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ACE Network: "Identifying, Developing,...ACE ACE Network: "Identifying, Developing,...ACE Document Transcript

  • 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 2003State 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 CONTENTSI. WHAT YOU NEED TO KNOW ABOUT ACE . . . . . . . . . . . . . . . . . . . . . . . . 1 MISSION …………………………………………………………………………………1 PRESIDENT OF ACE…………………………………………………………………….1 ACE WEB SITE…………………………………………………………………………..2II. 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………………………………………….11III. 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.……..19IV. 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 i
  • V. WHAT YOU NEED TO KNOW TO ORGANIZE YOUR NETWORK . . 35 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…………………………………………………39VI. 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…………………………………………………………………………..47VII. WHO’S WHO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 ACE COMMISSION ON WOMEN IN HIGHER EDUCATION………………….. . 48 ACE NETWORK EXECUTIVE BOARD………………………………………….. . 53 ACE NETWORK, SPONSORS, AND LIAISONS…………………………………. . 55VIII. 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 ii
  • VALUES, STORIES, AND QUESTION CHART……………………… .….84 CAREER MAPPING INSTRUMENT………………………………………..85IX. GOOD STUFF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 FRESH IDEAS………………………………………………………………….……...91 THINGS TO READ…………………………………………………………………....92 QUOTABLE WORDS………………………………………………………………. 96 iii
  • I: What you need to know about ACEMissionCore Values: The American Council on Education (ACE) values inclusiveness anddiversity, recognizes higher education’s responsibility to society, and embraces the belief thatwidespread access to excellent postsecondary educational opportunities is the cornerstone ofa democratic societyVision: ACE aims to foster greater collaboration and new partnerships within and outsidethe higher education community to help colleges and universities anticipate and address thechallenges 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 toinfluence public policy through advocacy, research, and program initiatives.Strategic Priorities: Representation, leadership development, and service.President of ACEDavid Ward became the eleventh President of the American Council on Education onSeptember 1, 2001. Prior to that he served for eight years as the 25th chancellor of theUniversity of Wisconsin-Madison and became the Charles Kendall Adams UniversityProfessor in January 2000. As provost from 1989 to 1993 and as chancellor, Dr. Wardprovided strong leadership for efforts to improve the quality of undergraduate education.Changes he inspired include enhanced student advising, particularly for freshmen andsophomores; expanded course access; a core curriculum; increased opportunities forundergraduates to conduct research; and deliberate focus on women’s issues.During his tenure at the University of Wisconsin, Dr. Ward gave new expression to TheWisconsin Idea, the venerable philosophical framework for the universitys public servicerole. In particular, he improved connections among the university, the city, the businesscommunity, and the state. He also presided over substantial additions to the physical fabricof 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 InternetDevelopment, a nonprofit group spearheading the development of Internet2, the next-generation use of the Internet for teaching and research. He also served on the Board ofDirectors of the National Association of State Universities and Land-Grant Colleges and wasa 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 MastersDegrees from the University of Leeds. He earned a Fulbright Travel award to the UnitedStates 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 awardedthe Andrew H. Clark Professor of Geography and elected President of the Association ofAmerican 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 atUniversity College, London; Australian National University, Canberra; Hebrew University,Jerusalem; University of California, Berkeley; and the University of Leeds, which awardedhim the degree Litt.D. in 1989.ACE Web Site The ACE web site ( 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. 2
  • II: What you need to know about OWHEMissionSince 1973, the Office of Women in Higher Education (OWHE) has been committed to theadvancement of women leaders in higher education. For more than 25 years, OWHE hasprovided information and counsel to constituencies within the higher education communityregarding policies, issues, education, and research that influence women’s equity, diversity,and advancement.OWHE provides national leadership in advancing women to executive positions on campusand serves as a national voice for women in higher education. Staff members also work incollaboration with associations and other groups in higher education on ways to improve thestatus 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 andworking with search firms on placement.LINKING women leaders to one another.SUPPORTING the tenure of mid- and senior-level women administrators and presidentsthroughout their careers.Vice President and Director, OWHEDr. Claire Van Ummersen is the Vice President and Director of the Office of Women inHigher Education with responsibility for creating and offering leadership developmentprograms 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 Universityfrom 1993 to 2001. As a doctoral granting urban university, Cleveland State serves its regionwith undergraduate and graduate education, research to support the state and regionaleconomy, 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 ofNew 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 VideoNetwork 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 ofHigher Education. Her positions included Vice Chancellor for Management Systems andTelecommunications and Associate Vice Chancellor for Academic Affairs. Statewide 3
  • planning and program review were critical components of her responsibilities for the 39public colleges and universities in the system.At the University of Massachusetts-Boston, Dr. Van Ummersen first served as AssistantProfessor of Biology and later as Graduate Program Director for Biology, Associate Dean forAcademic Affairs, Associate Vice Chancellor for Academic Affairs, and Interim Chancellor.Dr. Van Ummersen spearheaded the development of a strategic plan targeting three majorprogram 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 anMS and a Ph.D. from the same university. She has been awarded two honorary Doctor ofScience degrees, the first from the University of Massachusetts in 1988 and the second fromthe University of Maine in 1991. She is a member of Phi Beta Kappa and Sigma Xi honorarysocieties.OWHE Staff and Contact InformationClaire Van Ummersen, Ph.D.Vice President and Director(202) 939-9390Claire_Van_Ummersen@ace.nche.eduDonna Burns Phillips, Ph.D.Associate Director(202) 939-9388Donna_Phillips@ace.nche.eduDonna Burns Phillips, Associate Director. Dr. Phillips holds a B.A. in Theatre Arts from theUniversity 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 heracademic post in a department of English in August of 2002 to become part of OWHE, sheholds primary responsibility for the operation of the ACE Network and for the writtenmaterials produced by the office. “But,” she says, “that is an overly simple description. InJames Fisher’s words, ‘A good assistant performs everything from the menial to themagnificent.’ I try to achieve the magnificent on Tuesdays.”Deborah Ingram AllenOffice Manager and Coordinator for Women’s Programs(202) 939-9387Deborah_Allen@ace.nche.eduDeborah Allen has been with the OWHE for 16 years. She is currently working on herMasters of Arts in Organizational Management through the University of Phoenix. Deborahis an active member of the church and community. 4
  • Patrice JohnsonProject Coordinator(202) 939-9386Patrice_Johnson@ace.nche.eduPatrice Johnson has worked for the Office of Women in Higher Education since 1998. She isresponsible for coordinating meetings and events for the ACE/Network State CoordinatorsConference, the Executive Board Retreat and the OWHE Commission. Patrice is currentlypursuing a degree in JournalismKaylen TuckerProject Coordinator(202) 939-9728Kaylen_Tucker@ace.nche.eduKaylen Tucker is the graduate intern for the Office of Women in Higher Education. She is adoctoral candidate at the University of Maryland, College Park. Focusing on contemporaryAfrican American literature, the working title of her dissertation is "Hybrid Desires and theDichotomous 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 liberalarts institution upon completion of her Ph.D.Anna CobbProject Assistant(202) 939-9728Anna_Cobb@ace.nche.eduAnna Cobb is the graduate intern for the Office of Women in Higher Education. She is anMBA 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 andPolitical Science, and an MA in English from the Moscow State University, Russia. She hasworked extensively on international development issues and technical assistance foremerging markets.Contact OWHE at:Office of Women in Higher EducationAmerican Council on EducationOne Dupont Circle NWWashington, DC 20036Tel: (202) 939-9390Fax: (202) 833-5696Email: 5
  • The Commission on Women in Higher EducationSince the inception of OWHE, members of the Commission on Women in Higher Educationhave served as advisors. The Commission, whose members are appointed by the President ofACE, provides counsel to OWHE and ACE on policies and programs related to women inhigher education. It also assists with the evaluation of current programs, suggests newprograms for consideration, and advises on matters concerning advancement and equity foracademic women. The Commission, composed of 36 college and university presidents whoserve 3-year terms, meets twice a year. See Chapter VII for a list of current members.OWHE Programs and InitiativesThrough 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 highereducation:♦ 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 andabilities by introducing emerging leaders to current chancellors and/or presidents who cananswer their questions and foster their ambitions, by connecting forum participants withsearch firm consultants who can assist in improving interview skills, and by recommendingcandidates 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 senior- level 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 inevents sponsored by the ACE State Networks, Leadership Forums, and PresidentialRoundtables; 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 siteThe OWHE web site ( is a useful source for informationabout 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, thatsupport 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 includereviewing existing content, adding new content, and keeping the web site’s informationcurrent. 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, ACEIn 1973, the American Council on Education (ACE) formed the Office of Women in HigherEducation (OWHE). Since its founding, OWHE has provided information and counsel toconstituencies within the higher education community regarding policies, issues, education,and research that influence women’s equity, diversity, and advancement. Through its effortsat the national level and through the state organizations that form the ACE Network, OWHEhas built an outstanding history of commitment to the advancement of women leaders inhigher 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 publishingstudies and reports in the decade following its founding in 1918. In the years following WorldWar II and the Korean War, ACE continued its support by sponsoring research and nationalconferences on “Women in the Defense Decade” and by establishing a Commission onWomen (1953-1961).Responding to the changing cultural and political climate within the nation in the 1960s and1970s, particularly evident in the civil rights and education legislation of the day, theAmerican Council on Education devoted its entire 1972 Annual Meeting to women in highereducation.Also in 1972, Roger Heyns, the new president of ACE, and Martha Peterson, chair of theACE Board, began discussions with professional women educators, including many whowere associated with the Council, about supporting women in academia. These discussionsled the Board in October of that year to establish an Office of Women within the Council andreestablish 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 ofstudents at the University of Delaware, to be her assistant. Under their direction, the Officeaccepted its charge from ACE to promote women’s leadership and develop a roster of womenready for top administrative positions in higher education.During its first years, OWHE worked with ACE and colleges and universities onimplementing Title IX, equal pension benefits, and other legal and political measures. Theseissues provided an important backdrop for the major focus of the Office—the advancement ofwomen into senior leadership positions in higher education. In 1974, in conjunction with theACE Office of Leadership Development, OWHE organized the first ACE Symposium for 8
  • Women Considering Careers in Higher Education. This event drew more than 300applications for 100 spaces and became the prototype for future OWHE conferences andmeetings. 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 anduniversity administration.Schlossberg left OWHE after its first year, but Shavlik continued the work of the Office untilEmily Taylor, Dean of Women at the University of Kansas, was hired in 1975 as the seconddirector of OWHE. Together, Taylor and Shavlik, serving as director and associate directorrespectively, 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 andUniversities.” This study showed that of the 2,500 regionally accredited institutions of highereducation, only 148 (or 5 percent) were headed by women—two thirds of whom weremembers of religious orders. Similar statistics came to light in other reports on leadership inhigher education institutions. Evidence continued to mount that identifying women who wereboth ready and able to advance was essential to increasing the number of women in collegeand university presidencies. What women needed, OWHE learned, were programs thatpromoted the advancement of women.In 1976–77, with support from the Carnegie Corporation of New York, OWHE created theNational Identification Program for the Advancement of Women in Higher Education. Thisprogram, now known as the ACE Network, was originally designed to increase the number ofwomen in senior administrative positions in higher education, especially presidencies. Withguidance and support from OWHE, efforts to identify and advance women into leadershippositions would take place across the country, augmenting the scope of the Office’s work. By1977, 12 states—those with the greatest number of higher education institutions and thegreatest number of students—had initiated state programs, followed by other states over thenext five years.Judith Touchton joined OWHE in 1977, beginning a tenure at the Office that would last until1998. 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 besuccessful, OWHE needed to form a coalition of men and women, including current collegepresidents and those who sat on search committees.It also was clear that someone needed to collect, analyze, and disseminate data on theadvancement of women. This effort became a continuing responsibility of the Office. In ACEpublications and in books and articles published by others, OWHE began to address a widevariety of issues relating to women and the college presidency. From the seminal workspublished 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 leadingthe dialogue on advancing and supporting women in higher education administration.Among the programs supported by OWHE to advance women in higher education have beenits National Forums. Begun in 1977, OWHE has sponsored these conferences for womenpoised to assume presidencies, vice presidencies, and major deanships. The sessions enablethem to meet and network with college presidents, search firms, and experts on variousaspects of college and university leadership. The Office has held 61 forums since theirinception, attended by 1,135 women. Records indicate that approximately 20 percent ofNational 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 educationinstitutions or foundations.OWHE also has sponsored programs to support women who have achieved collegepresidencies. 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 highereducation, shape future initiatives, and form international networks.Throughout its history, OWHE has developed strong ties with outside organizations, seekingthe cooperation and support of other presidential associations, women’s organizations, andadvocacy groups that serve women in higher education. These ties have been especiallyadvantageous 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 commitmentto diversity and equity. On many occasions, the Office has supplemented its own efforts bycollaborating both with other ACE departments and with other organizations to advancewomen 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 withShavlik that endured through 1997, when Shavlik retired. Touchton then became the Office’sinterim director, succeeded by Judith Sturnick in 1998. When Sturnick, the first director toalso hold the title of ACE vice president, left OWHE in 2000 to become president of theUnion Institute, Gladys Brown, then associate director, was named interim director, aposition she held until 2001, when Claire Van Ummersen became the Vice President andDirector of the Office of Women in Higher Education. She, in turn, appointed Donna BurnsPhillips as Associate Director in August 2002.Throughout these leadership changes, OWHE has maintained—and continues to maintain—aclear focus on its mission: to IDENTIFY women leaders nationally in higher education; toDEVELOP women’s leadership abilities; to ENCOURAGE women to use their abilities andtalents; to ADVANCE more women into leadership positions; to LINK women leaders to oneanother; and to SUPPORT the tenure of mid- and senior-level women administrators andeducators.The Donna Shavlik AwardEstablished in honor of the long-serving director of OWHE, The Donna Shavlik Award ispresented annually by the ACE Office of Women in Higher Education to an individualdemonstrating sustained and continuing commitment to women’s advancement nationallyand in individual institutions of higher education. Award recipients have demonstratedleadership and commitment to the advancement of women through actions or initiatives inenhancing women’s leadership development, career development, campus climate, andmentoring of and for women.Nominations are solicited from college presidents and other leaders in higher education. Acommittee, with representatives from the ACE Commission on Women in Higher Education,the ACE Network Executive Board, and OWHE, reviews nominations and selects each year’srecipient. The award is presented at the ACE Annual Meeting during the OWHE Women’sLeadership Dinner. 10
  • The ACE Network Award for Programs Advancing Womenin Higher EducationThe ACE Network Award for Programs Advancing Women in Hither Education is presentedannually by the ACE Network Executive Board to an oustanding, innovative, and visionaryprogram sponsored by a state ACE Network or by a colege or university. Nominations aresought for programs that have demostrated leadership and commitment to the advancement ofwomen through sustained initiatives that identify, develop, advance, and support women inhigher education.A committee of Executive Board members reviews nominations and forwards arecommendation to the Director of OWHE, who subsequently sends a recommendation andrationale to the president of ACE for a final decision. The award is presented at the StateCoordinators’ Conference reception . 11
  • III: What you need to know about the ACE NetworkHistory of the ACE NetworkWith a grant from the Carnegie Corporation in 1977, the Office of Women (OWHE) startedthe ACE National Identification Program, which, 25 years later, is the ACE Network. Thepurpose of ACE/NIP, broadly stated, was to address the needs and issues relating to women’sleadership in higher education—needs and issues that had been identified during the earlyyears of the Office through its meetings with women faculty and administrators throughoutthe U.S. It is a mission that is still relevant today, and one that is supported by ACENetworks across the nation.In 1977, California, New York, and Florida became the first states to create an ACE NationalIdentification Program. Within a year, they were joined by Wisconsin, Texas, Massachusetts,Illinois, Michigan, Minnesota, Pennsylvania, Ohio, and Indiana. New Jersey followed shortlythereafter. Within the next five years, the ACE Network became a state-based, nationalprogram.The initial grant proposed creating state planning committees in each state withrepresentation 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 planningcommittee and state coordinator would create effective strategies to identify and advancewomen into senior leadership positions within the state’s colleges and universities. Overtime, the state networks have developed organizational structures and initiatives that best fitthe structure of higher education within the particular state. Nonetheless, the structure of aplanning board, a state coordinator, institutional representatives, and support of collegepresidents remains the hallmark of the ACE Network. The state networks are linked to oneanother through their connection with OWHE and a national executive board, established in1991 to serve as both mentors to the state coordinators and advisors to support OWHE staffin working with the states. For a quarter of a century, the state networks have retained ashared vision, common purpose, and mutual commitment to advancing women’s leadershipin higher education.During the past 25 years, the individual state networks have developed a variety of effectiveprograms and initiatives, responsive to the needs of women in their states. Statewide orregional conferences are annual events in many states, providing professional developmentand 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 mid-to senior-level women leaders, providing an opportunity to identify and develop emergingwomen leaders. Many states present awards to women leaders, enhancing public awarenessof their contributions. Several states have sponsored women student leadership conferences,and others include women students in meetings and award programs. Receptions for womenlegislators, women college presidents, and women board members are other ways that thestate networks have sought to advance women’s leadership. Similarly, some states havetargeted specific audiences—deans, department chairs, and vice-presidents—with workshops 12
  • and seminars. Many states have followed OWHE’s example by partnering with otherwomen’s organizations to collaborate in meeting shared goals.In 1995, on the occasion of the 20th anniversary of the ACE Network, Donna Shavlik andJudy Touchton wrote, “It is a rare privilege to be able to look back over two decades and tosay, truthfully and with pride, ‘This is an idea that has worked.’” Their words are timeless, asstate networks continue to enhance their support for women in college and universityadministration.Structure of the ACE NetworkIn 1977, OWHE created what has become the ACE Network, with state planning boards andstate coordinators throughout the nation, in order to build the infrastructure needed toidentify, develop, encourage, advance, link, and support women in higher educationadministrative careers. Although most states have a single state coordinator, some have co-coordinators, and some large states are divided into two regions, each with a state coordinatorand planning board. In 1991, OWHE established the Executive Board of the ACE Networkto serve as advisors to the Office and as liaisons to state coordinators. Today, the ExecutiveBoard uses geographic locations to divide mentoring responsibilities for individual statenetworks among its members. The Chair of the Executive Board, the primary liaisonbetween OWHE and the Board, works directly with the Associate Director and Director ofOWHE. State coordinators and the Executive Board are also advised by college anduniversity presidents who have agreed to serve as Presidential Sponsors for specific states.Roles and Expectations of the Executive BoardThe ACE Network Executive Board supports a national system of state networks for womenin higher education by serving as liaisons to state planning boards; mentoring statecoordinators; and advising OWHE on issues relating to identifying, developing, encouraging,advancing, leading, and supporting women in higher education administrative careers. TheExecutive Board nominates women to serve as state coordinators and may suggestpresidential sponsors. Members of the board nominate women to OWHE to participate innational leadership forums and to assume senior level positions in higher educationadministration. Board members have a group of states for which they serve as liaisons.When needed, they provide primary leadership for developing or strengthening state planningboards and networks.Expectations of the ACE Network Executive Board members revolve around the statenetworks 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. 13
  • ♦ Identify core issues affecting all states and make recommendations for action as appropriate.♦ 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 contactinformation and liaison connections. 14
  • Roles and Expectations of Presidential SponsorsTogether, the Board and OWHE have revitalized this network of college and universitypresidents; each state should have at least one president to serve as an advisor and mentor tothe 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 presidentialsponsor should select from the various ideas presented under each heading or developother 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 CoordinatorsThe State Coordinator is the key leader of the ACE Network in her respective state. Shechairs the state planning committee and serves as the principal liaison among the ACENetwork in her state, Institutional Representatives, OWHE, and the members of theExecutive Board of the ACE Network.Selection as state coordinator is based on the coordinator’s previous administrativeexperience as well as her clear commitment to women’s issues in higher education. Mostoften, the coordinator has served over a period of years as a member of the state planningcommittee and has been nominated for this position by the members of the state planningcommittee. Members of the Executive Board or one of the state’s presidential sponsors mayalso nominate women to serve as state coordinator.A nomination or nominations to fill the position of state coordinator will be forwarded to theChair of the Executive Board. She will review and assess the nomination(s), forwarding oneor 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 Presidentof ACE will write the college or university president of the campus on which the womanserves, acknowledging the honor and outlining the responsibilities of the state coordinatorposition.The state coordinator is expected to work closely with OWHE and the members of theExecutive Board to lead and support the vision and programs of the ACE Network andOWHE. In order to fulfill the expectations of this role, it is critical that the state coordinatorplan to attend the annual meeting of the state coordinators. This two-day seminar isdeveloped and implemented by OWHE and the Executive Board members and held inconjunction with the annual meeting of ACE. The Conference is vital to the achievement ofthe goals of OWHE and the ACE Network and must receive a high priority in thecoordinator’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 coordinatorshould select from the various ideas presented under each strategy or develop otherstrategies that meet specific needs of women in higher education within her state.Roles and Expectations of the State Planning CommitteeThe state coordinator and the members of the state planning committee form the keyleadership for the ACE Network at the state level. Each state coordinator and state planningcommittee is linked to the ACE Network’s Executive Board through a member of theExecutive Board who serves as a regional liaison. In addition, the Chair of the ExecutiveBoard and the Director, and the Associate Director, OWHE, communicate on a regular basiswith the state coordinator and, through her, to the planning committee.The state planning committee should be composed of a variety of women administrators fromthroughout the state and should represent the diversity of positions held by women in thestate. The geography of the state, the many types of women administrators working in thestate, and representation of women of color should be among the criteria considered asselections 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 stateplanning committee should select from the various ideas presented under each strategy ordevelop other strategies that meet specific needs of women in higher education within thestate.Roles and Expectations of Institutional RepresentativesThe Institutional Representative (IR) is a key person in the development and implementationof the strategic plans of the ACE Network in each state. Ideally, each institution of highereducation in the state will appoint an IR to represent and serve as an advocate for the interestsof 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 statecoordinator or a member of the state planning committee makes a recommendation to thepresident on behalf of the ACE Network. The IR’s appointment recognizes the critical roleshe has already played at her institution with regard to the identification and development ofwomen’s leadership issues on her campus and signals the institution’s support for theadvancement of women into key leadership positions in higher education. The IR works inclose collaboration with the state coordinator and the members of the state planningcommittee and serves as a liaison between the women at her institution and the members ofthe state planning committee, the Executive Board, and OWHE.Women fulfilling this role serve as catalysts for innovation among women in highereducation and as communication links between and among women administrators, womenaspiring to leadership roles in post-secondary educational environments, and ACE leaderscommitted to the furtherance of women’s roles in higher education leadership. When 19
  • implementing activities planned in consultation with the ACE Network and OWHE, the IRrepresents these groups and ACE. The institutional representative may wish to appoint acommittee 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 aspirationsDevelop♦ 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. Aninstitutional representative should select from the various ideas presented under eachstrategy or develop other strategies that meet specific needs of women in higher educationat her institution. 21
  • IV: What you need to know about Policies and ResourcesThe OWHE Graphic IdentifierIn 2002, OWHE developed a graphic identifier as part of the Office’s planning and marketingstrategy. Used in recent OWHE publications to provide symbol recognition, the graphicidentifier will also be used by the Office in stationary, brochures, certificates, pins, andawards, in accordance with ACE policy.The ACE Network Graphic IdentifierSimilar to the OWHE graphic identifier is the ACE Network graphic identifier. This symbolis 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 OWHEand ACE, its use must be judicious. State networks may use the ACE Network graphic aslong as it is clear that the state network originated the stationery, brochure, certificate, oraward.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 orfundraising—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 documentis available from OWHE and is included in on the disk that is part of the Handbook. If youhave any problems accessing this graphic, please contact OWHE; we will work with ACEinformation technology staff to resolve these difficulties.Sample State Network Letterhead using the ACE NetworkGraphic Identifier <insert your state network name here> PO Box 123 State College Collegetown 12345The ACE Network graphic identifier could be inserted at the top left-hand corner or centeredat the bottom of the page. 23
  • FundraisingBecause 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 shouldgovern 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 appropriateamount) to support the work of the state network. Voluntary supporters could berewarded 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 donorwill receive a formal statement about making a charitable contribution as a deduction on thedonor’s taxes. Unless the state network is incorporated as a non-profit organization, suchacknowledgement cannot legally be made. As long as that is understood, a state network canaccept donations.Sales. State networks may sell merchandise. State networks should follow state lawsregarding sales, sales tax, and the like.Grants. State networks can, in their own name, solicit grants. In applying for grants, thestate network should make it clear that the state network—not ACE or OWHE—is solicitingthe grant. ACE experience, however, suggests that foundations and the like would prefer todeal with formal organizations—an argument for incorporating the state network.Support from presidents and campuses. State networks may ask college presidents forsupport (monetary, services, etc.). As with grants, the request must make it clear that thestate 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 gettingsupport 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 statenetworks.Using the MediaIncreasing the visibility of the ACE Network within each state is an important goal and onewe believe necessary to the continued advancement of women into leadership positionswithin our nation’s colleges and universities. There are many opportunities for statenetworks to publicize the ACE Network, leadership development programs, andachievements of women leaders within the state. As a state coordinator, you might highlightsome 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 toprepare press releases or short articles for use by the media. Although a full-blown mediacampaign may not be something a state planning committee is willing to undertake, findingways to publicize the work of the state network and OWHE should be within reach of moststate coordinators. Press releases within conference handouts, e-mail messages in the form ofa 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 ACENetwork and bring attention to issues affecting women’s career advancement.A Short Guide to Media RelationsHere are some tips to help increase success in securing coverage in local and regional mediaoutlets:Publicity for an event or advocating a public policy position in an opinion article or letter tothe editor requires clear and concise writing. Well-organized and thoughtful sentences, usingproper 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 staffregarding 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 onthe same campus the same day. Ask about the institution’s policy regarding faculty/staffopinion articles and the use of your title and the name of the institution.Newspapers are divided into sections with specific responsibilities. Different sections havedifferent deadlines. Events calendars and community sections may require information up to10 days before it will appear in print. Read these sections carefully for deadlinerequirements.Editors and reporters also have specific responsibilities. Sending your announcement to thecorrect 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 CityDesk or Metro Desk) 7 to 14 days in advance. Newspapers have a limited number of staffavailable for assignment on any given day.Letters to the Editor, not to exceed 300 words, and Opinion Articles, 500-750 words, shouldbe sent to the editorial page editor. Before writing an opinion article, call the Opinion pageeditor 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 bemade before noon. The activity and pace in a newsroom increases in the afternoon asdeadlines near. You will get more assistance early in the day.Local television and radio stations are stretched even more thinly. Your event must becompelling and highly newsworthy for television or radio stations to invest their limitedresources.Television requires compelling visual images to be successful. Be prepared to describe thepossible images to the television news producerMany 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 oremail 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 withyour 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 nations colleges and universities dedicated to higher education issues and advocacy on behalf of quality higher education programs. Counted among the Councils 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: -end- 27
  • Sample LettersThe responsibilities of a state coordinator, a member of the state planning committee, and aninstitutional representative are immensely important and deserve formal appointment lettersand recognition.State Coordinators. OWHE will appoint state coordinators in a letter signed by the VicePresident and Director, OWHE. The President, ACE, will write a letter to the statecoordinator’s college or university president, explaining the mission of the ACE Network andasking for his or her support for the work of the state coordinator.State Planning Committee. The state coordinator, one of the ACE Network presidentialsponsors, or a member of the Executive Board should solicit members for the committee bywriting or contacting college and university presidents within the state. A formal letter—toboth the committee member and her college or university president—would be appropriateand could be prepared and signed by the state coordinator, the presidential sponsor, or amember of the Executive Board, as determined by the state network.Institutional Representatives. In some states, institutional representatives do not serve on thestate planning committee but serve rather as liaisons to the state planning committee or toregional associations linked to the state planning committee. Institutional representativesshould be nominated or appointed by their college or university presidents. Both therepresentative and the college president should receive letters acknowledging the service tobe provided by the institutional representative. Letters prepared by the state coordinator, amember of the state planning board, a presidential sponsor, or a member of the ExecutiveBoard would be appropriate.State coordinators may also send periodic thank-you letters, on an annual basis or at the endof a term of office, to members of state planning committees and institutional representativesand their college or university presidents.Letters welcoming women into senior-level college or university administrative positionswithin a state can serve to publicize the ACE Network and encourage participation in itsprograms and initiatives. Such letters could be written by the state coordinator, a member ofthe 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 aneffective addition.Several sample letters follow. Offered as suggestions only, they can easily be modified tomeet the needs of any state network.The first is the text from the letter sent by the President, ACE, to presidents of the collegesand universities of women appointed to the position of state coordinator. This letter could bemodified and sent to presidents of women serving as planning committee members orinstitutional representatives.The second is text from a letter used in South Carolina to request that presidents nameinstitutional 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 andits state network. 28
  • Sample Letter to College PresidentsDear <President’s name> The ACE Office of Women in Higher Education is pleased to have <StateCoordinator’s name> as the State Coordinator for the <State> Network of the ACENetwork. The intent of this program is to establish a national network for the identification,recommendation, and advancement of women administrators and, therefore, to increase thenumber of women who hold major decision making positions in higher education. Moredetail 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 advancementof women in higher education in <State> will also be a vital contribution to the program.Enclosure <brochure> 29
  • Sample Letter Requesting Presidents to Name Institutional RepresentativesDear <President’s Name>:South Carolina Women in Higher Education (SCWHE) of the American Council onEducation (ACE) Network, Office of Women in Higher Education, is a national grass rootsorganization for women in higher education. By using the strategies of identifying womenin higher education, developing the leadership of women in higher education, advancingwomen into senior level positions, and sustaining and supporting women in highereducation, SCWHE focuses on advancing talented women in post-secondaryadministration. Enclosed is a plan that outlines how ACE, OWHE, and the ACE Networkwork together to advance women in higher education and that develops a framework forcampus presidents to support and provide visibility to women’s leadership.A key person in the ACE Network of the OWHE is the Institutional Representative whoserole is to provide women on individual campuses with information about the activities ofSCWHE and the ACE Network. Appointed by the president as the campus liaison toSCWHE, Institutional Representatives are the major communication links between thecampus, SCWHE, the ACE Network, and OWHE. A document developed by the ACENetwork Executive Board outlining in detail the role of the Institutional Representative isenclosed.I would like your assistance in naming an Institutional Representative to South CarolinaWomen in Higher Education and the ACE Network from <name of the college oruniversity>. As you consider candidates for the role of Institutional Representative, it iscritical for you to nominate a women in a senior level leadership position who can workeffectively in implementing programs and activities on the campus and who can enlist thesupport of other women on campus to promote women’s advancement. Your appointeeshould have demonstrated leadership in and commitment to the advancement of women inhigher education, and she should be willing to serve as an advocate for all women in highereducation. It is important that you provide support for your Institutional Representative aswell, especially in funding her participation in the annual conference sponsored bySCWHE.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 beinvited to participate in a workshop to be held in a few weeks focusing on her role as thecampus liaison. If additional information is needed on the role of the InstitutionalRepresentative or if you would like to discuss your nomination, please let me know.The appointment of an Institutional Representative to South Carolina Women in HigherEducation recognizes the critical role she has already played at her institution in women’sleadership issues and signals the institution’s support for the advancement of women intokey leadership positions in higher education. We welcome as well your participation in theprograms of SCWHE.Sincerely, 30
  • <State Coordinator> 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> 31
  • Sample Letter Welcoming Women to the State and the State NetworkDear <Name>:In speaking with <name of Executive Board member, Presidential Sponsor, or otherperson>, I understand that you will be assuming the position of <name of position andname of college or university> in a few weeks. Congratulations on your newappointment! I want to welcome you to South Carolina and to South Carolina Womenin Higher Education (SCWHE), a strong and viable network of women in highereducation. I am the state coordinator of SCWHE, and I am most excited about yourappointment to the position of <position title>, which has never been previously heldby a woman.South Carolina Women in Higher Education is a part of the ACE Network, a nationalorganization of state networks sponsored by the Office of Women in Higher Education(OWHE) of the American Council on Education (ACE). Through grass-rootsorganizations in the states, the ACE Network identifies, develops, advances, andsupports women in higher education administration throughout the country. The Officeof Women in Higher Education offers national forums for women ready to advanceinto senior level positions, prepares publications on women in higher education, andnominates 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, aworkshop for women who are department chairs or aspire to be department chairs, andother programs and services for women in higher education. We have a state planningcommittee that is active in providing leadership for women’s advancement in SouthCarolina. You may want to access our website at <website address>.The Institutional Representative at <name of college or university> is <Name>. Shecan be reached at <phone number> and by e-mail at <email address>. She canprovide you with additional information about SCWHE. When you arrive in <citywhen college or university is located>, please let her know your mailing address andphone number. We want you to join us at the annual conference that will be inFebruary in Charleston, S.C. <Name of Institutional Representative> will haveinformation on how to register for that conference. Attending that conference will giveyou an opportunity to meet other women in South Carolina and to begin to developyour own network of support.Again, welcome to South Carolina and SCWHE. If I can assist you in any way as youmake plans to relocate in our state or as you assume this new position, please do nothesitate to contact me.Sincerely,<State Coordinator> 32
  • Advancing Women into Senior Leadership PositionsIdentifying, developing, and advancing women into senior leadership positions within highereducation are key components of OWHE’s mission. The assistance provided by the ACENetwork at the state level forms an essential part of the process infrastructure. By workingtogether, OWHE and the state network can give emerging leaders opportunities to enhancetheir leadership skills and to connect to search firms and committees seeking to fill senior-level positions.National Leadership ForumsThe OWHE National Leadership Forum is a three-day biannual workshop, held inWashington, DC, for women who already hold relatively senior-level appointments and areconsidering seeking college or university presidencies or vice presidencies. A hands-onseminar featuring a highly personal approach, the Forum allows women to explore andevaluate 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 seniorACE 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. Suchnominations need not be formal or highly detailed, but should provide enough informationabout the woman’s current position and career aspirations, as well as a candid assessment ofher 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 theirhelp, OWHE can provide the support women need to move into presidential and vicepresidential searches. The nomination or identification of women who are ready to advancein their careers may be made at any time to the Vice President and Director, OWHE, or inresponse to a specific OWHE query.More information about the National Leadership Forum is available on the OWHE web siteand 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 NetworkCharacteristics of Strong State NetworksStrong state networks have stable volunteer leadership provided by an active state coordinatorwho 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 OWHEand the ACE Network. To carry out this important leadership role in her state, the statecoordinator is provided financial and secretarial support from her college or university. Thestate 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 inleadership.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 ModelsThere is no right way or wrong way to organize a state network. The size of the state, naturalgeographic divisions, political or cultural divisions, the number and locations of colleges anduniversities—all of these will shape the state network’s structure. Another factor that mayinfluence the network’s organization is how the state network has dealt traditionally withproviding professional development for women in entry- to mid-level career positions, aswell as for women seeking senior-level positions.As the ACE Network was originally conceived, each state would have a state planningcommittee, headed by a state coordinator. All of these women would be in a senior-levelposition, in order to have the clout and access to resources to sustain a network to identifyand advance women. In addition, the planning committee would be advised by a board ofcollege presidents—men and women—within the state. While some states have moved awayfrom this model, it is, nonetheless, a good one. The most successful networks continue to beled by women in senior positions, and involvement of college presidents has proven, overtime, to be a critical component of strong networks. 35
  • A strong state planning committee is vital to the success of the network. A single statecoordinator cannot do it all on her own. This has become especially evident in recent yearsas jobs have become more complex and demanding even as resources diminish. Sharing theload is necessary for the health and well-being of the state coordinator and creates a networkwithin the network on which all participants can rely. Having a strong state planningcommittee with women who are actively involved in network activities is also the first step inensuring a line of succession in the leadership of the network. Continuing connection of thepast state coordinator to the current state coordinator and a state coordinator designee willinsure that no one has to start without precedents and that the state network retains itsstrength over time.Some state networks have by-laws and defined positions for members of the state planningcommittee. Many networks have officers—treasurer, secretary, public relations, conferencecoordinator, and the like. Again, each state will organize itself in different ways, but beingclear about who is supposed to do what is important. Delegation of responsibilities andteamwork are hallmarks of strong state networks.Mission statements linked to goals and objectives will help identify priorities for statenetwork initiatives. Few states can do everything that might be done as part of a networkidentifying, developing, encouraging, advancing, linking, and supporting women in theircareers 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 shiftpriorities? Can we learn from other states (see section on Best Practices)? Liaisons from theExecutive Board can help state networks retain their effectiveness as they change or enhancetheir current course.Two models are presented below: one of a small state with a modest number of colleges anduniversities and one of a large state with many institutions. Many states will use acombination of models, but the two ways of organizing a state may provide insights formanaging state networks, no matter what their size. (For illustrative purposes, both arepresented as fully successful.)The Small StateSmall State’s state planning committee has an institutional representative from every collegeand university within the state. They meet three times a year in the centrally-located capitalof the state, often in conjunction with another state meeting that brings some of thecommittee to the capital. In any case, distances are small enough that no one has to drivemore that a few hours. Small State’s state planning committee develops an annual state-wideconference for mid- to senior-level women in higher education. Attendance is high, given thecentral location and the relatively short distances required; most attendees do not have to planan overnight stay. Because all of the members of the state planning committee areinstitutional representatives, each of them has developed active networks on her own campus,especially for women in entry- to mid-level positions. Since the institutional representativesknow each other well through their work on the state planning committee, they may planlocal 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 onthe state planning committee holds a mid- to senior leadership position and knows the otherwomen in similar positions on her campus. The state planning committee also serves as a jobnetwork 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 planningcommittee to develop mentoring programs across the state. Meetings in the state capitalprovide an excellent opportunity for publicity and for initiatives involving women statelegislators. Advised by a Board of Presidents, the state planning committee has maintainedits ranks of institutional representatives who are supported by their presidents in terms of timeand resources.The Large StateLarge State has over 200 colleges and universities, making it impractical for all to berepresented on the state planning committee. Moreover, distances are daunting—even travelto a central location can be a 5-6 hour drive, and people in one part of the state just don’ttravel to other parts of the state. Facing this regional reality, Large State soon organized itselfinto regions, with regional associations in five separate parts of the state. These associationshave flourished. Modeled on the state planning committee concept, each regional associationhas a planning committee composed of institutional representatives. The five regionalassociations function independently, planning conferences and programs for women withintheir regions. Over time, the regional associations have focused on entry- to mid-levelprofessional development activities. Each regional association elects a representative to serveon the Large State state planning committee. In addition, each member of the state planningcommittee serves as a liaison to each of the regions and a point of contact for women in mid-to senior-level positions within the region. Women holding senior-level appointments areinvited to be on the state planning committee based on the type and location of their homeinstitutions, ensuring that the state planning committee is representative of the colleges anduniversities within the state. The planning committee gets together twice a year—once for atwo-day retreat and planning meeting and once mid-year to finalize plans for the annualleadership conference. (Indeed, much of the work of the state planning committee isconducted by a steering committee—officers of the state planning committee who meet morefrequently or by conference call.) A statewide conference has not worked—distances are toogreat—so the location of the annual conference is held one year in the western part of thestate and in alternate years in the eastern part of the state, with each conference hosted by acollege president. It is a challenge for the state planning board to identify women who areready to advance to senior-level positions, but the regional liaison program keeps eachmember of the state planning committee in touch with institutions in her region. Large Stateis also advised by a group of women college presidents. They rarely attend meetings due todistances, but host meetings and conferences and help make connections with otherpresidents throughout the state, garnering support for the state network.ACE Network Business Operations: Administering theState OrganizationCorporate IdentityIt is essential that each state network establish a corporate home for the organization’s fiscalactivities. The state network needs to conduct business under the auspices of a non-profitorganization, a 501(c)(3), that has a federal tax identification number to use in operating theorganization. There are basically two corporate options available: (1) incorporate the stateorganization as its own 501(c)(3), or (2) operate within the structure of another non-profitcorporation, such as the philanthropic foundation of a college or university. 37
  • The advantage of incorporating the state organization is that the state network will havecontrol over all decision-making, including its future continuity. The disadvantages are thestart up efforts and costs (less than $200); maintaining the continuity of organizationalaccounts and bank statements; and record-keeping (careful taking and maintenance of boardminutes to reflect all fiduciary decisions). The state organization must have a formalstructure that is described in a “forming document,” and its officers have on-going legalresponsibilities. While these may not be onerous and may be executed with the assistance ofcompetent staff, they are real.The advantage of operating under the aegis of another non-profit corporation is that theprofessional staff of the organization can perform most of the administrative tasks, such asmaintaining accounts and filing tax reports with state and federal agencies. Foundationsusually charge a fee for such administrative services, but they are generally reasonable for thebenefit they provide. The disadvantages of this arrangement begin with identifying anappropriate 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 specialattention to the legal requirements.Complete information on how to establish and administer a 501(c)(3) corporation, includingfinancial reporting and tax filing requirements can be found at:Http://www/irs/gov/prod/bus_info/_info/eo/excempt-req.html. Other information can befound in the publication, Starting and Managing a Nonprofit Organization—A Legal Guide,by Bruce R. Hopkins, John Wiley and Sons, 1989.Bank AccountsOnce the corporate identity of the organization has been established and a federalidentification number issued, the state coordinator and/or treasurer must open a bank accountto manage the finances of the organization. We recommend having two individualsauthorized to sign checks, though double signatures are not necessary.Relationships with Sponsoring InstitutionsIt is important that the state organization maintain an appropriate balance of autonomy andcooperation. Organizations should not become so dependent upon any one college oruniversity for infrastructure support that the viability of the state network would bejeopardized if the support were withdrawn. At the same time, working cooperatively withcolleges and universities in jointly sponsoring programs, organizing and conductingconferences, and sharing costs extremely important. Make clarifying the businessrelationships and responsibilities one of the first items on the planning agenda whenundertaking any initiative. 38
  • Guidelines for Involving Presidents in State NetworksExperience tells us that involving presidents in the organization and programs of a statenetwork is a very important contributor to success. The following guidelines reflect practicesadopted by a variety of states for working effectively with presidents of colleges anduniversities within the state.Presidential sponsors are officially appointed by the president of ACE upon therecommendation of the Vice President and Director of OWHE. Suggestions from the statenetworks are always welcome.This sponsorship could include all or some of the following, depending on individualcircumstances: providing financial, administrative, or logistical support for a conference orother activity; hosting a conference or providing space for the conference or meeting; hostinga reception at the president’s house; assigning a member of the campus media relations staffto handle public relations for the state network or network event; providing printing andmailing 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 orher to stay for a significant time period--not just to come in, make a presentation, and thenleave. 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 andinclude women presidents, women legislators, women business leaders, and/or leaders ofother women’s organizations.Write to all the presidents in the state periodically, outlining the state network’s goals andactivities. 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 otherhigher 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 afree-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 thestate network or a short essay that can be used in a newsletter or as a handout at a stateconference or other event.When you bring several presidents together for an event, give them time to meet privatelywith one another. Presidents welcome opportunities to build support networks.When meeting on a college campus, invite the college president to welcome the group oropen the conference.Rebuilding a State NetworkOver the past 25 years, some state networks have faced the need to rebuild. The causes aremany, but chief among them is the failure to find strong replacements for an outgoing statecoordinator or state planning board members who retire or move to positions outside of thestate. When there is no firm succession plan in place, some networks may find themselvesconfronting a leadership void. Another contributing factor seems to be the loss of presidentialadvisors 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 withinthe 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 thepresidential sponsor call other college presidents, asking them to nominate women to serveon the state planning board. In other cases, the entire infrastructure of the state network mayneed 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, co- sponsor 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 NetworksThis chapter highlights successful practices from state networks throughout the nation. Ifyou have something to contribute—something that has worked well for you—pleasecontribute it to the next edition of the Handbook. Send an email to OWHE, describing yourevent or program.Statewide ConferencesMany state networks sponsor an annual conference for women within their state. A singleconference at a convenient location may draw a large group, with 100 to 200 attendeesreported by most states. A single statewide conference can focus attention on the ACENetwork, bring together women college presidents within the state, and create informalnetworks among attendees. A successful state conference is an opportunity to build financialresources if conference fees exceed expenses. Hosting by a college campus may reducecosts.Organizing for a conference is vital. Too often, the state coordinator finds herself alone inpulling it off—something clearly to be avoided. Some states find it useful to have someoneother than the state coordinator chair the conference committee; other states organize theentire 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 forbringing together presidents as speakers or members of a panel.Finding the right topic and speakers may be critical to a successful conference. Focus on whowill attend and how they will pay for it. Lucy Lapovsky, President of Mercy College and aformer member of the Executive Board, advises conference planners to look carefully at howthey market the conference. Is the conference something that a woman’s supervisor willsupport? Offering sessions on budgeting, managing human resources, strategic planning, andso forth may make a college or university more likely to pay the fees of those who attend theconference. 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 StateSome states are inherently regional. Many states have a major city with many colleges anduniversities located within its metropolitan area. In such cases, it may make sense to hold aregional conference. Some states, like New York, have regional association networks withindifferent parts of the state, and these regional associations hold conferences once or twice ayear. Other states, like California, are divided into two networks. States without such aregional structure may also decide to hold conferences in different parts of the state, drawingon regional strength. With the right kind of technical support, teleconferencing, linking twoor 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 StatesIt may be time to think creatively and form partnerships between and among states. Would aNew England regional conference make sense? Could Philadelphia partner with New Jersey?Would such conferences appeal more to women in senior-level positions? Could aconference be held in conjunction with an accreditation meeting that draws its members froma defined region?Specialized Leadership Development ProgramsWhile conferences can be general professional development programs, some states haveinitiated 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 atall levels of college and university administration. Some specialized programs offered bystate 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 ProgramsMany states present awards to women who have made special contributions to advancingwomen 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 stateswith active awards programs include South Carolina, Washington, DC, New York, Vermont,and Oregon.NewslettersFor many state networks, a newsletter is one way of keeping connected with women acrossthe state. The newsletter can be simple or complex, electronic or printed. Topics fornewsletters 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 issuesof 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 ( 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 SitesMany states are taking advantage of technology to create web sites for the state network. Ifupdated on a regular basis, web sites can be good places for network leaders to placeinformation 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: • Find Virginia at: • http://ace.prov.vt.eduThe ACE Network Executive Board will publicize state network web sites. State networkswith web sites should send URLs to their Executive Board liaisons.Financial ResourcesAs noted in an earlier chapter, fund raising can be problematic. We are collecting ideas thathave 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 directsupport of the conference are turned over to the state network treasury to fund futureinitiatives.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 asuggested 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 eitherfree or offered at a discount. Mailing and reproduction costs may also be something apresident can offer. If a conference is held on campus, the president may be willing to makea member of his or her staff available to help plan and coordinate the event.Retreats for the State Planning CommitteeSeveral states hold an annual retreat for members of the state planning committee. Often atwo-day event, the retreat offers an opportunity for members of the committee to conductlong range strategic planning, assess the successes and challenges of the network’s activitiesthroughout the previous year, plan events for upcoming year, and squeeze in someprofessional development time. A planning retreat can provide senior leaders with anopportunity to relax and connect with colleagues in ways they cannot in their more publiclives on campus. 46
  • MentoringSeveral states have mentoring programs and several versions have proven successful.Periodic meetings of job seekers with members of the state planning committee to discussopenings and strategies for applying for new positions (Washington, DC).Peer-mentoring units in which groups of 4 women meet regularly to support each other onprofessional issues (VT).Other approaches that have proven successful:Pairing women as lunch partners at a network-sponsored event based on information theyprovide 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 aboutsimilar positions at other schools, new position, etc. The state network matches the pair, butthe pair works out the schedule for the one-day visit on their own. 47
  • VII: Who’s WhoACE Commission on Women in Higher Education September 2002 48
  • CLASS OF 2002-2003 Dr. Theodora J. Kalikow PresidentDr. Anthony DiGiorgio University of Maine at FarmingtonPresident 224 Maine StreetWinthrop University Farmington, ME 04938-1911114 Tillman O: 207-778-7256Rock Hill, SC 29733 F: 207-778-8189O: 803-323-2225 E: kalikow@maine.eduF: 803-323-3001E: CLASS OF 2002-2003Dr. Peggy Gordon Miller Dr. Dale T. KnobelPresident PresidentSouth Dakota State University Denison UniversityBox 2201 100 W. College StreetBrookings, SD 57007 Grandville, OH 43023O: 605-688-4111 O: 740-587-6281F: 605-688-4443 F: 740-587-6764E: E: knobel@denison.eduDr. Marvalene Hughes Dr. Georgia E. Lesh-Laurie (Chair)President ChancellorCalifornia State University-Stanislaus University of Colorado at Denver801 W. Monte Vista Avenue Campus Mailbox #168, P.O. Box 173364Turlock, CA 95382 Denver, CO 80217O: 209-667-3201 O: 303-556-2642F: 209-667-3206 F: 303-556-2164E: E: georgia.lesh-laurie@cudenver.eduDr. Horace A. Judson Dr. Carol MoorePresident PresidentState University of New York College at Lyndon State University Plattsburgh P.O. Box 919101 Broad Street Lyndonville, VT 05851Plattsburgh, NY 12901 O: 802-626-6404O: 518-564-2010 F: 802-626-4804F: 518-564-3932 E: moorec@mail.lsc.vsc.eduE: 49
  • Dr. Karen Nagle Rafinski Dr. Carol C. HarterPresident PresidentClark State Community College 4505 S. Maryland ParkwayOffice of the President University of Nevada Las Vegas570 E. Leffel Lane Las Vegas, NV 89154-9901Post Office Box 570 O: 702-895-3201Springfield, OH 45501-0570 F: 702-895-1088O: 937-328-6001 E: harter@ccmail.nevada.eduF: 937-328-6142E: CLASS OF 2003-2004CLASS OF 2003-2004 Dr. Norm R. Nielsen PresidentDr. Nora Kizer Bell Kirkwood Community CollegePresident P.O. Box 2068Hollins University Cedar Rapids, IA 52406-2068P.O. Box 9625 O: 319-398-5501Roanoke, VA 24020-1625 F: 319-398-1037O: 540-362-6321 E: 540-362-6013E: Dr. Patricia D. O’Donoghue PresidentDr. James Chapman Mount Mary CollegeProvost 2900 N. Menomonee River ParkwayUniversity of Alaska Anchorage Milwaukee, WI 53222-45993211 Providence Drive O: 414-256-1207ADM 214 F: 414-256-1244Anchorage, AK 99508-8000 E: odonogp@mtmary.eduO: 907-786-1050F: 907-786-1426 Dr. Eduardo J. PadronE: District President Miami-Dade Community CollegeDr. Rosemary DePaolo 300 NE Second AvenuePresident Miami, FL 33132-2296Georgia College & State University O: 305-237-3316231 West Hancock Street F: 305-237-3109Milledgeville, GA 31061 E: epadron@mdcc.eduO: 478-445-4444F: 478-445-2510 Dr. Roy SaigoE: President Saint Cloud State UniversityDr. Bobby Fong Saint Cloud, MN 56301-4498President P: 320-255-2122Butler University F: 320-654-51394600 Sunset Avenue E: president@stcloudstate.eduIndianapolis, IN 46208-3443O: 317-940-9900 Dr. Gwendolyn W. StephensonF: 317-940-9504 PresidentE: Hillsborough Community College P.O. Box 31129 39 Columbia Drive Tampa, FL 33631-3127 O: 813-253-7050 F: 813-253-7183 E: 50
  • CLASS OF 2003-2004 CLASS OF 2004-2005Dr. Patricia Sullivan Dr. Betty Lentz SiegelChancellor PresidentThe University of North Carolina at Kennesaw State UniversityGreensboro 1000 Chastain Road303 Mossman Building Kennesaw, GA 30144UNCG P.O. Box 26170 O: 770-423-6033Greensboro, NC 27402 F: 770-423-6543O: 336-334-5266 E: bsiegel@kennesaw.eduF: 336-256-0408E: Dr. Samuel A. Kirkpatrick PresidentDr. James E. Walker Eastern Michigan UniversityPresident 202 Welch HallSouthern Illinois University –Carbondale Ypsilanti, MI 481971400 Douglas Drive O: 734-487-2211Mailcode 6801 F: 734-487-9100Carbondale, Illinois 62901-6801 E: president@emich.eduO: 618-536-3331F: 618-536-3404 EX OFFICIO MEMBERSE: (Vacant)Dr. Tyree Wieder Associate Vice PresidentPresident Association of American MedicalLos Angeles Valley College Colleges5800 Fulton Avenue 2450 N Street, N.W.Valley Glen, CA 91401-4096 Washington, DC 20037O: 818-947-2321 O: 202-828-0575F: 818-947-2602 F: 202-828-1125E: E: jbickel@aamc.orgCLASS OF 2004-2005 Ms. Donna Euben Associate CounselDr. Gordon A. Haaland American Association of UniversityPresident ProfessorsGettysburg College 1012 14th Street, N.W., Suite 500300 North Washington Street Washington, DC 20005-3465Gettysburg, PA 17325-1486 O: 202-737-5900 x3017O: 717-337-6014 F: 202-737-5526F: 717-337-6008 E: deuben@aaup.orgE: Dr. Yolanda MosesDr. Jeanne H. Neff PresidentPresident American Association for HigherThe Sage Colleges Education45 Ferry Street One Dupont Circle, Suite 360Troy, NY 12180 Washington, DC 20036O: 518-244-2214 O: 202-293-6440F: 518-244-2470 F: 202-293-0073E: E: 51
  • EX OFFICIO MEMBERS STAFFDr. Caryn McTighe Musil Claire Van UmmersenDirector, Program on the Status and Vice President and DirectorEducation of Women (PSEW)Association of American Colleges and Donna Burns PhillipsUniversities Associate Director1818 R Street, N.W.Washington, DC 20009 Deborah Ingram AllenO: 202-387-3760 Administrative Coordinator for WomensF: 202-265-9532 Programs and Office ManagerE: Patrice JohnsonDr. Judith Prince (Chair, The Project CoordinatorNETWORK)Interim Executive Vice Chancellor Office of Women in Higher EducationUniversity of South Carolina at American Council on EducationSpartanburg One Dupont Circle, N.W.800 University Way Washington, DC 20036Spartanburg, SC 29303 O: 202-939-9390O: 864-503-5328 F: 202-833-5696F: 864-503-5262 E: owhe@ace.nche.eduE: jprince@uscs.eduDr. Bernice SandlerSenior ScholarWomen’s Research and EducationInstitute1350 Connecticut Ave., N.W. Suite 850Washington, DC 20036O: 202-833-3331F: 202-785-5605E: sandler@bernicesandler.comDr. Jadwiga SebrechtsPresidentWomens College Coalition125 Michigan Avenue, N.E.Washington, DC 20017O: 202-234-0443F: 202-234-0445E: jss@trinitydc.eduDr. Jeanne SinkfordAssistant Executive DirectorDepartment of Women and MinorityAffairsAmerican Association of Dental Schools1625 Massachusetts Avenue, N.W.Suite 600Washington, DC 20036O: 202-667-9433F: 202-667-0642E: 52
  • 53
  • ACE Network Executive BoardJudith S. Prince Kristin DavidsonChair, ACE Network Executive Board Director of Administrative AffairsInterim Executive Vice Chancellor College of Arts and SciencesUniversity of South Carolina Spartanburg University of Pennsylvania800 University Way 120 Logan HallSpartanburg, South Carolina 29303 249 South 36th StreetPhone: (864) 503-5328 Philadelphia, PA 19104-6304Fax (864) 503-5262 Phone: (215) Fax: (215) 573-2023 kdavidsn@sas.upenn.eduDr. Josefina BaltodanoExecutive Vice President Dr. Cynthia Smith ForrestStrategic Planning and Advancement Dean of Student ServicesAlliant International University Framingham State College2728 Hyde Street, Suite 100 100 State Streetsan Francisco, CA 94109 Dwight Hall, P.O. Box 9101Phone: (415) 346-4500, x255 Framingham, MA 01701-9101Fax: (415) 771-5908 Phone: (508) Fax: (508) 626-4592 cynthia@frc.mass.eduDr. Bernice Bass de MartinezInterim President and CEO Dr. Teresa GonzalezLeadership America, Inc. and former Associate Vice President for AcademicProvost/Vice President for Academic Affairs AffairsCalifornia State University-Sacramento Sheldon Hall 1043890 Stemmler Drive MSC 7503Sacramento, CA 95834 James Madison UniversityPhone: (916) 928-2440 Harrisonburg, VA 22807Fax: (916) 928-8478 Phone: (540) Fax: (540) 568-2995 gonzalta@jmu.eduDr. Edith BookerAssistant to the Dean Dr. Madlyn HanesSchool of Computer, Math & Natural Sciences Provost and DeanMorgan State University Pennsylvania State University1700 E. Cold Spring Lane Capital CollegeCalloway Hall, Room 221 777 W. Harrisburg PikeBaltimore, MD 21251 Middletown, PA 17057-4898Phone: (443) 885-4512 Phone: 717-948-6013Fax: (410) 319-3628 Fax: 54
  • Dr. Karen Haynes Dr. Elaine MaimonPresident ProvostUniversity of Houston-Victoria Arizona State University-West Campus3700 N. Ben Wilson 4701 W. ThunderbirdVictoria, TX 77901-5731 Box 37100, Mail Code 1451Phone: (361) 570-4332 Phoenix, AZ 85069-7100Fax: (361) 570-4334 Phone: (602) 543-7001Cell: (361) 935-0602 Fax: (602) elaine.maimon@asu.eduDr. Carol Hollenshead Dr. Carol MooreDirector PresidentCenter for the Education of Women Lyndon State CollegeUniversity of Michigan College Road Box 9191501 Hennepin Avenue Lyndonville, VT 05951330 E. Liberty Phone: (802) 626-6404Ann Arbor, MI 48103 Fax: (802) 626-4804Phone: (734) 998-7240 moorec@mail.lsc.vsc.eduFax: (734) Dr. Shirley Pippins PresidentDr. Sheila Kaplan Thomas Nelson Community CollegePresident 99 Thomas Nelson DriveMetropolitan State College of Denver P.O. Box 9407P.O. Box 173362 Hampton, VA 23670-0407Campus Box 001 Phone: (757) 825-2711Denver, CO 80217-3362 Fax: (757) 825-3590Phone: (303) 556-3022 pippinss@tncc.vccs.eduFax: (303) Dr. Josephine Reed-Taylor Vice President of Academic AffairsDr. Mary Kitterman Minneapolis Community & Technical CollegeVice President for Academic Affairs 1501 Hennepin AvenueCottey College Minneapolis, MN 554031000 West Austin Phone: (612) 341-7057Nevada, MO 64772-2700 Fax: (612) 341-7660Phone: (417) 667-8181 Reedtajo@mctc.mnscu.eduFax: (417) Dr. Sybil Todd Vice President for Student AffairsDr. Deborah Loers University of AlabamaDean of Student Development Box 870116Willamette University Tuscaloosa, Alabama 35406900 State Street (205) 348-7670 -phoneSalem, OR 97301 (205) 348-8272 (assistant)Phone: (503) 370-6471 (503) Dr. Jeanie Watson President Nebraska Wesleyan University 5000 St. Paul Avenue Lincoln, NE 68504-2796 Phone: (402) 465-2217 Fax: (402) 465-2103 55
  • ACE Network: State Coordinators, Presidential Sponsors, and Executive Board Liaison AssignmentsThe ACE Network: 2003State Coordinator Presidential Sponsor Executive Board LiaisonALABAMADr. Cheree Causey Dr. J. Barry Mason Dr. Sybil ToddAssistant Vice President for Interim President Vice President for Student Student Affairs University of Alabama AffairsUniversity of Alabama 203 Rose Administration University of Alabama313 Rose Administration Building Box 870116Building Box 970100 Tuscaloosa, AL 35406Box 870301 Tuscaloosa, AL 35487-0100 Phone: 205-348-8272Tuscaloosa, AL 35487-0100 Phone: 205-348-5100 Fax: 205-348-2591Phone: 205-348-3277 Fax: 205-348-8377 205-348-5300 Lauren Bruce Dr. James Chapman Dr. Deborah LoersDirector, Center for Advancing Provost Dean of Student Development Faculty Excellence University of Alaska Anchorage Willamette UniversityAssociate Professor 3211 Providence Drive 900 State StreetUniversity of Alaska Anchorage ADM 214 Salem, OR 973013211 Providence Drive Anchorage, AK 99508-8000 Phone: 503-370-6209Anchorage, AK 99508-8000 Phone: 907-786-1050 Fax: 503-375-5420Phone: 907-786-4390 Fax: 907-786-1426 dloers@willamette.eduFax: 907-786-4394 provost@uaa.alaska.eduaflkb@uaa.alaska.eduARIZONADr. Margaret A. Hatcher Dr. Elaine Maimon Dr. Elaine MaimonDirector, Northern Arizona Campus Chief Executive Officer Campus Chief Executive Officer Leadership Institute Arizona State University-West Arizona State University-WestNorthern Arizona University Campus CampusCenter for Excellence in 4701 W. Thunderbird 4701 W. Thunderbird Education Box 37100, Mail Code 1451 Box 37100, Mail Code 1451P.O. Box 5774 Phoenix, AZ 85069-7100 Phoenix, AZ 85069-7100Flagstaff, AZ 86011-5774 Phone: 602-543-7001 Phone: 602-543-7001Phone: 928-523-9011 Fax: 602-543-7070 Fax: 602-543-7070Fax: 928-523-1929 elaine.maimon@asu.edumargaret.hatcher@nau.eduARKANSASDr. Johanna Miller Lewis Dr. Joel Archer Dr. Mary KittermanProfessor and Chair Chancellor Vice President forDepartment of History University of Arkansas-Little Academic AffairsUniversity of Arkansas-Little Rock Cottey College Rock 2801 South University Avenue 1000 West Austin2801 South University Little Rock, AR 72204-1099 Nevada, MO 64772-2700Little Rock, AR 72204-1099 Phone: 501-569-3000 Phone: 417-667-8181Phone: 501-569-3216 Fax: 501-569-8915 Fax: 417-667-8103Fax: 501-569-3059 56
  • CALIFORNIA, NORTHERNMs. Anita Martinez Dr. Frances White Dr. Josefina Castillo BaltodanoDean of the Language Arts President Executive Vice President for Division Skyline College Strategic Planning andSkyline College 3300 College Dr. Advancement3300 College Dr. San Bruno, CA 94066-1698 Alliant International UniversitySan Bruno, CA 94066-1698 Phone: 650-738-4100 2728 Hyde StreetPhone: 650-738-4129 Fax: 650-738-4149 Suite 100Fax: 650-738-4210 San Francisco, CA Phone: 415-346-4500 ext. 255 Fax: 415-771-5908 jbaltodano@alliant.eduCALIFORNIA, SOUTHERNDr. Kathleen Kish Dr. Stephen L. Weber Dr. Josefina Castillo BaltodanoChair, Department of Spanish President Executive Vice President forand Portuguese San Diego State University Strategic Planning andSan Diego State University 5500 Campanile Drive Advancement5500 Campanile Drive San Diego, CA 92182-88000 Alliant International UniversitySan Diego, CA 92182-7703 Phone: 619-594-5200 2728 Hyde StreetPhone: 619-594-5156 Suite 100Fax: 619-594-5293 San Francisco, CA Phone: 415-346-4500 ext. 255 Fax: 415-771-5908 jbaltodano@alliant.eduCOLORADODr. Maureen J. Garrity Dr. Georgia Lesh-Laurie Dr. Sheila KaplanAssociate Dean, School of Chancellor President Medicine University of Colorado at Metropolitan State College ofUniversity of Colorado Denver DenverHealth Science Center Campus Box 168 P.O. Box 1733624200 East Ninth Avenue P.O. Box 173364 Campus Box 001C297 Denver, CO 80217-3364 Denver, CO 80217-3362Denver, CO 80262 Phone: 303-556-2643 Phone: 303-556-3022Phone: 303-315-7361 Fax: 303-556-2164 Fax: 303-556-3912Fax: 303-315-8494 Georgia.lesh- laurie@cudenver.eduCONNECTICUTDr. Barbara R. Eshoo Dr. R. Eileen Baccus Dr. Cynthia Smith ForrestVice President for Institutional President Dean of Student Services Advancement Northwestern Connecticut Framingham State CollegeEastern Connecticut State Community College 100 State Street University Park Place East Dwight Hall, P.O. Box 910183 Windham Street Winsted, CT 06098-1793 Framingham, MA 01701-9101Willimantic, CT 06226 Phone: 860-738-6406 Phone: 508-626-4596Phone: 860-465-5269 Fax: 860-738-6488 Fax: 508-626-4592Fax: 860-465-4518 57
  • DELAWAREDr. Barbara Curry Dr. Audrey K. Doberstein Dr. Edith BookerAssociate Professor of Education President Assistant to the DeanUniversity of Delaware Wilmington College School of Computer, Math &133A Willard Hall 320 Dupont Highway Natural SciencesNewark, DE 19716 New Castle, DE 19720-6491 Morgan State UniversityPhone: 302-831-6106 Phone: 302-328-9401 1700 E. Cold Spring LaneFax: 302-831-4110 Fax: 302-328-9442 Calloway Hall, Room Baltimore, MD 21251 Phone: 443-885-4512 Fax: 410-319-3628 d1cabooker@moac.morgan.eduDISTRICT OF COLUMBIADr. Cynthia Greer Dr. Edith BookerAssistant Professor of Education Assistant to the DeanTrinity College School of Computer, Math &125 Michigan Avenue, NE Natural SciencesWashington, DC 20017 Morgan State UniversityPhone: 202-884-9595 1700 E. Cold Spring LaneFax: 202-884-9229 Calloway Hall, Room Baltimore, MD 21251 Phone: 443-885-4512 Fax: 443-885-8215 d1cabooker@moac.morgan.eduFLORIDADr. Joann Campbell Dr. Judith S. PrinceAssociate Vice President of Interim Executive ViceAcademic Affairs ChancellorUniversity of North Florida University of South CarolinaJacksonville, FL 32224 SpartanburgPhone: 904-620-2700 800 University WayFax: 904-620-2787 Spartanburg, SC Phone: 864-503-5328 Fax: 864-503-5262 Jprince@uscs.eduDr. Rosa JonesVice President for AcademicAffairs and UndergraduateStudiesFlorida International UniversityMiami, FL 33199Phone: 305-348-2800Fax: 305-348-2806jonesr@fiu.eduGEORGIADr. Andrea Hardin Dr. Dorothy Lord Dr. Judith S. PrinceAssociate to the Vice Chancellor President Interim Executive Vice for Academics, Faculty, and Coastal Georgia Community Chancellor Student Affairs College University of South CarolinaBoard of Regents 3700 Altama Avenue SpartanburgUniversity System of Georgia Brunswick, GA 31520-3644 800 University Way270 Washington Street SW Phone: 912-264-7235 Spartanburg, SC 29303Atlanta, GA 30334 Fax: 912-262-3072 Phone: 864-503-5328Phone: 404-657-1699 Fax: 864-503-5262 58
  • Fax: 404-651-5190 59
  • HAWAIIDr. Poranee Natadecha-Sponsel Dr. Rose Tseng Dr. Judith S. PrinceChaminade University of Chancellor Interim Executive Vice Honolulu University of Hawaii at Hilo Chancellor3140 Waialae Avenue 200 West Kawili Street University of South CarolinaEiben Hall #118 Hilo, HI 96720-4091 SpartanburgHonolulu, HI 96816 Phone: 808-974-7444 800 University WayPhone: 808-735-4822 Fax: 808-974-7622 Spartanburg, SC 29303Fax: 808-735-4822 (home fax) Phone: Fax: 864-503-5262 Jprince@uscs.eduIDAHOJeannie Harvey Dr. Dene Thomas Dr. Madlyn HanesDirector President Provost and DeanWomen’s Center Lewis-Clark State College Penn State UniversityUniversity of Idaho 500 8th Avenue Capital CollegeBox 441064 Lewiston, ID 83501-2698 777 W. Harrisburg PikeMoscow, ID 83844-1064 Phone: 208-792-2216 Middletown, PA 17057-4898Phone: 208-885-6616, Fax: 208-792-2822 Phone: 717-948-6013Fax: 208-885-6285 Fax: mqh3@psu.eduILLINOISDr. Angela Durante Dr. Elnora Daniel Dr. Judith S. PrinceAssociate Dean, College of President Interim Executive Vice Arts and Sciences Chicago State University ChancellorCampus 290 9501 South King Drive University of South CarolinaLewis University Chicago, IL 60628-1598 SpartanburgOne University Parkway Phone: 773-995-2400 800 University WayRomeoville, IL 60446 Fax: 773-995-3849 Spartanburg, SC 29303Phone: 815-836-5241 Phone: 864-503-5328Fax: 815-836-5995 Fax: Jprince@uscs.eduINDIANADr. Margaret Brabant Dr. Bobby Fong Dr. Carol HollensheadDirector for the Center for President Director Citizenship & Community Butler University Center for the Education ofButler University 4600 Sunset Avenue Women4600 Sunset Avenue Indianapolis, IN 46208-3443 University of MichiganIndianapolis, IN 46208-3343 Phone: 317-940-9900 330 E. LibertyPhone: 317-940-9683 Fax: 317-940-9504 Ann Arbor, MI 48103Fax: 317-940-8815 Phone: Fax: 734-998-6203 chollens@umich.eduIOWADr. Betsy Barhorst (Temporary) Dr. Betsy Barhorst Dr. Josephine Reed-TaylorPresident President Senior Vice President ofHawkeye Community College Hawkeye Community College Academic and Student AffairsP.O. Box 8015 P.O. Box 8015 Minneapolis Community &Waterloo, IA 50704 Waterloo, IA 50704 Technical CollegePhone: 319-296-4201 Phone: 319-296-4201 1501 Hennepin AvenueFax: 319-296-4220 Fax: 319-296-4220 Minneapolis, MN Phone: 612-341-7057 Fax: 612-341-7660 60
  • KANSASDr. Kathleen McCluskey- Dr. Robert E. Hemenway Dr. Mary KittermanFawcett Chancellor Vice President forSenior Vice Provost University of Kansas Academic AffairsUniversity of Kansas 1450 Jayhawk Blvc. Cottey College1450 Jayhawk Blvd. Strong Hall Room 230 1000 West AustinStrong Hall Room 250 Lawrence, KS 66045-7535 Nevada, MO 64772-2700Lawrence, KS 66045-7535 Phone: 785-864-3131 Phone: 417-667-8181Phone: 785-864-4904 Fax: 785-864-4120 Fax: 417-667-8103Fax: 785-864-4463 Mkitterman@cottey.edukamf@ku.eduDr. Diane Del BuonoProgram AssociateOffice of Institutional Research and PlanningUniversity of Kansas1246 West Campus RoadRoom 339Lawrence, KS 66045-7505Phone: 785-864-4412Fax: 785-864-5324ddb@ku.eduKENTUCKYDr. Diane Calhoun-French Dr. Jacqueline Addington Dr. Teresa GonzalezVice President of Academic and President & CEO Associate Vice President forStudent Affairs Owensboro College District Academic AffairsJefferson Community College Owensboro Community College Sheldon Hall 104109 East Broadway 4800 New Hartford Road MSC 7503Louisville, KY 40202 Owensboro, KY 42303 James Madison UniversityPhone: (502) 213-4100 Phone: 270-686-4403 Harrisonburg, VA 22807Fax: (502) 213-2240 Fax: 270-686-4496 Phone: 540-568-3404Diane.Calhoun- Fax: gonzalta@jmu.eduLOUISIANADr. Margaret Montgomery Dr. Sally Clausen Dr. Judith S. PrinceSr. V. P. Academic & Student President Interim Executive ViceAffairs University of Louisiana System ChancellorLouisiana Community And 1201 North 3rd Street University of South CarolinaTechnical College System Suite 7-300 Spartanburg822 Neosho Street Baton, Rouge, LA 70802 800 University WayBaton Rouge, LA 70802 Phone: 225-342-6950 Spartanburg, SC 29303Phone: 225-219-8700 Fax: 225-342-6473 Phone: 864-503-5328Fax: 225-219-8710 Fax: Jprince@uscs.eduMAINEDr. Paula Gagnon Theodora J. Kalikow Dr. Carol MooreDean of Students President PresidentYork County Technical College University of Maine at Lyndon State College112 College Drive Farmington College Road Box 919Wells, ME 04090-0529 224 Main Street Lyndonville, VT 05851Phone: 207-646-9282 Farmington, ME 04938-1911 Phone: 802-626-6404Fax: 207-646-9675 Phone: 207-778-7256 Fax: Fax: 207-778-8189 61
  • 62
  • MARYLANDDr. Gail Neverdon Edmonds Dr. Janet Dudley Eshbach Dr. Edith BookerActing Vice President and Dean President Assistant to the Dean of Students Salisbury University School of Computer, Math &Goucher College 1101 Camden Avenue Natural Sciences1021 Dulaney Valley Road Salisbury, MD 21801-6837 Morgan State UniversityTowson, MD 21204-2794 Phone: 410-543-6000 1700 E. Cold Spring LanePhone: 410-337-6150 Fax: 410-548-2597 Calloway Hall, Room 221Fax: 410-337-6123 Baltimore, MD Phone: 443-885-4512 Fax: 410-319-3628 D1cabooker@moac.morgan.eduDr. Roberta KaskelAssociate Director, Career Center3100 Hornbake Library,South WingUniversity of MarylandCollege Park, MD 20742Phone: 301-405-2777Fax: 301-314-9114rkaskel@ds9.umd.eduMASSACHUSETTSDr. Susan Lane Dr. Jean F. MacCormack Dr. Cynthia Smith ForrestAssociate Vice Chancellor Chancellor Dean of Student Services For Continuing Education University of Massachusetts Framingham State CollegeUniversity of Massachusetts- Dartmouth 100 State Street Dartmouth 285 Old Westport Road Dwight Hall, P.O. Box 9101285 Old Westport Road North Dartmouth, MA 02747- Framingham, MA 01701-9101North Dartmouth, MA 02747- 2300 Phone: 508-626-4596 2300 Phone: 508-999-8004 Fax: 508-626-4592Phone: 508-999-8089 Fax: 508-999-8860 cynthia@frc.mass.eduFax: 508-999-8621 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 63
  • MICHIGANDr. Martha Tack Dr. Saundra J. Tracy Dr. Carol HollensheadSenior Executive for President Director Presidential Initiatives Alma College Center for the Education of202 Welch Hall 614 W. Superior St. WomenEastern Michigan University Alma, MI 48801 University of MichiganYpsilanti, MI 48197 Phone: 989-463-7146 330 E. LibertyPhone: 734-487-2211 Fax: 989-463-7094 Ann Arbor, MI 48103Fax: 734-487-9100 Phone: Fax: 734-998-6203 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.eduMINNESOTADr. Susan Coultrap-McQuin Dr. Kathleen L. Nelson Dr. Josephine Reed-TaylorDean of Social and Behavioral President Senior Vice President of Sciences Lake Superior College Academic and Student AffairsMinnesota State University, 2101 Trinity Road Minneapolis Community & Mankato Duluth, MN 55811 Technical College111 Armstrong Hall Phone: 218-733-7367 1501 Hennepin AvenueMankato, MN 56002 Fax: 218-733-5937 Minneapolis, MN 55403Phone: 507-389-5717 Phone: 612-341-7057Fax: 507-389-5569 Fax: Reedtajo@mctc.mnscu.eduDr. Barb LundbergVice President for EnrollmentSt. Olaf College1520 St. Olaf AvenueNorthfield, MN 55057Phone: 507-646-3025Fax: 800-800-3025Lundberg@stolaf.eduMISSISSIPPIDr. Gloria D. Kellum Dr. Robert C. Khayat Dr. Sybil Todd(Temporary) President Vice President for StudentVice Chancellor for University University of Mississippi AffairsRelations University, MS 38677 University of AlabamaP.O. Box 1848 Phone: 662-915-7111 Box 870116University, MS 38677-1848 Fax: 662-915-5935 Tuscaloosa, AL 35406Phone: 662-915-5826 Phone: 205-348-8272Fax: 662-915-5689 Fax: 64
  • MISSOURIDr. Delores Honey Missouri Presidential Dr. Mary KittermanAssistant Vice President Advisory Council Vice President forAssessment & Institutional Academic Affairs Research Cottey CollegeMissouri Southern State College 1000 West Austin3950 E. Newman Road Nevada, MO 64772-2700Joplin, MO 64801-1595 Phone: 417-667-8181Phone: 417-625-9696 Fax: 417-667-8103Fax: 417-659-4457 Mkitterman@cottey.eduhoney-d@mail.mssc.eduMONTANADr. Lois Muir George M. Dennison Dr. Deborah LoersProvost and Vice President for President Dean of Student Development Academic Affairs The University of Montana Willamette UniversityUniversity of Montana President’s Office 900 State StreetUniversity Hall 125 32 Campus Drive Salem, OR 97301Missoula, MT 59812 Missoula, MT 59182 Phone: 503-370-6471Phone: 406-243-4689 Phone: 406-243-2311 Fax: 503-375-5420Fax: 406-243-5937 Fax: 406-243-2797 Dennisongm@mso.umt.eduNEBRASKADr. Sara A. Boatman Dr. Jeanie Watson Dr. Jeanie WatsonVice President for Student President PresidentAffairs Nebraska Wesleyan University Nebraska Wesleyan UniversityAssociate Professor of 5000 St. Paul Avenue 5000 St. Paul Avenue Communication Lincoln, NE 68504-2796 Lincoln, NE 68504-2796Nebraska Wesleyan University Phone: 402-465-2217 Phone: 402-465-22175000 St. Paul Avenue Fax: 402-465-2103 Fax: 402-465-2103Lincoln, NE 68504-2796 jlw@nebrwesleyan.eduPhone: 402-465-2153Fax: 402-465-2179sab@nebrwesleyan.eduNEVADADr. Rebecca Mills Dr. Carol C. Harter Dr. Bernice Bass de MartinezVice President for President Senior Researcher/ProfessorAdministration University of Nevada, Las Vegas CSU SacramentoUniversity of Nevada, Las Vegas 4505 Maryland Parkway 2443 Fair Oaks Boulevard4505 South Maryland Parkway Box 1001 PMB 374Las Vegas, NV 89154-2019 Las Vegas, NV 89154-1001 Sacramento, CA 95834Phone: 702-895-3656 Phone: 702-895-3201 Phone: 916-928-2440Fax: 702-895-4148 Fax: 702-895-1088 Fax: bbdem@aol.comDr. Juanita FainVice President forAdministrationUniversity of Nevada Las Vegas4505 South Maryland ParkwayBox 451074Las Vegas, NV 89154-1074Phone: 702-895-4387Fax: 702-895-4929 65
  • fain@ccmail.nevada.eduNEW HAMPSHIREDr. Liz Noyes Dr. Ann Weaver Hart Dr. Carol MooreVice President for Academic President President Affairs University of New Hampshire Lyndon State CollegeSouthern New Hampshire Main Street College Rd., Box 919 University Durham, NH 03824-3547 Lyndonville, VT 058512500 North River Road Phone: 603-862-2450 Phone: 802-626-6404Manchester, NH 03106-1045 Fax: 603-862-3060 Fax: 802-626-4804Phone: 603-645-9695 moorec@mail.lsc.vsc.eduFax: 603-645-9610e.noyes@snhu.eduNEW JERSEYDr. Linda Milstein Dr. R. Barbara Gitenstein Dr. Kristin DavidsonVice President, Outreach, President Director of Administrative Business/Community College of New Jersey Affairs Development P.O. Box 7718 College of Arts and SciencesBrookdale Community College Ewing, NJ 08628-0718 120 Logan Hall765 Newman Springs Road Phone: 609-771-2101 University of PennsylvaniaLincroft, NJ 07738 Fax: 609-637-5151 Philadelphia, PA 19104-6304Phone: 732-224-2205 Phone: 215-573-3416Fax: 732-224-2444 Fax: kdavidsn@sas.upenn.eduNEW MEXICODr. Viola Florez Dr. Bernice Bass de MartinezDean, College of Education Senior Researcher/ProfessorUniversity of New Mexico CSU SacramentoMain Campus 2443 Fair Oaks BoulevardAlbuquerque, NM 87131 PMB 374Phone: 505-277-7267 Sacramento, CA 95834Fax: 505-277-8427 Phone: Fax: 916-928-8478 bbdem@aol.comDr. Nancy UscherAssociate ProvostProfessor of MusicScholes Hall, Room 226University of New MexicoAlbuquerque, NM 87131Phone: 505-277-2611Fax: 505-277-8275nuscher@unm.eduNEW YORKJulie Ouska Presidential Advisory Group Dr. Shirley PippinsCIO/VP of Information PresidentTechnology Thomas Nelson CommunityMercy College College555 Broadway 99 Thomas Nelson DriveDobbs Ferry, NY 10522 P.O. Box 9407Phone: 914-674-7679 Hampton, VA 23670-0407Fax: 914 674-7514 Phone: Fax: 757-825-3590 66
  • NORTH CAROLINADr. Kathryn Baker Smith Dr. Patricia Sullivan Dr. Judith S. PrinceVice President for Educational Chancellor Interim Executive Vice Support Services University of North Carolina at ChancellorGuilford Technical Community Greensboro University of South Carolina College 303 Mossman Building SpartanburgP.O. Box 309 1000 Spring Garden Street 800 University WayJamestown, NC 27282 Greensboro, NC 27412 Spartanburg, SC 29303Phone: 336-334-4822 ext. 2426 Phone: 336-334-5266 Phone: 864-503-5328Fax: 336-819-5266 Fax: 336-256-0408 Fax: Jprince@uscs.eduNORTH DAKOTA Dr. Ellen Chaffee Dr. Josephine Reed-Taylor President Senior Vice President of Valley City State University Academic and Student Affairs 101 College Street SW Minneapolis Community & Valley City, ND 58072-4098 Technical College Phone: 701-845-7102 1501 Hennepin Avenue Fax: 701-845-7110 Minneapolis, MN 55403 Ellen_chaffee@mail.vcsu.nodak. Phone: 612-341-7057 edu Fax: 612-341-7660 Reedtajo@mctc.mnscu.eduOHIODr. Patricia A. Frick Dale Knobel Dr. Teresa GonzalezVice President for Academic President Associate Vice President for Affairs Denison University Academic AffairsOtterbein College 100 W. College Street Sheldon Hall 104Roush Hall Room 316 Grandvill, OH 43023 MSC 750327 South Grove Street Phone: 740-587-6281 James Madison UniversityWesterville, OH 43082 Fax: 740-587-6764 Harrisonburg, VA 22807Phone: 614-823-1606 Phone: 540-568-3404Fax: 614-823-1335 Fax: gonzalta@jmu.eduDr. Karla MuglerDean, University CollegeUniversity of AkronAkron, OH 44325-6201Phone: 330-972-6248Fax: 330-972-6720mugler@uakron.eduOKLAHOMA 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 67
  • OREGONBeth Reitveld Oregon Sponsor Group Dr. Deborah LoersOregon State University Faith Gabelnick Dean of Student Development Nancy Wilgenbusch Willamette University Lee Pelton 900 State Street Colin Diver Salem, OR 97301 Michael Mooney Phone: 503-370-6471 Daniel O. Bernstine Fax: 503-375-5420 dloers@willamette.eduPENNSYLVANIADr. Norah Peters-Davis Dr. Bette Landman Dr. Kristin DavidsonDean President Director of AdministrativeUndergraduate Studies Arcadia University AffairsArcadia University 450 South Easton Road College of Arts and Sciences450 Southeastern Road Glenside, PA 19038-3295 University of PennsylvaniaGlenside, PA 19038 Phone: 215-572-2908 120 Logan HallPhone: 215-572-2921 Fax: 215-881-8799 249 South 36th StreetFax: 215-572-2126 Philadelphia, PA Phone: 215-573-3416 Fax: 215-573-2023 kdavidsn@sas.upenn.eduDr. Karen Wiley Sandler Dr. Karen Stout Dr. Kristin DavidsonDean and Campus Executive President Director of Administrative Officer Montgomery County AffairsPenn State Abington Community College of Arts and Sciences1600 Woodland Road College University of PennsylvaniaAbington, PA 19001-3990 340 DeKalb Pike 120 Logan HallPhone: 215-881-7315 Blue Bell, PA 19422-0758 249 South 36th StreetFax: 215-881-7317 Phone: 215-641-6506 Philadelphia, PA Fax: 215-641-6647 Phone: 215-573-3416 Fax: 215-573-2023 kdavidsn@sas.upenn.eduDr. Janis Jacobs Dr. JoAnne BoyleVice Provost for Undergraduate PresidentEducation Seton Hill UniversityPennsylvania State University Seton Hill Drive417 Old Main Greensburg, PA 15601University Park, PA 16802 Phone: 724-838-4211Phone: 814-863-1864 Fax: 724-834-2752Fax: 814-863-7452 boyle@setonhill.edujej6@psu.eduPUERTO RICO Dr. Manuel Fernos Dr. Josefina Castillo Baltodano President Executive Vice President for University of Puerto Rico Strategic Planning and P.O. Box 364984 Advancement San Juan, PR 00936-4984 Alliant International University (787) 763-4203 2728 Hyde Street Suite 100 San Francisco, CA 94109 Phone: 415-346-4500 ext. 255 Fax: 415-771-5908 68
  • RHODE ISLANDDr. Nancy Carriuolo Dr. M. Therese Antone, RSM Dr. Cynthia Smith ForrestAssociate Commissioner President Dean of Student ServicesState of Rhode Island Salve Regina University Framingham State CollegeOffice of Higher Education 100 Ochre Point Avenue 100 State Street301 Promenade Street Newport, RI 02840 Dwight Hall, P.O. Box 9101Providence, RI 02908-5748 Phone: (401) 341-2337 Framingham, MA 01701-9101Phone: 401-222-6560 ext. 134 Fax: (401) 341-2916 Phone: 508-626-4596Fax: 401-222-2545 Fax: cynthia@frc.mass.eduSOUTH CAROLINAWillette S. Burnham South Carolina Advisory Board Dr. Judith S. PrinceDirector Members Interim Executive ViceOffice of Intercultural Programs ChancellorCollege of Charleston University of South Carolina66 George Street SpartanburgCharleston, SC 29424-0001 800 University WayPhone: 843-953-5660 Spartanburg, SC 29303Fax: 843-953-5676 Phone: Fax: 864-503-5262 Jprince@uscs.eduSOUTH DAKOTADr. Carol Peterson Dr. Peggy Gordon Miller Dr. Josephine Reed-TaylorProvost/Vice President for President Senior Vice President ofAcademic affairs South Dakota State University Academic and Student AffairsSouth Dakota State University Box 2201 Minneapolis Community &Box 2201 Brookings, SD 57007 Technical CollegeBrookings, SD 57007 Phone: 605-688-4111 1501 Hennepin AvenuePhone: 605 688-4173 Fax: 605-688-4443 Minneapolis, MN 55403Fax: 605 688-6582 Phone: Fax: 612-341-7660 Reedtajo@mctc.mnscu.eduTENNESEEDr. Sandra Keith Dr. Shirley C. Raines Dr. Sybil ToddDirector of Equal Opportunity President Vice President for Student and Affirmative Action University of Memphis AffairsTennessee State University Campus Box 526643 University of Alabama3500 John A. Merritt Blvd. Memphis, TN 38152-6643 Box 870116Nashville, TN 37209-1561 Phone: 901-678-2234 Tuscaloosa, AL 35406Phone: 615-963-7438 Fax: 901-678-5065 Phone: 205-348-8272Fax: 615-963-7463 Fax: Betsy V. Boze Dr. Karen Haynes Dr. Karen HaynesDean, School of Business President PresidentThe University of Texas University of Houston-Victoria University of Houston-Victoria at Brownsville 3700 N. Ben Wilson 3700 N. Ben Wilson80 Fort Brown Victoria, TX 77901-5731 Victoria, TX 77901-5731Brownsville, TX 78520 Phone: 361-570-4332 Phone: 361-570-4332Phone: 956-982-0161 Fax: 361-570-4334 Fax: 361-570-4334Fax: 956-982-0159 Cell: 361-935-0602 Cell: 69
  • UTAHDr. Kathryn Brooks Dr. Kermit L. Hall Dr. Madlyn HanesDirector President and Professor of Provost and DeanWomen’s Resource Center History Penn State UniversityUniversity of Utah Utah State University Capital College200 South Central Campus Old Main Room 116 777 W. Harrisburg PikeDrive 1400 Old Main Hill Middletown, PA 17057-4898Room 293 Logan, UT 84322-1400 Phone: 717-948-6013Salt Lake City, UT 84112-9105 Phone: 435-797-1157 Fax: 717-948-6452Phone: 801-581-8030 Fax: 435-797-1173 mqh3@psu.eduFax: 801-581-6402 Kermit.hall.usu.eduKBrooks@sa.utah.eduVERMONTMs. Linda Winter Dr. Carol Moore Dr. Carol MooreDirector of Business Operations President PresidentVermont Interactive Television Lyndon State College Lyndon State CollegeLyndon State College College Road Box 919 College Road Box 919Morrill Hall Lyndonville, VT 05851 Lyndonville, VT 05851Randolph Center, VT 05061 Phone: 802-626-6404 Phone: 802-626-6404Phone: 802-728-1377 Fax: 802-626-4804 Fax: 802-626-4804Fax: 802-728-1724 moorec@mail.lsc.vsc.eduLwinter@vitlink.orgVIRGINIADr. Patricia Hyer Dr. Ann E. Alexander Dr. Teresa GonzalezAssociate Provost for Academic President Associate Vice President for Administration Wytheville Community College Academic AffairsVirginia Tech 1000 E. Main Street MSC 7503 Sheldon Hall 104Office of the Provost 0132 Wytheville, Virginia James Madison UniversityBlacksburg, VA 24061 24382-3308 Harrisonburg, VA 22807Phone: 540-231-3312 Phone: 276-223-4700 Phone: 540-568-3404Fax: 540-231-7211 Fax: 276-223-4778 Fax: gonzalta@jmu.eduWASHINGTONDr. Nancy V. Barcelo Dr. Toni Murdock Dr. Deborah LoersVice President for Minority President Dean of Student DevelopmentAffairs Antioch University Seattle Willamette UniversityUniversity of Washington 2326 Sixth Avenue 900 State StreetBox 355845 Seattle, WA 98121-1211 Salem, OR 97301394 Schmitz Hall Phone: 206/268-4105 Phone: 503-370-6471Seattle, WA 98195-1230 Fax: 206/728-4427 Fax: 503-375-5420Phone: 206-543-2441 dloers@willamette.eduFax: 206-543-2746nvb@u.washington.eduDr. Stephanie Y. MillerDirector, Student Outreach andCommunity RelationsAdmissions, Minority AffairsBox 355852394 E. Schmitz HallSeattle, WA 98195-1230Phone: 206-685-2557Fax: 70
  • WEST VIRGINIADr. Irene Burgess Dr. Karen R. LaRoe Dr. Teresa GonzalezChair President Associate Vice President forDepartment of English West Virginia University Academic AffairsWheeling Jesuit University Institute Sheldon Hall 104Wheeling, WV 26003 of Technology MSC 7503Phone: 304-243-4427 405 Fayette Pike James Madison UniversityFax: 304-243-2243 Montgomery, WV 25136 Harrisonburg, VA Phone: 304-442-3146 Phone: 540-568-3404 Fax: 304-442-3059 Fax: 540-568-2995 gonzalta@jmu.eduWISCONSINDr. Martha K. Hemwall Dr. Nancy Zimpher Dr. Carol HollensheadDean of Student Academic Chancellor Director Services University of Wisconsin- Center for the Education ofAssociate Professor of Milwaukee Women Anthropology Chapman Hall Rm. 202 University of MichiganLawrence University 3310 East Hartford Avenue 330 E. LibertyBox 599 Milwaukee, WI 53201-0413 Ann Arbor, MI 48103Appleton, WI 54912-0599 Phone: 414-229-4331 Phone: 734-998-7240Phone: 920-832-6530 Fax: 414-229-2347 Fax: 734-998-6203Fax: 920-832-6884 chollens@umich.edumartha.k.hemwall@lawrence.eduWYOMINGDr. Margaret Murdock (Maggi) Dr. Phillip L. Dubois Dr. Madlyn HanesAssociate Vice President for President Provost and Dean Academic Affairs and Dean of University of Wyoming Penn State University the Outreach School P.O. Box 3434 Capital CollegeUniversity of Wyoming University Station 777 W. Harrisburg PikeP.O. Box 3106 Laramie, WY 82071-3434 Middletown, PA 17057-4898Laramie, WY 82071 Phone: 307-766-4121 Phone: 717-948-6013Phone: 307-766-3152 Fax: 307-766-4126 Fax: 717-948-6452Fax: 307-766-3445 71
  • VIII. DESIGNING A CURRICULUMGiven the scarcity of both time and financial resources available to most participants, thestate Coordinator and Planning Committee face the somewhat daunting challenge ofdesigning statewide ACE Network meetings that will be worth whatever time and dollars theparticipants, institutions, and Network invest. Furthermore, because the development ofleaders is an ongoing evolutionary process, participants need to be attracted to the programsmore than once. Consequently, a sensible and workable approach may be to look atcurriculum over a multi-year period. To that end, OWHE and the Ace Network ExecutiveBoard have begun the process of creating a series of leadership development modules thatindividual states might work into a coherent, multi-year program. The move from facultymember to department chair or department chair to assistant dean, for example, requires agreat deal more than changing offices and business cards. Moreover, the move takes placeon two fronts: the personal and the professional. Too often, failure to consider the formerleads to failure to thrive in the latter. Thus, insofar as possible, personal and professionalcredential 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 dead-ends, 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. 72
  • ♦ 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 ofcolor and of the shared concern for how one’s spiritual values can thrive or wither inadministrative soil. 73
  • Sample Model for 3-year Rotation 1½ to 2 day conferenceIndividual Development Career Development Year OneCareer Opportunities Personnel ManagementCareer Mapping Building a Team Budget Processes Year TwoCultural Shift Interpersonal SkillsBalancing Work/Family Multiculturalism Entrepreneurship Year ThreeShaping with Personal Goals Managing MultiplesMentoring Marketing/Media Resource Network Sample Model for 5 year Rotation Short Single Day conference Year OneCareer Opportunities Budget ProcessesCultural Shift Year TwoCareer Mapping Interpersonal Skills Building a Team Year ThreeBalancing Work/Family Personnel Management Multiculturalism 74
  • Year FourMentoring Marketing/Media Entrepreneurship Year 5Shaping with Personal Goals Managing Multiples Resource Network Sample Model for 4-year Rotation Long Single Day Conference Year OneCareer Opportunities Budget ProcessesCareer Mapping Year TwoCultural Shift Interpersonal SkillsBalancing Work/Family Building a Team Year ThreeMentoring Personnel Management Managing Multiples Multiculturalism Year FourShaping with Personal Goals Entrepreneurship Marketing/Media Resource Network 75
  • Sample Module: Building a TeamNever doubt that a small group of thoughtful, committed citizens can change the world;indeed, it is the only thing that ever has. Margaret MeadA group becomes a team when each member is sure enough of [her]himself and [her]hiscontribution to praise the skills of the others. Norman ShidleNone of us is as smart as all of us. AnonymousWe didn’t come over in the same ship, but here we are in the same boat. UnknownYou have to listen to adversaries and keep looking for that point beyond which it’s againsttheir interests to keep on disagreeing or fighting. Cyrus VanceIt is well to remember that the entire population of the universe, with one trifling exception,is composed of others. John Andrew HolmesI asked, “Why doesn’t somebody do something?” Then I realized I was somebody. Unknown(from the individual classroom, almost everything that occurs in academia is the result ofsome grouping of individuals: a committee, a task force, a union, a senate, a senior staff. Asuccessful outcome depends in large part on the team leader’s ability to guide the processand the people toward the best possible solution or resolution. The goal of this module is toacquaint participants with the hallmarks of effective and ineffective teams, equip them withan understanding of the processes of a well-functioning team, and offer them strategies forbecoming an able and dynamic team leader. I. Starting PointsThere are a variety of entry paths into the subject of developing an effective team. Oneconsideration is obviously the amount of time you can devote to the subject; another is whatratio of induction versus instruction you consider optimal; another is the prior experience ofthe participants. Consequently, you should view what follows as a series of building blocksthat can be ordered and combined to produce a number of shapes. 76
  • I.A. MaslowAbraham Maslow’s theory of the hierarchy of human motivation provides interestingbackground (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 needsmust 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 youare hungry, your focus will switch to satisfying the hunger before you can go on with theactivity. (See for a one-page summary) From this information can come a discussion on the optimal context forarranging meetings and the meeting process. Can something so simple as failing to providerefreshments derail the process? What could cause emotional harm to a member of anacademic committee? How can you work autonomy and achievement into a team product orsolution?I.B. Exercise in Team MembershipWarm-up activities will ordinarily fall flat in an academic setting; throwing a foam ballaround is likely to be met with derision. However, there are some activities that may provefruitful. You might begin by giving each participant 5 index cards and the followingproblem: 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. Fromthe 25 combined index cards of the team, each must choose only 5. When the choices havebeen 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 youmake in the process? (B) Did the group have a leader? If so, how did that person come tobe 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 discussionon the characteristics of good teams and good team leaders.( Entertainment with a PurposeAnother possibility requires an overnight stay. In this activity (late afternoon or afterdinner), participants are divided into teams and sent on a scavenger hunt (this is a good prizeactivity). During the session on team-building the following day, the facilitator begins byasking 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 effectiveteams and team leaders. 77
  • II. EssencesII.A. Research: Stages of Team DevelopmentHowever, you introduce the subject, there are certain recognitions or conclusions at whichyou would like the group to arrive. One,(, articulated by Gerard Blair,suggests that there are 4 stages to team development: forming, storming, norming, andperforming:♦ 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 anearlier stage and academics may find the “storming phase” to be less overt than Blairsuggests, but his formulation offers an interesting paradigm for discussion. It also describesa successful team-building process (although the result/product may or may not besuccessful). The qualities of the team described in the performance phase would thereforebe those characteristic of an effective team.II.B. Research: Characteristics of an Effective TeamThe 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. 78
  • ♦ 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 ; see also Research: Characteristics of a Dysfunctional TeamConversely, Lencioni proposes a pyramid description of the qualities that prevent teamsuccess.♦ 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. SanFrancisco: Jossey-Bass, 2002.)Another useful perspective here is the notion of “Groupthink” ( )II.D. ListeningThis material evidences the need for the members of a team and the leader of such a group tohave highly refined listening skills. Most of us recognize that often we are so invested inframing a response that we don’t really hear what the other person has said. You can do anentire workshop on improving listening skills, particularly if you combine that exercise withpractice reading body language. If you decide to elicit rather than provide the keys to active(sometimes called empathetic) listening, the following represent generally agreed uponelements: 79
  • 1. Maintain reasonable eye contact with the speaker 2. 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”: also )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 thegroup guess what response is being suggested. Most cards should specify a poker face, butyou may want to add to the complexity by suggesting facial responses that are or are notcongruent with the body language. The most interesting language will be that whichmembers of the audience interpret differently. There are also insights to be had by asking agroup 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’sequivalent of men’s tendency to lean backward with eyes closed or focused somewhere inthe 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/MediatingA somewhat philosophical approach to mediation can be found at . Peeples discusses both opening statementsand 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 creativeprocess; 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 positiveoutcomes. The research of Onne Janssen, recognizing that conflict in difficult orcomplicated decision-making is “inevitable,” divides the source of conflict into 2 areas:person and task. Janssen concludes that when team members see themselves as dependenton one another for a successful outcome, high task coupled with low person conflictprovides the optimal context for quality decisions. The summary of Janssen’s work,published in The Journal of Management, March-April 1999, also offers an extensivebibliography on conflict management.( 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. 80
  • 2. 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 added dimension to conflict resolution occurs when the parties are from differentcultures. Jehn and Weldon have done considerable work in this arena. An overview of theirwork can be accessed at is a long article, so participants should read it in advance.II.F. The People Who Make Up the TeamAccording to the Tufts Leadership Institute material on group dynamics, a successful teamwill 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( characteristics could be elicited through discussion, but if your conference is beingheld at an institution that has a theatre program, you might persuade a group of apprenticeactors to perform these roles for the group. Ahead of time, give them a particular problemand assign each to play one (some can be collapsed into one) of the types above. Give themabout 20 minutes to perform as a team created to solve this problem. Participants should beinstructed to pay particular attention to the verbal language, facial expression, and bodylanguage of each player and, once the performance has concluded, working in teams, assigna descriptor word for each. Participants can then compare their perceptions with the actor’sintent. 81
  • From there, using Maslow’s hierarchy, participants could work on what they, as the leader ofthis team, would need to provide for each member in order to elicit optimum team success.II.G. Research: Individual Team Player StylesAnother possibility is to provide some version of the above at the workshop to be used as aguide with the following—which will provide an entire workshop.The Women’s Business Center offers on-line a questionnaire for identifying “team playerstyle.” Before the conference, ask participants to complete the on-line questionnaire andhave their personal scores computed. Each participant should print out the questionnaire, herscore, and the descriptors that explain the 4 styles.( 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 questionnairesamong them, and ask them individually to put a 5-person team together from the individualswhose team-player style profiles they have before them, assuming themselves to be theleader. Then have them compare the teams and discuss how and why they made the choicesthey did. Where was there agreement? Difference? What changes would they make if theydid it a second time?As a post-conference action, participants might charge themselves with putting together onpaper, at least, the best team they can muster from their institutional pool. You may want toremind 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) 82
  • IV. Additional References 83
  • Sample Module: Career MappingIf you bring in a consultant to do this session, she/he is likely to have a preferred version ofthe material that follows. (Sometimes, representatives of search firms or coachingenterprises are willing to do a workshop in career mapping without charge as a means ofenhancing their client base.) There may also be a person in the Career Services division ofone of your institutions who is experienced in the principles of career mapping, even if he orshe 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 ExecutiveBoard liaison can effectively offer using the instruments that follow. The format isdefinitely that of a workshop: after a brief introduction to each piece, the leader(s) will spendmost of the rest of the time moving around the room working with individuals.Participants begin by identifying their professional goals, followed by completing the skillsassessment chart, and briefly discussing the values, stories, and questions rubric (which willneed 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 thesequence of moves toward career goals.Finally, everyone should look carefully at the advice provided in “As You Prepare for theSearch Process.”N.B. You will probably want to provide clean copies of each sheet to participants as theyleave, in part because answers will change over time, and in part because they may want toshare the materials with others on their home campuses.*OWHE is grateful to Nancy Archer Martin, Jennifer L. Bloom, and Tobie van der Vorm fortheir assistance with these materials. 84
  • Professional GoalsThis list will probably evolve over time as you evolve as a person and as an administrator, soit is important to update this chart on an annual basis. This allows you to explore the kinds ofroles you want to take on during your career journey. Goals and Preferred Acceptable Unwilling to Imperatives 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.
  • Skills AssessmentSo, now here is the tough part. We want you to go through the following checklist and rateeach skill as a strength or weakness. If you’ve rated it as a weakness, the key is to thendevise 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.
  • Values, Stories, and Question ChartPlease, fill in the following chart. In the values section you will write down those things thatyou are most passionate about in your life. In the stories column, you will share how you liveout your values and philosophies in action. The questions column will allow you to writequestions that you would ask of a future employer concerning whether the institution holdsthe 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.
  • Career MappingThe 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:
  • 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: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:I expect the following situations to impact my life and career during the next fouryears: (explain)
  • Politics: Economics: Technology: Social Changes:I think the following will be the most important campus issues during the next fiveyears: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:
  • 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: 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:
  • IX GOOD STUFFA delightful, effective, and easily adapted idea that no one knows about is a terrible thing to waste.Fresh IdeasDelaware has its website up and running, using it in part to list job openings. They send anacknowledgement to the posting institution to ensure that their website will become part ofthe institutional memory for places to send position announcements. Illinois uses its listservto connect women who may have few or no department colleagues working in their researcharea to women with like interests at other institutions.From Georgia: Recognizing the importance of Institutional Representatives, Georgia’sPlanning 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 trainedto mentor women faculty members in their home institution.Maine has held an annual Academic Management Institute for women moving into seniorlevel positions since 1999. Candidates are nominated by their institution’s president, soparticipation 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 upbut have not yet achieved the credentials necessary to attend the Academic ManagementInstitute.Michigan is assisting its Institutional Representatives by providing each of them with anotebook that contains material from the State Coordinators’ Handbook as well as fromother resources that might inspire campus initiatives.Also recognizing the need for IRs and finding themselves with far too few in a state with alarge number of institutions of higher education, Ohio leaders asked for help from theirPresidential Sponsor on the grounds that presidents are unlikely to ignore a request fromanother president. So they composed for President Knobel’s signature three different letters:one asking for the appointment of a new Institutional Representative, one asking forcontinuation 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 themthe information they needed and inviting them to the next meeting.Oregon has been making use of an abundance of organizational talent to bring togetherposter sessions at its annual meeting. Those who are doing research projects connected towomen in academia can display, answer questions about, and receive input from meetingparticipants during breaks and the lunch recess. The practice has caught on, so the numberof those asking to display their work—and the sophistication of the displays--increases eachyear.Because it is such a large state, Wisconsin leaders have decided to enhance their yearlystatewide meeting with the addition of some regional sessions. Consequently, they arecreating a leadership workshop template that they can conduct in a different region of thestate (and perhaps attracting participants from neighboring states) each spring.
  • Things to ReadDuring the past year, OWHE has taken significant a leadership role in creating suchpublications. As state coordinators, you should receive a copy of the three publications fromOWHE. Additional copies are available for purchase from ACE. Check the ACE web sitefor information about purchasing these publications and others published by ACE.Advancing Women’s Leadership IFrom Where We Sit: Women’s Perspectives on the Presidency (2001)By Gladys Brown, Claire Van Ummersen, and Judith SturnickBased on a series of roundtable discussions sponsored by ACE’s Office of Women in HigherEducation, this publication summarizes reflections and recommendations by womenpresidents, who suggest ways in which current presidents can smooth the path for the womenwho succeed them. The report targets five critical areas—working with boards, challengesand opportunities posed by the “gender factor,” staying power, identifying and mentoringtalented women, and creating a climate for success—and focuses on the themes andconcerns that consistently emerged from each discussion.Advancing Women’s Leadership IIBreaking the Barriers: Presidential Strategies for Enhancing Career Mobility (2002)By Gladys Brown, Claire Van Ummersen, and Judith PhairThis second installment in the Advancing Women’s Leadership series offers a set ofphilosophical and strategic guidelines for advancing women faculty and administrators inhigher education. Each chapter begins with a scenario based on real-life experiences relatedto women’s career mobility, followed by the practical responses given by presidents whoparticipated in interviews and focus groups. Chapters address leadership development,career advancement, workplace and climate, and mentoring.Advancing Women’s Leadership IIIBreaking the Barriers: A Guidebook of Strategies (2002)By Gladys Brown, Claire Van Ummersen, and Barbara HillThis third installment in the Advancing Women’s Leadership series is meant to be acompanion piece to Breaking the Barriers: Presidential Strategies for Enhancing CareerMobility. Designed to address women’s leadership in general and used at every level of acollege or university—from presidents to staff members—by those committed to advancingwomen’s leadership on campus, the book provides campus leaders with strategies forreviewing campus practices in leadership development, fostering career advancement,improving the workplace and campus climate, and establishing mentoring programs. Theguidebook expands on each topic, suggesting sustainable and promising practices, withexamples of successful programs. Each chapter suggests ways to collect evidence thatdemonstrates the success of campus programs and identifies issues related to the four majortopics addressed in Breaking the Barriers.Our electronic exchange, Network News, also offers suggested readings on a regular basis.
  • WOMEN IN HIGHER EDUCATION Excerpted from the ACE Fellows Bibliography © American Council on EducationAguirre, Alberto Jr. Women and Minority Faculty in the Academic Workplace. ASHE-ERICHigher 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 inAcademe: 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: JohnsHopkins 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
  • 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. NewBrunswick, 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 ComparativePerspective. 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: EmergentBlack 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 HigherEducation 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.
  • Sturnick, Judith A., Jane E. Milley, and Catherine A. Tisinger, eds. Women at the Helm:Pathfinding Presidents at State Colleges and Universities. Washington, DC: AmericanAssociation of State Colleges and Universities Press, 1991. A collection of essays revealing womens 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. TakingWomen 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 Americanand 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 toCampus 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.
  • Quotable WordsJan Holmgren, President, Mills College, CA, and former Chair of the Board, ACEBy building strong connections among women in higher education leadership and byresearching and articulating the great benefits to higher education and the nation of women’sleadership and women’s values, the American Council on Education’s Office of Women inHigher Education continues to provide the vision and energy for positive change within theacademy and in society at large. --written for the 25th anniversary celebration of the ACE NetworkShirley Pippins, President, Thomas Nelson Community College, VA, and former Chair,ACE Commission on Women in Higher EducationOver the course of my career, I have met a number of talented women, who, if they had hadthe resources and the support of the ACE Network, would today be presidents. They had thetalent and they had the ability, but they had no one to support and encourage them towardthe goal of a presidency. What might have been for all those deserving women that highereducation needs? This vision—a haunting sense of what they could have become if it hadonly been there for them—fuels my commitment to the programs of the ACE Network. --written for the 25th anniversary celebration of the ACE NetworkClaire Van Ummersen, Vice President and Director, Office of Women in HigherEducation, ACEI envision a world where women serve in equal numbers with men at all levels of leadershipin our colleges and universities. As we strive to create an educational, social, and politicalclimate where women’s voices are valued, I dream of a world more civil, conscientious andcaring—a world with women and men working together to shape the future of highereducation and this society. --written for the 25th anniversary celebration of the ACE NetworkJudith Prince, Interim Executive Vice Chancellor, University of South Carolina-Spartanburg, SC, and Chair, ACE Network Executive BoardThe articulate, energetic, and passionate women who inaugurated the ACE Network werepioneers with the courage to question the status quo, and they were visionaries to foreseethat the “essential core energy” of national efforts would be the state networks. Under theauspices of OWHE, state networks, led by dedicated state coordinators and state planningcommittees, brought about many changes within higher education. Imagine a college oruniversity 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 topolicies and decisions! Imagine a higher education system that does not use the talents andskills of all as it confronts the challenges of the 21st century! --written in preparation for the 25th Anniversary celebration of the ACE Network
  • 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 withpride, “This is an idea that has worked” --written in 1995 on the occasion of the 25th anniversary of the ACE NetworkGeorgia Lesh-Laurie, Chancellor, Colorado University-Denver, CO and Chair, ACECommission on Women in Higher EducationACE and its Office of Women in Higher Education have become jewels in the crowns ofwomen as we work directly to achieve the top ranks in higher education. Its Commission onWomen and State Networks have and will continue to work diligently to move womenforward. --written for the 2003 ACE Network Conference