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ECCSSA 2017-2018—All Rights Reserved 1
2018 44th Annual Conference Roundtable
East Coast Colleges Social Science Association
Rethinking Leadership in Higher Education—A Continuation of the Dialogue
The Contextualization of Leadership—Teaching Faculty as Leaders in Instruction,
Knowledge, Innovation, Leadership and Transformation
ECCSSA 2017 continues the dialogue on rethinking leadership in higher education. In the 2016
conference we examined the construct of leadership and explored new, visionary and effective
models of leadership success. The 2017 conference explored the role of instruction, learning and
leadership in higher education. The focus was on holistic education and development of students
we serve in preparing a society of individuals for ethical leadership, caring, humanity and
ECCSSA 2017-2018—All Rights Reserved 2
sustainability of a future world. The goal was to develop a model for preparing future citizens
and leaders.
For 2018, ECCSSA calls for the cultivation of the leadership of learning. This conference will focus
on instructional faculty who perform most of the daily interactions with students as the leaders
of learning. This conference seeks to put leadership into context with a focal point on the core of
the leadership pool—teaching faculty.
Faculty as Leaders Faculty as leaders serve as agents of societal transformation. Decision making spans the gamut of
roles and responsibilities: teacher, mentor, role model, scholar, colleague, fundraiser,
entrepreneur, administrator, servant to the community, and consultant. Teaching faculty
demonstrate every aspect of transformational leadership (Astin & Astin, 2000). Per leadership
researchers, “Faculty are in a position to begin the change agenda in their classrooms and in their
governance activities” (p.45). This is precisely the attitude that should be cultivated and conveyed
on the premise that everyone can lead, live by leadership principles, and, work for change in their
own sphere of influence.
When faculty begin to accept, model and practice the principles of transformative leadership,
their constraining beliefs are replaced by a set of empowering beliefs that can lead to actions that
not only support and strengthen the institution, but also model leadership behaviors for students.
Such a mindset also improves and enriches their individual working lives (Astin & Astin, 2000).
Expanding and re-centering the concept of leadership is crucial. Faculty are the core foundation
of higher education institutions and the most classical and long sustaining leaders. Without them,
there would be no instructional program and no foundational base in higher education
institutions.
In his book, The Fall of the Faculty (2011), Ginsberg discusses how there has been a deemphasis of
viewing the teaching professoriate in a leadership role. He stresses the importance and urgency
of faculty regaining their voice and power as leaders. He asserts that from a historical perspective,
American universities were led mainly by their faculties. They viewed intellectual production
and pedagogy as the core mission of higher education. Currently, and over the last decade, per
Ginsberg, this has changed where “deanlets”—administrators and staffers, often without serious
academic backgrounds or experience—are setting the educational agenda.
In a further irony, per Ginsberg, many of the newly minted—and non-academic—administrators
are career managers who downplay the importance of teaching and research, as evidenced by
their tireless advocacy for a banal “life skills” or get through college curriculum. Therefore,
students are denied a more enriching educational experience—one defined by intellectual rigor.
Ginsberg calls for teaching faculty to assume their proper role as leaders of learning and in all
aspects of higher education life.
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College and university faculty can provide the kind of leadership that could transform their
institution toward building greater community, cooperation and harmony. Faculty are
considered the stewards of the institution; and, they tend to have the greatest longevity. Faculty
are also a powerful force in the development of young people. Faculty should view themselves
as the leaders of learning. Many faculty are among a community of scholars and are typically
knowledge-based. They are also charged with designing and implementing important
mechanisms and methods for learning. They must actively and innovatively engage students
who are also part of the teaching/learning, leader/follower exchange. Faculty are also called to
serve society as agents of societal change. They provide leadership as teachers, scholars and
servants to the larger society and world; and, some in a profound way.
Teaching itself, is a form of leadership within the classroom, although little of that is
acknowledged when leadership is discussed in the literature. However, the new emerging
paradigm shares this notion, and most scholars agree, that the meaning of leadership depends on
the context in which it is found (Drury, 2005) and involves the expectations of the leader and
followers. Many of the descriptions in emerging leadership paradigms also include an emphasis
on a combination of traits of the leader, followers and context. Thus, in the new emerging
paradigm of leadership, it is becoming more apparent that teachers should be viewed as
influential leaders and agents of change in the classroom and beyond in community, society and
world.
Per Drury (2005),” leadership is what effective teachers do in their classrooms when they influence a
passion for the subject matter, initiate structure in areas of professional competence, guide group
discussion, persuade peer tutoring to occur, design and motivate action-learning processes, clarify goals or
learning objectives, encourage individual persistence, exhibit consideration for students in a variety of
interpersonal behaviors, and in many other ways that facilitate learning outcomes among students” (p.4).
Faculty are leaders because they create and are at the core of the learning organization. They have
the widest impact in the organization, touching the lives of thousands of students, their families
and the communities in which they interface. According to Peter Senge (1990), the best leaders
teach people throughout the organization not only how to see the big picture, but how and why
the different parts interact. Thus, the leader-teacher interaction is an interchangeable one—
teachers must be leaders to be most effective in the classroom.
Leaders of learning also expand knowledge and empower students. Students will observe and
generate their notions and conceptions about leadership from their observation of models and
interactions in the classroom, campus environment, and participation in campus activities. They
will also learn intentionally and unintentionally from such models; as well as, through their
engagement in the educational process. Further, the impact that faculty as leaders have on
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students is far reaching to those students becoming global citizens, productive professionals, civic
oriented citizens, ethical leaders and world-changers.
Teaching faculty scholars have the most profound influence and leader power than any
administrative task leader in higher education. ECCSSA calls for teaching faculty to regenerate,
rise and assume their leadership role.
Goals of 2018 ECCSSA Roundtable The 2018 ECCSSA conference will focus on a scholarly and practical dialogue on cultivating the
leadership of learning. It is a call for teaching faculty to assume their leadership status in higher
education.
ECCSSA invites you to join us in dialogue at the 2018 Roundtable as we call for research, models,
proposals and papers that address, support, and promote teaching faculty as leaders of learning.
Teaching faculty are the true leaders in higher education, with the responsibility of developing,
shaping and molding human potential—in character, ethics, knowledge, skills, well-being,
worldviews, and ability to become productive and viable national and global citizens, and leaders
of the future. It is the teaching faculty who are the basic and foundational core of any institution
of higher learning. They are also parents, heads of households, and must lead their families.
The 2018 ECCSSA Roundtable has some of the following goals:
• To explore the contextualization of leadership;
• To regain leadership status for instructional faculty;
• To develop strategies and models for preparing teaching faculty as leaders of learning;
• To understand theory, epistemology and ways of knowing;
• To promote education for holistic development;
• To explore strategies for teaching, learning, and development of human potential;
• To explore development and building of skills for life and work beyond the classroom;
• To model leadership behavior and cultivate a new leadership archetype;
• To build a culture of creativity and innovation; and,
• To promote transformation, global participation and a sustainable future.
ECCSSA invites you to join us in dialogue at this conference roundtable. We encourage
undergraduate and graduate student participation, joint faculty-student collaboration and team
or group projects and presentations.
Conference presentation formats include individual, collaborative projects, panel discussions,
and posters. Proposals will also be accepted for special pre- and post-conference sessions.
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Special Call for Student Poster Presentations and Papers ECCSSA traditionally and historically has been an organization that supports student
scholarship. We strongly recommend Association members and teaching faculty to encourage
student participation in the conference.
We encourage graduate and undergraduate student submission of poster presentations and
papers. Poster presentations will remain on display through the duration of the conference and
students are asked to be present at their poster during morning breakfast and lunch. Guidelines
for student and faculty papers and poster presentations can be found on the ECCSSA website at:
www.eccssa.org.
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References
Astin, A.W. & Astin, H.S. and Associates. (2000). The leadership role of faculty. In Leadership reconsidered: Engaging higher education in
social change. Battle Creek, MI: W.H. Kellogg Foundation.
Drury, S. (2005). Teacher as servant leader: A faculty model for effectiveness with students. School of Leadership Studies.
Regent University. Online:
http://www.regent.edu/acad/sls/publications/conference_proceedings/servant_leadership_roundtable/2005/pdf/drury_teacher_serv
ant.pdf.
Ginsberg, Benjamin. (2011). The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters (Oxford
University Press).
Miller, H. (2008). Rethinking the classroom. Spaces designed for active and engaged learning and teaching. Solution Essay. Online.
http://www.hermanmiller.com/research/solution-essays/rethinking-the-classroom.html
Senge, P.M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
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A select group of presenters will gather for two days to present their work and to discuss the
work of other presenters. All participants will gather in the same room to hear each presentation.
Therefore, it is imperative that all presenters be in attendance for both days of the roundtable.
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For more information and to download proposal, registration and other forms or to pay online, please visit our
website at: www.eccssa.org. You may also contact Dr. Rosalyn M. King at conference@eccssa.org or roking@nvcc.edu
for additional information.
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Leadership Theories of Learning and Leadership
The Practice of Leadership in Teaching and Learning
Multiple Roles of the College Professor
Empowering Teachers as Agents of Change
Teacher as Leader
Teacher as Servant Leader
Developing Teaching Faculty as Leaders
Cultivating a New Leadership Archetype
Reimagining Meetings
Redesigning Learning
Collaborative Models of Leadership to Promote Teaching and Learning
New Paradigms, Models and Designs for Teaching and Learning Changing the Paradigm of Teaching
Developing a Teaching Philosophy
Empowering Students
Authentic Constructivist Teaching and Learning
Wholistic Education
Differentiated Instruction
Independent Learning
Building the Future of Learning
Fostering Direct and Conversational Relationships
Creating Dialogue
Nurturing Engagement
Neuroscience and Learning
Effective Teaching and Leading Strategies
Building Leadership Skills
Developing Principle-Centered Leaders
Building Skills for Life and Work Beyond the Classroom
Transformational Learning
Lifelong Learning
Positive Psychology
Teaching Mindfulness
Experiential, Service and Community-Engaged Learning
Research Design, Methods, Practice, Dissemination and Participation
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Incorporating Innovation and Creativity Building a Culture of Innovation
Promoting and Encouraging Creativity
Building a Creative Class
Methods for Cultivating Foresight
Creating Games that Teach
Leveraging Technology to Transform Learning New Paradigms for Online Learning
Pedagogy for a Technological Culture
Transforming the Book into E-Book and Learning Portal
The Use and Effectiveness of Publisher Portals for Deep and Rich Learning
The Digital Sector
Using Social and Other Forms of Media
Effective Role and Use of Media to Educate, Inform and Transform
Designing More Effective Learning Environments and Spaces Designing Learning Spaces for Active and Engaged Teaching and Learning
Psychological and Physical Comfort
Creating Learning Studios
Creating Culturally Compatible Classrooms
Effective Learning Environmental Designs
Building Flexible Classroom Structures
Flexible Classroom Furniture and Spaces
Organizational Structure and Physical Design
Global Humanity Developing World Citizens
Developing Global Leaders
Study Abroad
Building Global Skills
Sustainability
Vision of Humanity
The Power of Art in Changing Worldviews
The Power of Art as Language
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For more information and to download proposal, registration and other forms or to pay online, please visit our
website at: www.eccssa.org. You may also contact Dr. Rosalyn M. King at conference@eccssa.org or roking@nvcc.edu
for additional information.