: 605 688-6582
carol_peterson@sdstate.edu
Dr. Peggy Gordon Miller
President
South Dakota State University
Box 2201
Brookings, SD 57007
Phone: 605-688-4111
Fax: 605-688-4443
peggy_miller@sdstate.edu
Dr. Josephine Reed-Taylor
Senior Vice President of
Academic and Student Affairs
Minneapolis Community &
Technical College
1501 Hennepin Avenue
Minneapolis, MN 55403
Phone: 612-341-7057
Fax: 612-341-7660
Reedtajo@mctc.mnscu.edu
TENNESEE
Dr. Sandra Keith
Director of Equal Opportunity
and Affirmative Action
Tennessee State University
3500 John A. Merritt Blvd.
Nashville, TN 37209-1561
Phone: 615-963-7438
Fax: 615-963-7463
skeith@tnstate.edu
Dr. Shirley C. Raines
President
University of Memphis
Campus Box 526643
Memphis, TN 38152-6643
Phone: 901-678-2234
Fax: 901-678-5065
sraines@memphis.edu
Dr. Sybil Todd
Vice President for Student
Affairs
University of Alabama
Box 870116
Tuscaloosa, AL 35406
Phone: 205-348-8272
Fax: 205-348-2591
Stodd@sa.ua.edu
Dr. Karen Haynes
President
University of Houston-Victoria
3700 N. Ben Wilson
Victoria, TX 77901-5731
Phone: 361-570-4332
Fax: 361-570-4334
Cell: 361-935-0602
haynesk@uhv.edu
Dr. Karen Haynes
President
University of Houston-Victoria
3700 N. Ben Wilson
Victoria, TX 77901-5731
Phone: 361-570-4332
Fax: 361-570-4334
Cell: 361-935-0602
haynesk@uvh.edu
SOUTH CAROLINA
Willette S. Burnham
Director
Office of Intercultural Programs
College of Charleston
66 George Street
Charleston, SC 29424-0001
Phone: 843-953-5660
Fax: 843-953-5676
Burnhamw@email.cofc.edu
TEXAS
Dr. Betsy V. Boze
Dean, School of Business
The University of Texas
at Brownsville
80 Fort Brown
Brownsville, TX 78520
Phone: 956-982-0161
Fax: 956-982-0159
bboze@utb.edu
66
UTAH
Dr. Kathryn Brooks
Director
Women’s Resource Center
University of Utah
200 South Central Campus
Drive
Room 293
Salt Lake City, UT 84112-9105
Phone: 801-581-8030
Fax: 801-581-6402
KBrooks@sa.utah.edu
VERMONT
Ms. Linda Winter
Director of Business Operations
Vermont Interactive Television
Lyndon State College
Morrill Hall
Randolph Center, VT 05061
Phone: 802-728-1377
Fax: 802-728-1724
Lwinter@vitlink.org
VIRGINIA
Dr. Patricia Hyer
Associate Provost for Academic
Administration
Virginia Tech
Office of the Provost 0132
Blacksburg, VA 24061
Phone: 540-231-3312
Fax: 540-231-7211
hyerp@vt.edu
WASHINGTON
Dr. Nancy V. Barcelo
Vice President for Minority
Affairs
University of Washington
Box 355845
394 Schmitz Hall
Seattle, WA 98195-1230
Phone: 206-543-2441
Fax: 206-543-2746
nvb@u.washington.edu
Dr. Stephanie Y. Miller
Director, Student Outreach and
Community Relations
Admissions, Minority Affairs
Box 355852
394 E. Schmitz Hall
Seattle, WA 98195-1230
Phone: 206-685-2557
Fax: 206-616-4946
symiller@u.washington.edu
Dr. Kermit L. Hall
President and Professor of
History
Utah State University
Old Main Room 116
1400 Old Main Hill
Logan, UT 84322-1400
Phone: 435-797-1157
Fax: 435-797-1173
Kermit.hall.usu.edu
Dr. Madlyn Hanes
Provost and Dean
Penn State University
Capital College
777 W. Harrisburg Pike
Middletown, PA 17057-4898
Phone: 717-948-6013
Fax: 717-948-6452
mqh3@psu.edu
Dr. Carol Moore
President
Lyndon State College
College Road Box 919
Lyndonville, VT 05851
Phone: 802-626-6404
Fax: 802-626-4804
moorec@mail.lsc.vsc.edu
Dr. Carol Moore
President
Lyndon State College
College Road Box 919
Lyndonville, VT 05851
Phone: 802-626-6404
Fax: 802-626-4804
moorec@mail.lsc.vsc.edu
Dr. Ann E. Alexander
President
Wytheville Community College
1000 E. Main Street
Wytheville, Virginia 243823308
Phone: 276-223-4700
Fax: 276-223-4778
wcalexa@wcc.vccs.edu
Dr. Teresa Gonzalez
Associate Vice President for
Academic Affairs
MSC 7503 Sheldon Hall 104
James Madison University
Harrisonburg, VA 22807
Phone: 540-568-3404
Fax: 540-568-2995
gonzalta@jmu.edu
Dr. Toni Murdock
President
Antioch University Seattle
2326 Sixth Avenue
Seattle, WA 98121-1211
Phone: 206/268-4105
Fax: 206/728-4427
tamurdock@antiochsea.edu
Dr. Deborah Loers
Dean of Student Development
Willamette University
900 State Street
Salem, OR 97301
Phone: 503-370-6471
Fax: 503-375-5420
dloers@willamette.edu
67
WEST VIRGINIA
Dr. Irene Burgess
Chair
Department of English
Wheeling Jesuit University
Wheeling, WV 26003
Phone: 304-243-4427
Fax: 304-243-2243
burgess@wju.edu
WISCONSIN
Dr. Martha K. Hemwall
Dean of Student Academic
Services
Associate Professor of
Anthropology
Lawrence University
Box 599
Appleton, WI 54912-0599
Phone: 920-832-6530
Fax: 920-832-6884
Dr. Karen R. LaRoe
President
West Virginia University
Institute
of Technology
405 Fayette Pike
Montgomery, WV 25136
Phone: 304-442-3146
Fax: 304-442-3059
klaroe@wvutech.edu
Dr. Teresa Gonzalez
Associate Vice President for
Academic Affairs
Sheldon Hall 104
MSC 7503
James Madison University
Harrisonburg, VA 22807
Phone: 540-568-3404
Fax: 540-568-2995
gonzalta@jmu.edu
Dr. Nancy Zimpher
Chancellor
University of WisconsinMilwaukee
Chapman Hall Rm. 202
3310 East Hartford Avenue
Milwaukee, WI 53201-0413
Phone: 414-229-4331
Fax: 414-229-2347
zimpher@uwm.edu
Dr. Carol Hollenshead
Director
Center for the Education of
Women
University of Michigan
330 E. Liberty
Ann Arbor, MI 48103
Phone: 734-998-7240
Fax: 734-998-6203
chollens@umich.edu
Dr. Phillip L. Dubois
President
University of Wyoming
P.O. Box 3434
University Station
Laramie, WY 82071-3434
Phone: 307-766-4121
Fax: 307-766-4126
pdubois@uwyo.edu
Dr. Madlyn Hanes
Provost and Dean
Penn State University
Capital College
777 W. Harrisburg Pike
Middletown, PA 17057-4898
Phone: 717-948-6013
Fax: 717-948-6452
mqh3@psu.edu
martha.k.hemwall@lawrence.edu
WYOMING
Dr. Margaret Murdock (Maggi)
Associate Vice President for
Academic Affairs and Dean of
the Outreach School
University of Wyoming
P.O. Box 3106
Laramie, WY 82071
Phone: 307-766-3152
Fax: 307-766-3445
murdock@uwyo.edu
68
VIII. DESIGNING A CURRICULUM
Given the scarcity of both time and financial resources available to most participants, the
state Coordinator and Planning Committee face the somewhat daunting challenge of
designing statewide ACE Network meetings that will be worth whatever time and dollars the
participants, institutions, and Network invest. Furthermore, because the development of
leaders is an ongoing evolutionary process, participants need to be attracted to the programs
more than once. Consequently, a sensible and workable approach may be to look at
curriculum over a multi-year period. To that end, OWHE and the Ace Network Executive
Board have begun the process of creating a series of leadership development modules that
individual states might work into a coherent, multi-year program. The move from faculty
member to department chair or department chair to assistant dean, for example, requires a
great deal more than changing offices and business cards. Moreover, the move takes place
on two fronts: the personal and the professional. Too often, failure to consider the former
leads to failure to thrive in the latter. Thus, insofar as possible, personal and professional
credential development are addressed as separate components.
Modules for the Individual

Coming to terms with the cultural shift: For many, the move from faculty to
administration involves developing a very different mindset, a much broader point of
view, and a noticeably thicker skin. Former friends may characterize the move as a
betrayal, former idols may turn out to be clay-footed, and former beliefs may prove
wrongheaded or utterly impractical and/or impracticable. The move can also mean,
among other things, an entirely different (and very rigid) work schedule, dress code, and
set of professional social demands.

Discovering career opportunities. Because the paths leading to various career plateaus
or endpoints diverge, the novice needs assistance in avoiding wrong turns and deadends, in distinguishing side streets from side tracks, and in evaluating express versus
scenic routes. In addition, newcomers to administrative paths may not understand the
structure of higher education in general—public versus private, stand-alone versus
system, institution versus foundation—and thus not realize the range of career options
open to them.

Career mapping. Once the end point is clear, the participant can begin the process of
planning the course of development and the acquisition of knowledge and skills that will
get her where she wants to go. Included in this session might be a discussion, for
example, of how committee work can be used to foster advancement. For the woman
who has come to academia late, this is also an opportunity to discover the time required
to move from one level to the next. Available time may make certain end goals beyond
reach; hence substitute destinations must be found.

Integrating work and family life. The juggling act required of working mothers is well
documented (albeit unsolved). In addition, many women in mid- and senior-level
positions today find themselves responsible for elder care. Occasionally, a woman may
be trying to cope with the needs of both. However, the tradition of the leader’s being the
earliest to arrive and latest to leave, never taking a vacation, and transferring family
needs to someone else has of late come under considerable scrutiny and disfavor. This
may also be a good place to feature stress management techniques.
69

Mentoring. This is a subject that probably should be addressed from both sides—that is,
how to mentor and how to be mentored. The choice of mentor, expectations of and
about the relationship, the means by which mentoring can occur, and a variety of other
issues need to be clearly articulated from the outset. Consequently, the relation is a
delicate one and one that may be further complicated by gender and race issues.
Modules for Professional Skill and Ability Development

Enhancing interpersonal skills. Given the variety of leadership styles, an emerging
leader needs not only an understanding of the effects of her own primary style on those
whom she leads, but also how to develop a repertoire of styles to fit particular
contexts—for example, working with those who don’t want to be led or admit they’re
being led. Moreover, the art of saying “no”—and especially saying “no” without
creating permanent rifts--requires investigation and practice.

Improving personnel management skills. This would include such areas as coping with
conflict, removing or reassigning staff, and performing evaluations.

Managing multiple constituencies. At any level there will be a number of groups to
whom, with whom, or for whom the leader connects or is responsible. Learning when
(and how) to delegate, who needs what information, when to accept and when (and how)
to reject advice, when to bend and when to stand firm (both without breaking) is crucial.

Building a team. Although a leader may have final responsibility and final rewards for
her policies and practices, they are rarely implemented without the effort of others.
When those others are at odds with one another or with the leader, the specter of failure
haunts the project. Such a module would focus not only on constructing a team from
scratch, but also working with an inherited group.

Understanding budget processes and principles. The ability to read a spreadsheet to
discover where the money is, an awareness of the rules about how it can be spent, and
the talent for making other people know that you know are essential to upward
movement. It may begin with the development of improved listening skills and include
variations such as mediation and negotiation.

Increasing visible entrepreneurship. Under this heading comes the skill of writing and
securing grants and the art of persuading other people that they should give their money
to another institution for a greater good. For certain career paths, this might also include
negotiating beneficial partnerships.

Building a resource network. A session on this subject may focus on one or a variety of
resources. For example, knowing who knows the answer to what question and quietly
cultivating a relation with that person is just like knowing which journal to use for a
particular bit of research—that knowledge saves time, frustration, and errors. Providing
reliable information to an emerging politician or reporter can set up a beneficial current
and future contact. Meeting other women with similar aspirations and cooperative
spirits offers moral support and encourages problem sharing and solution.
Woven throughout these modules should be a particular awareness of the needs of women of
color and of the shared concern for how one’s spiritual values can thrive or wither in
administrative soil.
70
Sample Model for 3-year Rotation
1½ to 2 day conference
Individual Development
Career Development
Year One
Career Opportunities
Personnel Management
Career Mapping
Building a Team
Budget Processes
Year Two
Cultural Shift
Interpersonal Skills
Balancing Work/Family
Multiculturalism
Entrepreneurship
Year Three
Shaping with Personal Goals
Managing Multiples
Mentoring
Marketing/Media
Resource Network
Sample Model for 5 year Rotation
Short Single Day conference
Year One
Career Opportunities
Budget Processes
Cultural Shift
Year Two
Career Mapping
Interpersonal Skills
Building a Team
Year Three
Balancing Work/Family
Personnel Management
Multiculturalism
71
Year Four
Mentoring
Marketing/Media
Entrepreneurship
Year 5
Shaping with Personal Goals
Managing Multiples
Resource Network
Sample Model for 4-year Rotation
Long Single Day Conference
Year One
Career Opportunities
Budget Processes
Career Mapping
Year Two
Cultural Shift
Interpersonal Skills
Balancing Work/Family
Building a Team
Year Three
Mentoring
Personnel Management
Managing Multiples
Multiculturalism
Year Four
Shaping with Personal Goals
Entrepreneurship
Marketing/Media
Resource Network
72
Sample Module: Building a Team
Never doubt that a small group of thoughtful, committed citizens can change the world;
indeed, it is the only thing that ever has.
Margaret Mead
A group becomes a team when each member is sure enough of [her]himself and [her]his
contribution to praise the skills of the others.
Norman Shidle
None of us is as smart as all of us.
Anonymous
We didn’t come over in the same ship, but here we are in the same boat.
Unknown
You have to listen to adversaries and keep looking for that point beyond which it’s against
their interests to keep on disagreeing or fighting.
Cyrus Vance
It is well to remember that the entire population of the universe, with one trifling exception,
is composed of others.
John Andrew Holmes
I asked, “Why doesn’t somebody do something?” Then I realized I was somebody.
Unknown
(from www.resultsthroughtraining.com/downloads/TipsFacil.HTML)
Goals
Beyond the individual classroom, almost everything that occurs in academia is the result of
some grouping of individuals: a committee, a task force, a union, a senate, a senior staff. A
successful outcome depends in large part on the team leader’s ability to guide the process
and the people toward the best possible solution or resolution. The goal of this module is to
acquaint participants with the hallmarks of effective and ineffective teams, equip them with
an understanding of the processes of a well-functioning team, and offer them strategies for
becoming an able and dynamic team leader.
I.
Starting Points
There are a variety of entry paths into the subject of developing an effective team. One
consideration is obviously the amount of time you can devote to the subject; another is what
ratio of induction versus instruction you consider optimal; another is the prior experience of
the participants. Consequently, you should view what follows as a series of building blocks
that can be ordered and combined to produce a number of shapes.
73
I.A. Maslow
Abraham Maslow’s theory of the hierarchy of human motivation provides interesting
background (Motivation and Personality 1954):
1.
Physiological (hunger, thirst, shelter, etc.)
2.
Safety (protection from physical/emotional harm, security)
3.
Social (acceptance, belonging, friendship, affection)
4.
Esteem (or ego) (internal: self respect, autonomy, achievement; external: status,
recognition, attention)
5.
Self actualization (doing things)
“ . . . the hierarchy is dynamic; the dominant need is always shifting.” Physiological needs
must be satisfied, for example, before attention can be turned to safety; safety before social,
and so on. But if in the middle of your self-actualizing activity you suddenly realize that you
are hungry, your focus will switch to satisfying the hunger before you can go on with the
activity.
(See www.politicalscience.utoledo.edu/faculty/davis/maslow.htm for a onepage summary) From this information can come a discussion on the optimal context for
arranging meetings and the meeting process. Can something so simple as failing to provide
refreshments derail the process? What could cause emotional harm to a member of an
academic committee? How can you work autonomy and achievement into a team product or
solution?
I.B.
Exercise in Team Membership
Warm-up activities will ordinarily fall flat in an academic setting; throwing a foam ball
around is likely to be met with derision. However, there are some activities that may prove
fruitful. You might begin by giving each participant 5 index cards and the following
problem: Suppose you knew you were going to be stranded somewhere for at least a year.
What five items would you bring with you? Then divide participants into teams of 5. From
the 25 combined index cards of the team, each must choose only 5. When the choices have
been completed, each person fills out a second set of cards answering these questions: (A)
What is the process by which your team made its selection? How well did the process work?
Did it leave everyone satisfied that she had a say in the outcome? What changes would you
make in the process? (B) Did the group have a leader? If so, how did that person come to
be the leader? How would you characterize her leadership style? Was it effective for you?
(C) If you were the leader, did you find the group dynamics positive or negative? Why?
This second set of cards should be anonymous and used to stimulate an inductive discussion
on the characteristics of good teams and good team leaders.
(www.nwlink.com/~donclark/leader/icebreak.html)
I.C.
Entertainment with a Purpose
Another possibility requires an overnight stay. In this activity (late afternoon or after
dinner), participants are divided into teams and sent on a scavenger hunt (this is a good prize
activity). During the session on team-building the following day, the facilitator begins by
asking participants to talk about how they accomplished this task as a team. What worked?
What didn’t? How was the process of the search decided upon? Who made the decisions?
Why that person? Did everyone on the team participate or did some hold back? If the latter,
how do you account for that? What was its effect on the remaining members of the group?
Again, the idea is to stimulate an inductive discussion on the characteristics of effective
teams and team leaders.
74
II.
Essences
II.A. Research: Stages of Team Development
However, you introduce the subject, there are certain recognitions or conclusions at which
you would like the group to arrive. One,
(www.see.ed.ac.uk/~gerard/Management/art0.html?http), articulated by Gerard Blair,
suggests that there are 4 stages to team development: forming, storming, norming, and
performing:
 Forming is the stage when the group first comes together. Everybody is very polite and
very dull. Conflict is seldom voiced directly, mainly personal and definitely destructive.
Since the grouping is new, the individuals will be guarded in their own opinions and
generally reserved. This is particularly so in terms of the more nervous and/or
subordinate members who may never recover. The group tends to defer to a large extent
to those who emerge as leaders (poor fools!).
 Storming is the next stage, when all hell breaks loose and the leaders are lynched.
Factions form, personalities clash, no one concedes a single point without first fighting
tooth and nail. Most importantly, very little communication occurs since no one is
listening and some are still unwilling to talk openly. True, this battleground may seem a
little extreme for the groups to which you belong—but if you look beneath the veil of
civility at the seething sarcasm, invective, and innuendo, perhaps the picture comes more
into focus.
 Then comes the Norming. At this stage the sub-groups begin to recognize the merits of
working together and the in-fighting subsides. Since a new spirit of co-operation is
evident, every member begins to feel secure in expressing their [sic] own view points
and these are discussed openly with the whole group. The most significant improvement
is that people start to listen to each other. Work methods become established and
recognized by the group as a whole.
 And finally: Performing. This is the culmination, when the group has settled on a
system, which allows free and frank exchange of views and a high degree of support by
the group for each other and its own decisions. (Blair)
Obviously, there will be times when a stage is skipped or when the team reverts briefly to an
earlier stage and academics may find the “storming phase” to be less overt than Blair
suggests, but his formulation offers an interesting paradigm for discussion. It also describes
a successful team-building process (although the result/product may or may not be
successful). The qualities of the team described in the performance phase would therefore
be those characteristic of an effective team.
II.B. Research: Characteristics of an Effective Team
The elements of good teams and teamwork can probably be articulated in discussion.
However, you want to be certain the group arrives at least at the following conclusions:
 Everyone on the team understands both the long and short-term goals/objectives of the
project, understands her/his role and responsibility in achieving these goals, believes
him/herself capable of handling the roles and responsibilities, and is willing to
participate.
75
 Team members are encouraged by all other team members to express their opinions and
offer criticism, admit or point out mistakes, and articulate frustrations or confusions.
These, however, are not directed at another individual—only at the task and process.
 Team members support and trust one another within the arena of the work.
 Team members value the conflict that arises out of different perspectives as essential to
creativity. The conflict, however, is one of ideas, not of persons.
 The team leader is skilled at organization, managing creative tensions, motivating
members to behave collegially, and making appropriate decisions.
 Procedures are effective. For example, meetings do not last longer than they need to,
discussion does not proceed aimlessly, decision processes are defined, goals and
deadlines are clearly and repeatedly brought to the forefront.
 Team members and leaders value individual development and growth.
 A team has positive relations with other teams with which it may work or whose work
will be affected by its product/outcome.
(adapted from http://sol.brunel.ac.uk/~jarvis/bola/communications/effective.html ; see also
http://www.ianr.unl.edu/pubs/Misc/cc352.html
II.C. Research: Characteristics of a Dysfunctional Team
Conversely, Lencioni proposes a pyramid description of the qualities that prevent team
success.
 At the base is the absence of trust, which results when people fear the consequences of
admitting to uncertainty, error, or weakness.
 Lacking trust in one another, team members will also fear conflict. As a consequence,
there is little dynamic discussion of ideas and little creativity.
 The team member who fears to make her/himself heard or to disagree has no reason to
be committed to the outcome of the project.
 Lack of commitment leads directly to unwillingness to accept responsibility or
accountability.
 At the top, then, stands a failed connection to the results.
(from Lencioni, Patrick. The Five Dysfunctions of a Team: A Leadership Fable. San
Francisco: Jossey-Bass, 2002.)
Another useful perspective here is the notion of “Groupthink”
(http://afirstlook.com/archive/groupthink.cfm?source+archther )
II.D. Listening
This material evidences the need for the members of a team and the leader of such a group to
have highly refined listening skills. Most of us recognize that often we are so invested in
framing a response that we don’t really hear what the other person has said. You can do an
entire workshop on improving listening skills, particularly if you combine that exercise with
practice reading body language. If you decide to elicit rather than provide the keys to active
(sometimes called empathetic) listening, the following represent generally agreed upon
elements:
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1.
2.
Maintain reasonable eye contact with the speaker
Use unobtrusive and appropriate verbal cues (I see, ah, yes) and physical cues
(note-taking, nodding)
3. Lean (slightly) toward the speaker and keep extraneous movement to a
minimum
4. Make certain the tone of your responses is congruent with that of the speaker
5. Ask questions or make comments designed to get the speaker to elaborate
6. Attend to what is not being said that you might have expected to hear
7. Pay attention to verbal intonations and body language
8. Remember your role is to listen, not talk
9. Don’t interrupt the flow of the speaker, but where useful, summarize or reframe
or ask for clarification or further information
(adapted from “Active Listening for Mediators”: http://www.va.gov/adr/active.html)
see also http://departments.mwc.edu/stac/www/Active%20Listening.htm
http://crs.uvm.edu/gopher/nerl/personal/comm/e.html )
If you decide to include body language, you can probably proceed as in a game of charades.
Give each participant a card that names some particular emotional response, then have the
group guess what response is being suggested. Most cards should specify a poker face, but
you may want to add to the complexity by suggesting facial responses that are or are not
congruent with the body language. The most interesting language will be that which
members of the audience interpret differently. There are also insights to be had by asking a
group of men to portray the reactions on the cards and to interpret women’s body language.
(For example, leaning forward to indicate close attention is said to be the women’s
equivalent of men’s tendency to lean backward with eyes closed or focused somewhere in
the room.)
Finally, you can combine verbal and body language performance. Just intoning the word
“yes” or “no” in combination with various physical cues will prove instructive.
II.E. Facilitating/Mediating
A somewhat philosophical approach to mediation can be found at
http://www.mediate.com/articles/peeples1.cfm . Peeples discusses both opening statements
and the setting of ground rules; the piece is good pre-conference background reading.
As we have suggested above, certain kinds of conflict are essential to the overall creative
process; however, conflict can also be destructive if it becomes personal or goes on too long.
Consequently, good team leaders will be experienced at channeling conflict into positive
outcomes. The research of Onne Janssen, recognizing that conflict in difficult or
complicated decision-making is “inevitable,” divides the source of conflict into 2 areas:
person and task. Janssen concludes that when team members see themselves as dependent
on one another for a successful outcome, high task coupled with low person conflict
provides the optimal context for quality decisions. The summary of Janssen’s work,
published in The Journal of Management, March-April 1999, also offers an extensive
bibliography on conflict management.
(http://www.findarticles.com/cf_dls/m4256/2_25/54824253/print.jhtml)
A less scholarly but very practical set of suggestions offers the following advice:
1. Have the team identify the criteria they will use to make decisions.
Consistently evaluate ideas against those criteria.
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When people disagree, don’t move forward until each party can re-state the
other’s position to the satisfaction of the other.
3. Regularly summarize the issues on which there is agreement to demonstrate
progress is being made.
4. Confirm agreement with each team member.
5. Watch for non-verbal hints of disagreement and address them directly.
6. Never take sides.
(adapted from http://www.resultsthroughtraining.com/downloads/TipsFacil.HTML)
2.
An added dimension to conflict resolution occurs when the parties are from different
cultures. Jehn and Weldon have done considerable work in this arena. An overview of their
work can be accessed at http://knowledge.wharton.upenn.edu/show_paper.cfm?ID=621
This is a long article, so participants should read it in advance.
II.F. The People Who Make Up the Team
According to the Tufts Leadership Institute material on group dynamics, a successful team
will need individuals who can play the following roles:
1. Initiator, who gets things started, proposes new ideas or solutions
2. Fact Seeker
3. Opinion Giver (not likely to be a problem in academia)
4. Evaluator, who compares, contrasts, and synthesizes
5. Recorder
6. Spokesperson, who conveys the work to outsiders
7. Encourager
8. Gatekeeper
9. Compromiser
10. Harmonizer
11. Follower
12. Consensus Tester
Undermining success are those who play these roles:
a. Aggressor, who threatens, criticizes, and/or blames others
b. Blocker, who consistently resists group actions/directions
c. Recognition Seeker (it’s all and always about me)
d. Dominator, who makes a big show of authority
e. Blamer
f. Self-Confessor, who offers up personal feelings and ideas unrelated to
the group’s task
(http://www.tufts.edu/as/stu_act/leadership/groupdynamics.html)
These characteristics could be elicited through discussion, but if your conference is being
held at an institution that has a theatre program, you might persuade a group of apprentice
actors to perform these roles for the group. Ahead of time, give them a particular problem
and assign each to play one (some can be collapsed into one) of the types above. Give them
about 20 minutes to perform as a team created to solve this problem. Participants should be
instructed to pay particular attention to the verbal language, facial expression, and body
language of each player and, once the performance has concluded, working in teams, assign
a descriptor word for each. Participants can then compare their perceptions with the actor’s
intent.
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From there, using Maslow’s hierarchy, participants could work on what they, as the leader of
this team, would need to provide for each member in order to elicit optimum team success.
II.G. Research: Individual Team Player Styles
Another possibility is to provide some version of the above at the workshop to be used as a
guide with the following—which will provide an entire workshop.
The Women’s Business Center offers on-line a questionnaire for identifying “team player
style.” Before the conference, ask participants to complete the on-line questionnaire and
have their personal scores computed. Each participant should print out the questionnaire, her
score, and the descriptors that explain the 4 styles.
(http://www.onlinewbc.gov/Docs/manage/team.html)
From here, you can proceed in several ways.
1. Each participant can duplicate her questionnaire and personal style
computations, bringing a set for her and 5 additional sets to the meeting. The
drawback of this approach is that everyone is female, a fairly unrealistic
scenario.
2. Each participant selects 5 colleagues from anywhere in academia (preferably
some sort of cross-section), asks them to do the questionnaire and print out the
results, and brings her own and theirs to the meeting.
3. Organizers can solicit samples and have them at the meeting.
In any case, once there, divide participants into groups, divide the additional questionnaires
among them, and ask them individually to put a 5-person team together from the individuals
whose team-player style profiles they have before them, assuming themselves to be the
leader. Then have them compare the teams and discuss how and why they made the choices
they did. Where was there agreement? Difference? What changes would they make if they
did it a second time?
As a post-conference action, participants might charge themselves with putting together on
paper, at least, the best team they can muster from their institutional pool. You may want to
remind them that the absence of task conflict is not desirable.
III.
Putting the Workshop Together
Here are just a few options for choosing your block design:
I A plus 2 F
I C plus II B
I B plus II D
II B plus II C
I A plus II E
II G alone
II D alone (practice exercises are included in the references)
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IV.
Additional References
http://www.docpotter.com/frocon_negtech.html
http://www.tms.mat-su.k12.ak.us/counsel/mediationtechniques.htm
http://oak.cats.ohiou.edu/~mlgryszk/spiral.html
http://web.syr.edu/~mlgryszk/spiral.html
http://web.cba.neu.edu/~ewertheim/teams/drucker.htm
http://www.accel-team.com/work_groups/index.html
http://www.accel-team.com/work_groups/informal_grps_02.html
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Sample Module: Career Mapping
If you bring in a consultant to do this session, she/he is likely to have a preferred version of
the material that follows. (Sometimes, representatives of search firms or coaching
enterprises are willing to do a workshop in career mapping without charge as a means of
enhancing their client base.) There may also be a person in the Career Services division of
one of your institutions who is experienced in the principles of career mapping, even if he or
she does not specialize in applying the process to higher education administration.
However, this is also a module that someone on your planning committee or your Executive
Board liaison can effectively offer using the instruments that follow. The format is
definitely that of a workshop: after a brief introduction to each piece, the leader(s) will spend
most of the rest of the time moving around the room working with individuals.
Participants begin by identifying their professional goals, followed by completing the skills
assessment chart, and briefly discussing the values, stories, and questions rubric (which will
need to be completed at home, because it takes considerable time and thought to do well).
Once participants have made substantial progress, move to the 5-page career-mapping tool.
Some of the answers here will have been discovered in the earlier charts, but on the whole,
this is a very practical instrument that pushes people into looking at next steps in the
sequence of moves toward career goals.
Finally, everyone should look carefully at the advice provided in “As You Prepare for the
Search Process.”
N.B. You will probably want to provide clean copies of each sheet to participants as they
leave, in part because answers will change over time, and in part because they may want to
share the materials with others on their home campuses.
*OWHE is grateful to Nancy Archer Martin, Jennifer L. Bloom, and Tobie van der Vorm for
their assistance with these materials.
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Professional Goals
This list will probably evolve over time as you evolve as a person and as an administrator, so
it is important to update this chart on an annual basis. This allows you to explore the kinds of
roles you want to take on during your career journey.
Goals and
Imperatives
Preferred
Acceptable
Unwilling to
Consider (Deal
Breaker)
What part of the
country do I want to
live?
Do I want to work in a
public or a private
institution?
Is a small liberal arts
college or a large
research university my
ultimate goal?
Which administrative
track do I want to
pursue? Academic
affairs, business affairs,
student affairs, or
alumni/development?
What position do I want
to retire from?
What do I want people
to say about my career
once I retire? What will
be my mark?
What do I want to do in
my retirement?
The College Administrator’s Guide to Career Advancement@
by Nancy Archer Martin and Jennifer L. Bloom, Ed. D.
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Skills Assessment
So, now here is the tough part. We want you to go through the following checklist and rate
each skill as a strength or weakness. If you’ve rated it as a weakness, the key is to then
devise a proactive plan for addressing this weakness. Be honest with yourself.
Skill
Strength
Weakness & how I will
proactively address
this weakness
Personal Skills
- Balance
- Health
- Humbleness
- Open to the possibilities
- Building Relationships
- Effectively dealing with
failure
- Persistent
- Consistently reinvent
yourself
- Use humor effectively
Professional Skills
- Networking
- Acquiring mentors and
mentees
- Continuous learning
- Leadership Experience
- Experience working with
alumni and donors
- Budgeting Skills
- Strategic Planning
- Faculty Committee
The College Administrator’s Guide to Career Advancement@
by Nancy Archer Martin and Jennifer L. Bloom, Ed. D.
83
Values, Stories, and Question Chart
Please, fill in the following chart. In the values section you will write down those things that
you are most passionate about in your life. In the stories column, you will share how you live
out your values and philosophies in action. The questions column will allow you to write
questions that you would ask of a future employer concerning whether the institution holds
the same values as you do.
Values
Stories
Questions
The College Administrator’s Guide to Career Advancement@
by Nancy Archer Martin and Jennifer L. Bloom, Ed. D.
84
Career Mapping
The job title, responsibilities, and salary I desire:
One year from now:
Two to three years from now:
Five years from now:
I want to do the job to which I aspire because: (list three reasons)
I currently lack the following skills to do the job to which I aspire:
Strategies I will use to gain those skills are: (list three strategies)
Concrete steps I can take to get to my next positions are:
Obstacles to my mobility at my current institution are:
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What is my history at the institution (especially the past three years)?
I would characterize the current state of my professional self-esteem as:
Professional limitations—If so, what, how much, and why:
Geographic location:
Family responsibilities:
I anticipate changes in the following area within the next three years:
I desire from my work and workplace the following: (describe)
Culture:
Values:
Work styles:
Teamwork—or independence:
Reward system:
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I describe my current professional “package/image” as:
I would like to improve in the following areas:
The following people are currently in my active network: (list six)
Specific help I can receive from these individuals include:
Success indicators at my current institution—
Ways in which I can use them if I desire to stay where I am:
Ways in which I can use them if I desire to advance elsewhere:
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I expect the following situations to impact my life and career during the next four
years: (explain)
Politics:
Economics:
Technology:
Social Changes:
I think the following will be the most important campus issues during the next five
years:
I plan to deal with these issues by:
Alternative career/life scenarios for me are:
I would characterize the current state of my personal self-esteem as:
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My state of health is: (this may include fatigue or burnout factors)
My self-care plan for the following is: (six-month projection)
Sleep:
Nutrition:
Exercise:
Support networks outside my family:
Family support:
Time for reflection:
Journalizing:
Recreation:
Vacation:
Calendar control/time management:
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Visualizations:
Affirmations:
Reading:
Other:
At the end of my career, legacies I wish to leave at my institution are:
Summary comments/observations evoked by these questions are:
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IX GOOD STUFF
A delightful, effective, and easily adapted idea that no one knows about is a terrible thing to waste .
Fresh Ideas
Delaware has its website up and running, using it in part to list job openings. They send an
acknowledgement to the posting institution to ensure that their website will become part of
the institutional memory for places to send position announcements. Illinois uses its listserv
to connect women who may have few or no department colleagues working in their research
area to women with like interests at other institutions.
From Georgia: Recognizing the importance of Institutional Representatives, Georgia’s
Planning Committee has decided to hold an annual conference specifically for these women.
The Committee is also working to develop a plan whereby the IRs themselves will be trained
to mentor women faculty members in their home institution.
Maine has held an annual Academic Management Institute for women moving into senior
level positions since 1999. Candidates are nominated by their institution’s president, so
participation is seen as an honor. Beginning in 2002, the Network added a companion piece,
the Aspiring Women Conference, a mentoring opportunity for women who want to move up
but have not yet achieved the credentials necessary to attend the Academic Management
Institute.
Michigan is assisting its Institutional Representatives by providing each of them with a
notebook that contains material from the State Coordinators’ Handbook as well as from
other resources that might inspire campus initiatives.
Also recognizing the need for IRs and finding themselves with far too few in a state with a
large number of institutions of higher education, Ohio leaders asked for help from their
Presidential Sponsor on the grounds that presidents are unlikely to ignore a request from
another president. So they composed for President Knobel’s signature three different letters:
one asking for the appointment of a new Institutional Representative, one asking for
continuation of the current IR, and one asking for the revitalization of a lapsed appointment.
It worked; they now have 51 institutions represented—about triple the beginning number.
Equally importantly, they did an immediate follow-up for the new appointees, getting them
the information they needed and inviting them to the next meeting.
Oregon has been making use of an abundance of organizational talent to bring together
poster sessions at its annual meeting. Those who are doing research projects connected to
women in academia can display, answer questions about, and receive input from meeting
participants during breaks and the lunch recess. The practice has caught on, so the number
of those asking to display their work—and the sophistication of the displays--increases each
year.
Because it is such a large state, Wisconsin leaders have decided to enhance their yearly
statewide meeting with the addition of some regional sessions. Consequently, they are
creating a leadership workshop template that they can conduct in a different region of the
state (and perhaps attracting participants from neighboring states) each spring.
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Things to Read
During the past year, OWHE has taken significant a leadership role in creating such
publications. As state coordinators, you should receive a copy of the three publications from
OWHE. Additional copies are available for purchase from ACE. Check the ACE web site
for information about purchasing these publications and others published by ACE.
Advancing Women’s Leadership I
From Where We Sit: Women’s Perspectives on the Presidency (2001)
By Gladys Brown, Claire Van Ummersen, and Judith Sturnick
Based on a series of roundtable discussions sponsored by ACE’s Office of Women in Higher
Education, this publication summarizes reflections and recommendations by women
presidents, who suggest ways in which current presidents can smooth the path for the women
who succeed them. The report targets five critical areas—working with boards, challenges
and opportunities posed by the “gender factor,” staying power, identifying and mentoring
talented women, and creating a climate for success—and focuses on the themes and
concerns that consistently emerged from each discussion.
Advancing Women’s Leadership II
Breaking the Barriers: Presidential Strategies for Enhancing Career Mobility (2002)
By Gladys Brown, Claire Van Ummersen, and Judith Phair
This second installment in the Advancing Women’s Leadership series offers a set of
philosophical and strategic guidelines for advancing women faculty and administrators in
higher education. Each chapter begins with a scenario based on real-life experiences related
to women’s career mobility, followed by the practical responses given by presidents who
participated in interviews and focus groups. Chapters address leadership development,
career advancement, workplace and climate, and mentoring.
Advancing Women’s Leadership III
Breaking the Barriers: A Guidebook of Strategies (2002)
By Gladys Brown, Claire Van Ummersen, and Barbara Hill
This third installment in the Advancing Women’s Leadership series is meant to be a
companion piece to Breaking the Barriers: Presidential Strategies for Enhancing Career
Mobility. Designed to address women’s leadership in general and used at every level of a
college or university—from presidents to staff members—by those committed to advancing
women’s leadership on campus, the book provides campus leaders with strategies for
reviewing campus practices in leadership development, fostering career advancement,
improving the workplace and campus climate, and establishing mentoring programs. The
guidebook expands on each topic, suggesting sustainable and promising practices, with
examples of successful programs. Each chapter suggests ways to collect evidence that
demonstrates the success of campus programs and identifies issues related to the four major
topics addressed in Breaking the Barriers.
Our electronic exchange, Network News, also offers suggested readings on a regular basis.
92
WOMEN IN HIGHER EDUCATION
Excerpted from the ACE Fellows Bibliography © American Council on Education
Aguirre, Alberto Jr. Women and Minority Faculty in the Academic Workplace. ASHE-ERIC
Higher Education Report Series 27:6. San Francisco: Jossey-Bass, 2000.
Particularly useful for policy makers in higher education administration and all others
interested in improving the workplace in academia. Examines how women and
minority faculty fit in the academic culture. Synthesizes ten years of research are about
issues impacting the environment for minorities and women, with new dimensions to
understanding the issues through examining professional socialization and tenure for
minority and women faculty.
Astin, Helen S. and Carole Leland. Women of Influence, Women of Vision. San Francisco:
Jossey-Bass, 1991.
Examines the achievements of women leaders in America from the 1960s to the
1980s, and offers insights into what these leaders have in common and how
individuals can improve their own leadership skills. Draws upon an in-depth study
of seventy-seven women leaders.
Chliwniak, Luba. Higher Education Leadership: Analyzing the Gender Gap. Vol. 25, No. 4.
Washington, DC: The George Washington University, 1997.
Explores women’s place in higher education institutions historically and currently.
Describes the status of women on campuses and in leadership roles; persistence
factors and institutional contexts; and factors influencing evaluations of leaders and
leadership modes. Provides an analysis of individual, organizational, and societal
conceptualizations of leadership.
Collins, Lynn H., Joan C. Chrisler, and Kathryn Quina, eds. Career Strategies for Women in
Academe: Arming Athena. Thousand Oaks, CA: Sage, 1998.
Addresses the pitfalls for women in higher education professions and provides advice
on how to handle difficult situations. A collection of essays and chapters by different
authors, including success stories and cautionary tales, offering encouragement to those
who persevere in their pursuit of an academic career. Explores such issues as the
current status of women, subtle forms of sex discrimination, women’s roles and career
decisions, women in leadership, and the need for women to take charge by addressing
time management issues and reducing role ambiguity.
Eggins, Heather, ed. Women as Leaders and Managers in Higher Education. Philadelphia:
Society for Research into Higher Education and Open University Press, 1997.
Recognizes the special problems women leaders in academia face, including educating
new generations to a broader understanding of women’s roles and shaping women’s
roles in traditionally male-dominated cultures. Supports the awareness that institutional
cultures and organizations’ styles are at the heart of the struggle for equal opportunities.
Provides a context for leadership, women, and higher education and then presents case
studies on senior academic women.
Glazer-Raymo, Judith. Shattering the Myths: Women in Academe. Baltimore, MD: Johns
Hopkins University Press, 1999.
A feminist study of women’s progress in higher education since the 1970s. Draws on
the experiences of women faculty and administrators as they articulate and reflect on
the social, economic, political, and ideological contexts in which they work and the
93
multiple influences on their professional and personal lives. The author concludes that
the corporatization of the university is creating new obstacles that deter women’s full
participation.
Gregory, Sheila T. Black Women in the Academy: The Secrets to Success and Achievement.
Lanham, MD: University Press of America, 1995.
A study conducted on the experiences of Black women faculty in higher education
that examines their career satisfaction and career mobility, as well as numerous other
factors that influence their career paths and decisions.
Hartman, Mary S., ed. Talking Leadership: Conversations with Powerful Women. New
Brunswick, NJ: Rutgers University Press, 1999.
Explores why and how women lead. Analyzes the barriers women face, and
describes how these selected women leaders addressed them. Includes contributions
from Patricia Schroeder, Ruth Simmons, Christine Todd Whitman, and numerous
others.
Kelly, Gail P. and Sheila Slaughter, eds. Women’s Higher Education in Comparative
Perspective. Dordrecht, The Netherlands: Kluwer Academic Publishers, 1990.
A collection of articles from scholars from across the globe on the experiences of
women in higher education. Chapters focus on the politics and policies that affect
the education of women in various countries; women in the academic workforce
around the world; and the influence that feminists and women’s studies have had on
reshaping the academy and the experiences of women.
Mabokela, Reitumetse Obakeng, and Anna L. Green, eds. Sisters of the Academy: Emergent
Black Women Scholars in Higher Education. Sterling, VA: Stylus, 2001.
A collection of research papers and personal narratives from fifteen Black women in
higher education. Contributions—which range from historical accounts of Black
female teachers in the 19th century, to challenges and triumphs of being an activist
researcher at the turn of the 21st century—address specific historical, social, cultural,
political, and academic issues that affect Black women in the academy.
Ndiffer, Jana and Carolyn Terry Bashaw, eds. Women Administrators in Higher Education:
Historical and Contemporary Perspectives. Albany: State University of New York Press,
2001.
Combines historical, quantitative and theoretical studies to illuminate the historical
foundations of contemporary dilemmas, current realities and controversies. Areas of
discussion are: women’s education, contributions of religious and lay women presidents
and their use of power, the relationship of emerging leadership theory to women, the
growth and development of deans of women, the role of women’s professional
organizations, and the particular questions and quandaries faced by provosts and
physical education and student affairs staff. Combination of historical and practical
research links the past with the present as the future is contemplated.
Solomon, Barbara M. In the Company of Educated Women: A History of Women and Higher
Education in America. New Haven: Yale University Press, 1986.
The fascinating story of progress and setbacks for women in higher education over
the last 125 years. A highly readable history that includes many quotations revealing
the skepticism about the worth of educating women.
94
Sturnick, Judith A., Jane E. Milley, and Catherine A. Tisinger, eds. Women at the Helm:
Pathfinding Presidents at State Colleges and Universities. Washington, DC: American
Association of State Colleges and Universities Press, 1991.
A collection of essays revealing women's perspectives on leadership and the job of
president. Explores the reality of day to day experiences of female presidents striving
to achieve important goals by answering the questions: What is it like to be in
charge? How does a woman get there? How can the special strengths of being female
serve a role in society traditionally seen as male-dominated?
Tidball, M. Elizabeth, Daryl G. Smith, Charles S. Tidball, and Lisa E. Wolf-Wendel. Taking
Women Seriously: Lessons and Legacies for Educating the Majority. Phoenix, AZ:
American Council on Education/Oryx Press, 1999.
Illuminates why women’s colleges continue to produce graduates with higher career
achievement than that of their co-ed peers. Through history, social theory, statistical
analysis and case studies, documents the qualities and programs of these colleges that
appear related to producing accomplished, achieving graduates. The purpose is not to
claim that women’s colleges are better; rather, it suggests that educators at all
institutions can enhance their efforts to provide equitable opportunities for all. The
lessons bespeak taking women seriously, making the case that all women associated
with a college or university must be supported, encouraged and empowered, in order
for women students to flourish.
Valian, Virginia. Why So Slow?: The Advancement of Women. Cambridge, MA: MIT Press,
1998.
Well-researched work on gender schemas that bias perceptions of women’s
performance in the workplace, thus translating into their accumulative career
disadvantages.
Walton, Karen Doyle, ed. Against the Tide: Career Paths of Women Leaders in American
and British Higher Education. Bloomington, IN: Phi Delta Kappa Educational Foundation,
1996.
Ten American and ten British women leaders of colleges and universities tell about
swimming against the tide of male leadership that can limit career opportunities for
women in academe. Contributors include Pauline Perry, Carol A. Cartwright, Vera
King Farris, Carol C. Harter, Mary Patterson McPherson, Judith A. Sturnick and
others.
Welch, Lynne Brodie, ed. Perspectives on Minority Women in Higher Education. Westport,
CT: Praeger Publishers and Greenwood Publishing Group, 1991.
Presents essays by Black and Hispanic scholars on various issues of concern to
minority women in American higher education. Includes a section on the general status
of academic women internationally.
Wenniger, Mary Dee and Mary Helen Conroy, eds. Gender Equity or Bust!: On the Road to
Campus Leadership with Women in Higher Education. San Francisco: Jossey-Bass, 2001.
A compendium of lively, hard-hitting articles from the newsletter, Women in Higher
Education. A blend of serious commentary, research results, and practical advice
with cynical humor. The editors have compiled articles that demonstrate progress for
women as well as effective strategies employed by women who have changed the
academy. Other topics include women’s leadership and management styles, valuing
the self, sex and sexuality, institutional politics.
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Quotable Words
Jan Holmgren, President, Mills College, CA, and former Chair of the Board, ACE
By building strong connections among women in higher education leadership and by
researching and articulating the great benefits to higher education and the nation of women’s
leadership and women’s values, the American Council on Education’s Office of Women in
Higher Education continues to provide the vision and energy for positive change within the
academy and in society at large.
--written for the 25th anniversary celebration of the ACE Network
Shirley Pippins, President, Thomas Nelson Community College, VA, and former Chair,
ACE Commission on Women in Higher Education
Over the course of my career, I have met a number of talented women, who, if they had had
the resources and the support of the ACE Network, would today be presidents. They had the
talent and they had the ability, but they had no one to support and encourage them toward
the goal of a presidency. What might have been for all those deserving women that higher
education needs? This vision—a haunting sense of what they could have become if it had
only been there for them—fuels my commitment to the programs of the ACE Network.
--written for the 25th anniversary celebration of the ACE Network
Claire Van Ummersen, Vice President and Director, Office of Women in Higher
Education, ACE
I envision a world where women serve in equal numbers with men at all levels of leadership
in our colleges and universities. As we strive to create an educational, social, and political
climate where women’s voices are valued, I dream of a world more civil, conscientious and
caring—a world with women and men working together to shape the future of higher
education and this society.
--written for the 25th anniversary celebration of the ACE Network
Judith Prince, Interim Executive Vice Chancellor, University of South CarolinaSpartanburg, SC, and Chair, ACE Network Executive Board
The articulate, energetic, and passionate women who inaugurated the ACE Network were
pioneers with the courage to question the status quo, and they were visionaries to foresee
that the “essential core energy” of national efforts would be the state networks. Under the
auspices of OWHE, state networks, led by dedicated state coordinators and state planning
committees, brought about many changes within higher education. Imagine a college or
university in which women and men students do not see women in major leadership roles!
Imagine a college or university that does not benefit from the insights that women bring to
policies and decisions! Imagine a higher education system that does not use the talents and
skills of all as it confronts the challenges of the 21st century!
--written in preparation for the 25th Anniversary celebration of the ACE Network
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Donna Shavlik and Judith Touchton, former directors of OWHE:
It is a rare privilege to be able to look back over two decades and to say, truthfully and with
pride, “This is an idea that has worked”
--written in 1995 on the occasion of the 25th anniversary of the ACE Network
Georgia Lesh-Laurie, Chancellor, Colorado University-Denver, CO and Chair, ACE
Commission on Women in Higher Education
ACE and its Office of Women in Higher Education have become jewels in the crowns of
women as we work directly to achieve the top ranks in higher education. Its Commission on
Women and State Networks have and will continue to work diligently to move women
forward.
--written for the 2003 ACE Network Conference
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