2016–17 Leadership Development Programs
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HIGHER EDUCATION LEADERSHIP The Higher Education Leadership portfolio offers a series of progressive professional development programs for higher education administrators throughout their careers and in a wide range of settings.
Harvard Seminar for Experienced Presidents November 13–15, 2016
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• Presidents with 3+ years of experience • Faculty chair: Judith Block McLaughlin
Management Development Program (MDP) June 4–16, 2017
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Institute for Management and Leadership in Education (MLE) June 18–30, 2017
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Harvard Seminar for New Presidents July 7–12, 2017
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Institute for Educational Management (IEM) July 16–28, 2017
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• Administrators with 3–7 years of experience • Faculty chair: Joseph Zolner
• Administrators with 5–12 years of experience • Faculty chair: Matthew Miller
• Newly appointed first-time presidents • Faculty chair: Judith Block McLaughlin
• Senior administrators with 10+ years of experience •F aculty co-chairs: James Honan and Joseph Zolner
LIBRARY LEADERSHIP Library Leadership programs offer a unique opportunity for librarians to learn with and from both Harvard faculty and leading library professionals and policymakers representing a broad range of academic and public institutions.
Library Leadership in a Digital Age March 16–18, 2017 • Academic and public library leaders • Faculty chair: Joseph Zolner
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Leadership Institute for Academic Librarians July 30–August 4, 2017
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• College and university librarians •F aculty chair: Joseph Zolner
PERSONAL LEADERSHIP The Personal Leadership portfolio fosters personal reflection and transformation as drivers of institutional change.
Mindfulness for Educators November 2–4, 2016 • PreK–12 and higher education faculty and administrators
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• Faculty co-chairs: Metta McGarvey and Joseph Zolner
Including Ourselves in the Change Equation: 34 Personal Learning for Organizational Performance (An Online Program) February 13–May 7, 2017 or September 18–December 10, 2017 • PreK–12 and higher education faculty and administrators • Faculty chair: Lisa Lahey
Inner Strengths for Educators August 1–4, 2017 • PreK–12 and higher education faculty and administrators
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• Faculty co-chairs: Metta McGarvey and Joseph Zolner
FOCUSED TOPICS The Harvard Institutes for Higher Education also offer programs that address more focused leadership challenges and contexts.
Crisis Leadership in Higher Education February 27–March 2, 2017
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Women in Education Leadership March 5–7, 2017 • PreK–12 and higher education faculty and administrators
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• Senior-level higher education administrators •F aculty co-chairs: James Honan and Herman B. “Dutch” Leonard
•F aculty chair: Deborah Jewell-Sherman
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The Harvard Institutes for Higher Education Experience The Harvard Institutes for Higher Education (HIHE) offer comprehensive leadership development programs designed for higher education administrators — from directors, department heads, and deans, to vice presidents, provosts, and presidents. Because the leadership issues you face depend on your position, we group you with peers who share similar experiences and perspectives. At HIHE, leaders come together to speak openly, reflect honestly, hone skills, and actively engage with peers and faculty experts. A blend of synthesized research and experiential learning is designed to stretch your thinking and encourage active discussion of common challenges. Participants bring multiple perspectives from a broad range of institutions, including large research universities, comprehensive regional institutions, small liberal arts colleges, and community colleges. With an outstanding faculty, an almost 50-year history of success, and a vibrant network of thousands of alumni who maintain long-term relationships and return to HIHE as their careers advance, our programs have a significant impact on higher education.
Our goal is to attract educational leaders with a commitment to personal growth, innovation, and institutional success. As our alumni attest, you will leave informed, renewed, and committed to move your institution to the next level. 3
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HIGHER EDUCATION LEADERSHIP Our comprehensive Higher Education Leadership portfolio offers a series of progressive career development programs for higher education administrators throughout their careers and in a wide range of settings, from large research universities to small liberal arts colleges and community colleges. Designed to meet the management and leadership challenges unique to specific roles and levels of responsibility, our Higher Education Leadership programs serve directors, department heads, deans, vice presidents, provosts, and presidents.
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“The Harvard Institutes for Higher Education have two central, mutually reinforcing objectives. First, we strive to be the very best source of professional development for higher education leaders in ways that strengthen individual skills and capabilities. In addition, HIHE’s engaging learning environment, ‘real-world’ orientation, and robust alumni network produce tangible institutional benefits. Drawing on almost 50 years of leadership development experience, our programs will make you a better leader and, in the process, make your institution a better place for teaching and learning.” James Honan, Senior Lecturer on Education, HGSE Faculty Co-Chair, IEM
JAMES HONAN
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Harvard Seminar for Experienced Presidents November 13–15, 2016 | $4,395 | gse.harvard.edu/ppe/ep Experienced college and university presidents will enjoy a rare opportunity to interact in a retreat-style program. Work closely with faculty and colleagues to address key issues facing your institution and presidency in a confidential setting. In this program, you will: • Consider current challenges regarding campus diversity, inclusion, and discourse • Learn to be proactive with regard to institutional communication (particularly during times of campus crisis) and use social media effectively • Assess the present state and future opportunities for you and your institution • Identify ways to initiate change and overcome barriers • Participate in personal planning regarding your presidency
WHO SHOULD ATTEND • College and university presidents from all sectors of higher education with a minimum of three years of experience in the presidency
FACULTY CHAIR Judith Block McLaughlin | Senior Lecturer on Education, HGSE
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Management Development Program (MDP) June 4–16, 2017 | $7,900 | gse.harvard.edu/ppe/mdp As a middle manager in higher education, you face a distinctive set of leadership challenges. The Management Development Program (MDP) prepares you to become a better leader of your unit, department, or college, as well as a more valuable contributor to broader institutional goals. In this program, you will: • Understand the characteristics of effective leadership in higher education • Learn how to develop and lead high-functioning teams • Understand your optimal role in planning initiatives • Analyze financial data and understand how funds are allocated and budgets are created • Consider the ethical dimensions of educational leadership • Identify the conditions — both individual and institutional — that increase opportunities for professional development and personal transformation • Learn how to function as an effective change agent
WHO SHOULD ATTEND • Mid-level administrators with 3–7 years of experience, including deans, directors, and department heads
FACULTY CHAIR Joseph Zolner | Lecturer on Education; Senior Director, Harvard Institutes for Higher Education, HGSE
“MDP changed the way I think about leadership. The program broadens your horizons and makes you consider the larger purpose behind your job. I’m not prone to hyperbole, but MDP was a life-changing experience.” Hari Rajagopalan (MDP’15) Dean, School of Business Francis Marion University (SC)
“The curriculum is highly applicable and program activities are both practical and well conceived. Since participants invest heavily in their own preparation and participation, the learning sticks! I know I am a better leader because of my HIHE experiences.” Dale-Elizabeth Pehrsson (MDP’12 & IEM’15) Dean, College of Education and Human Services Central Michigan University
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Institute for Management and Leadership in Education (MLE) June 18–30, 2017 | $8,450 | gse.harvard.edu/ppe/mle The Institute for Management and Leadership in Education (MLE) is designed for experienced administrators who are responsible for thinking strategically about their institutions’ change agendas. The program also serves as a valuable opportunity for mid-career professional assessment and renewal. You will be able to reflect on your own leadership strengths and weaknesses in a supportive learning environment with Harvard faculty and accomplished higher education leaders from across the country and around the world. In this program, you will: • Master new approaches to leadership • Develop and implement effective strategies • Review and assess the impact of changes in the higher education competitive environment • Evaluate the impact of new initiatives and alliances • Realign faculty and financial resources • Understand and overcome the challenges of organizational change
WHO SHOULD ATTEND • Experienced administrators • Provosts, vice presidents, and deans responsible for helping secure the long-term future of their institutions
FACULTY CHAIR Matthew Miller | Lecturer on Education; Associate Dean for Learning and Teaching, HGSE
“MLE introduced me to extraordinary leaders, new research, and a much broader array of institutional contexts. I have reflected on my MLE experience again and again throughout my transitions from faculty to provost to president.” Elizabeth L. Hillman (MLE’13) President, Mills College (CA)
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“Given the acute internal and external challenges facing higher education today, the work of college and university leaders has never been more difficult — or more important. The Harvard Institutes for Higher Education provide opportunities for leaders to enhance their leadership skills, learn new strategies for their institutions, and develop networks of support and counsel.” Judith Block McLaughlin, Senior Lecturer on Education, HGSE
Faculty Chair, Harvard Seminar for New Presidents Faculty Chair, Harvard Seminar for Experienced Presidents
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July 7–12, 2017 | $8,995 | gse.harvard.edu/ppe/np New college or university presidents face external and internal challenges every day and are not permitted the luxury of learning on the job. From Day One, they are expected to exhibit articulate, responsive, and forward-thinking leadership skills. The Harvard Seminar for New Presidents focuses on the critical issues of the first months and years of a presidency. Participants will be introduced to an extraordinary peer group of colleagues, reflect on their situations, and consult with experts about special concerns and circumstances. In this program, you will: • Explore the importance of the culture and traditions of an institution • Address the role of institutional governance, the relationship between the president and the board of trustees, and specific steps the chief executive can take to improve board performance • Examine important components of the fundraising process and the president’s role in assuring its success • Introduce new presidents to the role of financial information in institutional decision making • Focus on the president as chief executive and senior personnel officer • Explore the position of the president as an academic leader • Discuss issues and choices related to the lifestyle of the president • Examine the president’s role in the design and implementation of strategic planning efforts and how to develop and sustain institutional performance indicators
WHO SHOULD ATTEND • First-time college and university presidents, ranging from those who have been appointed but not yet assumed office to those within the first 12 months of their presidency • Presidents from all sectors of higher education — colleges, universities, and community colleges
FACULTY CHAIR Judith Block McLaughlin | Senior Lecturer on Education, HGSE
“The Harvard Seminar for New Presidents was invaluable to me as I navigated the first year of my presidency. I received practical advice during the program that I have often cited to my trustees and senior staff. But what was most valuable is the other presidents with whom I continue to speak, meet, and ask advice of, long after the seminar ended. The network, the advice, the comradery were simply priceless.” Joanne Berger-Sweeney (NP’14) President, Trinity College (CT)
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Institute for Educational Management
(IEM)
July 16–28, 2017 | $8,995 | gse.harvard.edu/ppe/iem Immerse yourself in the Institute for Educational Management (IEM) and experience a rare opportunity to assess your leadership skills, renew your commitment to higher education, forge vibrant and sustained professional networks, and develop tangible strategies for long-term institutional success. You will learn to focus on the challenges of organizational change while providing opportunities for personal renewal. In this program, you will: • Learn how to lead successfully in a changing context • Gain insight on balancing internal and external leadership roles • Work more effectively as a member of the senior leadership team • Foster and support organizational change • Articulate a powerful institutional vision and enlist others in pursuit of that vision
WHO SHOULD ATTEND • Senior-level administrators who have the responsibility and authority to shape institution-wide policy • Presidents, vice presidents, and other members of the executive cabinet who participate in strategic decision making that shapes the future of the institution
FACULTY CO-CHAIRS James Honan | Senior Lecturer on Education, HGSE Joseph Zolner | Lecturer on Education; Senior Director, Harvard Institutes for Higher Education, HGSE 18
“IEM is one of the best investments you can make. Expanding your professional network alone is worth the cost, but the program also enables you to see new intersections between larger higher education issues and the specifics of your job. You will be able to chart a new institutional course as a newly equipped change agent. Take the plunge. I promise you won’t regret it!” Kevin McDonald (IEM’15) Chief Equity, Diversity, and Inclusion Officer, University of Missouri System
“My IEM experience was a game changer, both professionally and personally. Being surrounded by peers from the entire spectrum of higher education institutions afforded an unbelievable opportunity to learn new problem-solving strategies and ways to build more productive partnerships with work colleagues.” Kimberly P. Blair (IEM’14) Principal Gifts Officer, Virginia Tech
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“The Harvard Institutes for Higher Education provide an ideal
venue to disseminate practical research that informs institutional policy and practice. Given the significant economic, technological, and demographic challenges now confronting higher education, it is critical that college and university leaders gain greater awareness of emerging trends in order to craft effective future strategy. HIHE programs create the ideal conditions for dynamic learning and longlasting professional networks.� Bridget Terry Long, Academic Dean Saris Professor of Education and Economics Chair, Committee on Professional Education, HGSE
LIBRARY LEADERSHIP Our Library Leadership programs offer a unique opportunity for librarians to learn with and from both Harvard faculty and leading library professionals and policymakers representing a broad range of academic and public libraries. Our two programs address strategies for effective leadership in contemporary libraries and the role of library leaders as new technologies redefine teaching, learning, and information services.
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Library Leadership in a Digital Age March 16–18, 2017 | $2,800 | gse.harvard.edu/ppe/llda Learn effective library leadership skills within rapidly changing societal and institutional contexts. Identify fundamental changes occurring in the field of knowledge management and consider their implications for libraries, information services, and library leadership. Participants will discuss libraries from multiple viewpoints: as physical spaces, as vehicles for teaching and learning, as adaptive environments to future learning styles and new digital media, and as intellectual communities capable of creating long-lasting connections. In this program, you will: • Become a more effective library leader within a changed organizational context • Understand the changing nature of library leadership in a digital age • Consider the strengths and weaknesses, opportunities and limitations, and promises and pitfalls of new digital media resources • Examine new design and delivery options for library resources and services
WHO SHOULD ATTEND • Library leaders operating in multiple settings and contexts, including colleges, universities, professional schools, K–12 schools, research organizations, historic preservation/archives, and public libraries • Senior-level library leaders in significant decision-making positions who are interested in crafting an exciting new vision for their libraries and serving their many constituents more strategically, comprehensively, and effectively
FACULTY CHAIR Joseph Zolner | Lecturer on Education; Senior Director, Harvard Institutes for Higher Education, HGSE
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“The Leadership Institute for Academic Librarians (LIAL) provided a very important opportunity to reflect on my leadership practice. The program gave me greater confidence and imparted valuable leadership lessons. Any academic librarian interested in gaining solid, practical skills will benefit from LIAL.” Sarah Lucchesi (LIAL’15) Associate Director for Education and Research Van Pelt and Opie Library, Michigan Technological University
Leadership Institute for Academic Librarians July 30–August 4, 2017 | $3,625 | gse.harvard.edu/ppe/lial Apply important leadership concepts to the practical challenges of managing the contemporary academic library. Immerse yourself in three key leadership areas — planning, organizational strategy and change, and transformational learning — with an overarching goal of increasing your leadership effectiveness and management capacity. The Leadership Institute for Academic Librarians provides tools and insights needed to improve your leadership capabilities and help your library respond to a rapidly shifting competitive landscape. In this program, you will focus on two key questions: • How well-positioned is your library to meet current and future challenges? • How effective is your own leadership?
WHO SHOULD ATTEND • College and university librarians with leadership and/or management responsibilities • Higher education library deans, directors, and unit heads, along with those reporting to them in positions like associate university librarian or assistant library dean • Other campus administrators with responsibilities that routinely affect important library-related functions
FACULTY CHAIR Joseph Zolner | Lecturer on Education; Senior Director, Harvard Institutes for Higher Education, HGSE
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“ The Harvard Institutes for Higher Education are firmly committed to creating learning experiences that foster both professional development and personal transformation. It is a genuine privilege to work with hundreds of higher education leaders each year to strengthen their skills and enhance the performance of their institutions. “ Perhaps the most powerful indicator of HIHE’s impact is the fact that so many colleges and universities continue to send us their most promising administrators year after year. I’m truly delighted to be able to work with and learn from them.”
Joseph Zolner, Lecturer on Education Senior Director, Harvard Institutes for Higher Education, HGSE
JOSEPH ZOLNER
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PERSONAL LEADERSHIP The Personal Leadership portfolio fosters personal reflection and transformation as drivers of institutional change. To lead your department, unit, or institution effectively, you need to identify, acknowledge, and overcome personal immunities to change and unhelpful responses to stress and discomfort. These research-driven, evidence-based programs will help reconnect you to core personal values and the joys of educational leadership.
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“In my work with HIHE, I have the privilege to engage in learning that invites people to explore their emotional, interior landscape and how it gets in the way of their fullest potential to lead others and develop themselves. I am always in awe of how participants embrace the opportunity to seize deep personal insights, despite their discomfort. Imagine being in the company of bright, eager learners who are hungry to be their best selves in their work, people willing to look at themselves in the mirror honestly and share their learning with others, people who stay connected after the program to support each other’s greatest intentions. This is the HIHE experience.” Lisa Lahey, Lecturer on Education, HGSE
Faculty Chair, Including Ourselves in the Change Equation
LISA LAHEY
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Mindfulness for Educators November 2–4, 2016 | $1,650 | gse.harvard.edu/ppe/mfe Mindfulness for Educators is designed as an introductory exploration of the growing use of mindfulness practices in education and their value and relevance to educational leaders. Immerse yourself in a conceptual and experiential consideration of the many ways a mindful approach to leadership can help address the challenges and reconnect with the joys of being educators. In this program, you will: • Understand mindfulness as an evidence-based practice designed to foster qualities of mind that are central to both personal growth and professional effectiveness • Identify common patterns of overreaction and sample practices to respond to difficulties with awareness, poise, and wisdom • Reconnect with core personal values and develop strategies to avoid being derailed by stress and discomfort • Recognize and work skillfully with in-the-moment challenges, rather than ignoring them, pushing them aside, or obsessing over them • Identify opportunities and obstacles to adopting mindfulness practices within your professional setting • Renew yourself and your capacity for fun, joy, and resilience
WHO SHOULD ATTEND • PreK–12 teachers, leaders, and administrators, including classroom teachers, principals, district leaders, superintendents, and state administrators interested in incorporating mindfulness practices into their personal and professional lives • Higher education administrators and faculty members at all levels and across all disciplines and units
• Other educators striving to improve work/life balance, foster productive work environments, and build more vibrant, sustainable organizations
FACULTY CO-CHAIRS Metta McGarvey | Adjunct Lecturer on Education, HGSE Joseph Zolner | Lecturer on Education; Senior Director, Harvard Institutes for Higher Education, HGSE
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Including Ourselves in the Change Equation: Personal Learning for Organizational Performance February 13–May 7, 2017 | September 18–December 10, 2017 | Online gse.harvard.edu/ppe/ioce | $749 for individuals | $699 for teams of 10 or more
rr Change™ (ITC) process used by Discover the research-based Immunity to organizations all over the world. Backed by 30 years of adult development research, ITC is a proven method for undertaking personal change that can contribute to important transformations for your institution. This program demonstrates how institutional transformation is made possible through personal improvement. In this program, you will: • Understand the Immunity to Change process and when to use this approach • Know the difference between technical and adaptive challenges and why traditional change models do not work with adaptive challenges • Learn what a psychological immune system is, how assumptions sustain this immune system, and how to develop and run high-quality tests of your assumptions • Identify an important, meaningful self-improvement goal and make measurable progress toward that goal using the ITC process • Consider specific ITC examples related to education and school change and understand the connection between personal change and professional goals related to education
WHO SHOULD ATTEND • PreK–12 teachers, administrators, and school and district leaders • Higher education faculty and administrators • Individuals or groups from educational nonprofits, funding organizations, and non-governmental organizations
FACULTY CHAIR Lisa Lahey | Lecturer on Education, HGSE
“Including Ourselves in the Change Equation was amazing. It empowered me to stay present and stand up for my values in situations in which I had previously felt shut down. My discovery of how my inner system was preventing me from achieving my goals was both powerful and challenging. I now have a practice to accept my thoughts and feelings and better discern how to act on them rather than be acted on by them.” Sylvie Faisandier (Including Ourselves in the Change Equation’16) Sylvie Faisandier Consulting, Paris, France
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Inner Strengths for Educators August 1–4, 2017 | $2,995 | gse.harvard.edu/ppe/ise Inner strengths are qualities that help you stay calm, clear, and fully present in the midst of the many challenges and demands that come with being an educator. Learn mindfulness practices and other techniques to take stress in stride, maintain perspective, and practice responding to difficulties with awareness and poise even when you are in the center of the storm. In this program, you will: • Learn that mindfulness is an evidence-based practice that can be used to develop many beneficial qualities of mind central to being an effective educator and educational leader • Build resilience and positive habits that can help you slow down from constant multitasking and savor life’s simple joys even in the midst of ongoing challenges • Explore how being a leader — whether formally or informally — changes communication dynamics and how you can provide more effective support and information that can help empower others • Practice being less reactive when you feel upset and defensive, so you can listen better, ask good questions, and seek to clarify confusions and hurts • Reconnect with your values and lead from your aspirations when at risk of being derailed by discomfort or feeling overwhelmed • Work skillfully with your in-the-moment challenges as they occur, rather than pushing them aside or stewing and losing sleep over them • Develop self-awareness and compassion to sustain your service to others with wisdom and warmth • Spend time in small groups with peers who share similar roles and responsibilities, so you can explore how to apply these techniques in your particular educational context • Renew yourself and your capacity for fun, joy, and resilience
WHO SHOULD ATTEND • PreK–12 educators and educational leaders, including superintendents, principals, and district and state administrators • Higher education professionals, including provosts, deans, directors, and administrators at all levels • Teachers and faculty — from both the PreK–12 and higher education sectors — who lead committees or have team-building responsibilities, including those who do not hold formal positions of authority
FACULTY CO-CHAIRS Metta McGarvey | Adjunct Lecturer on Education, HGSE Joseph Zolner | Lecturer on Education; Senior Director, Harvard Institutes for Higher Education, HGSE
“This program was an excellent blend of conceptual and practical approaches. I noticed an immediate impact and continue to implement what I learned to strengthen my leadership. Anyone who is managing chronic or acute stress as an institutional leader will benefit from this program. It was a great investment of my time!” Valerie Martin (2015 Participant) Associate Provost and Dean of the School of Arts and Sciences, Susquehanna University (PA)
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FOCUSED TOPICS The Harvard Institutes for Higher Education also offer programs that address more focused leadership challenges and contexts. Crisis Leadership in Higher Education brings together faculty from HGSE and the Harvard Kennedy School to examine best practices in preventing and responding to crises on college and university campuses. Women in Education Leadership provides an opportunity for leaders across preK–12 and higher education to consider the distinctive challenges facing women leaders and to create ongoing connections with like-minded women committed to leading change in diverse education settings.
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MATTHEW MILLER
“ The Harvard Institutes for Higher Education are very intentional about crafting learning environments that take maximum advantage of the many teachers — both Harvard faculty and experienced practitioners — in the room. In addition to imparting new skills, concepts, and ideas about leadership and institutional effectiveness, HIHE programs create opportunities for participants to learn more about themselves in ways that help them continue to grow and develop throughout their careers. We create a special context that supports a kind of learning that is both in the head and from the heart — an experience that yields powerful and enduring collegial relationships and ongoing learning.” Matthew Miller, Lecturer on Education and Associate Dean for Learning and Teaching, HGSE Faculty Chair, MLE
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Crisis Leadership in Higher Education February 27–March 2, 2017 | $4,400 | gse.harvard.edu/ppe/clhe Crisis Leadership in Higher Education focuses on the strategic and operational issues that arise when preparing for, responding to, and recovering from a crisis — from on-campus violence to natural disasters to controversial statements or actions by faculty and staff. Learn to improvise and innovate under acute time pressure and high stress to respond, survive, and recover with minimal damage. The program draws on the knowledge of the Harvard Kennedy School in crisis management and Harvard Graduate School of Education in higher education, creating a powerful mix of expertise, knowledge, and experience. In this program, you will: • Recognize critical distinctions between different types of crises • Diagnose and understand the nature of the event • Foster situational awareness • Understand and manage policy and operational concerns • Ensure appropriate accountability, both during and after crisis events • Clarify the role of training and exercises • Manage the transition from immediate response to long-term recovery
WHO SHOULD ATTEND • College and university presidents and chancellors, provosts, vice presidents, deans, and other senior-level administrators with responsibility for crisis planning, communication, and external relations • Administrators responsible for developing and implementing the campus crisis management plan, including chief administrative services officers, heads of institutional communication, and directors of campus safety and security
FACULTY CO-CHAIRS James Honan | Senior Lecturer on Education, HGSE Herman B. “Dutch” Leonard | George F. Baker, Jr. Professor of Public Management, Harvard Kennedy School; Eliot I. Snider and Family Professor of Business Administration, Harvard Business School
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“Higher education leaders come to The Harvard Institutes for Higher Education to learn, reflect on key educational issues, and connect with other professionals who share their concerns. Participants leave HIHE programs with relevant knowledge, key insights, heightened focus and energy, and new colleagues who will continue to be co-learners and future thought partners. “HIHE programs pay great dividends in the professional growth and development of participants. That’s why so many keep coming back — to be inspired, intellectually challenged, and professionally renewed for the critical roles they play each day in the transformation of the education sector.” Deborah Jewell-Sherman, Professor of Practice, HGSE Faculty Chair, Women in Education Leadership
DEBORAH JEWELL-SHERMAN
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Women in Education Leadership March 5–7, 2017 | $2,650 | gse.harvard.edu/ppe/wil Identify the unique challenges and opportunities facing women leaders, connect with peers, and strengthen skills for both personal and organizational success. Learn to think more strategically, strengthen your leadership capacity, and create lasting connections with fellow women leaders who are as committed as you to leading change in education. In this program, you will: • Identify the unique leadership challenges and opportunities facing women in education today • Understand when and how gender plays a role in both organizational and personal advancement • Learn how successful women negotiate for what they need to be effective leaders • Gain new strategies for building and leading senior leadership teams • Raise the visibility of women as senior leaders in education • Create a lasting network of women leaders who are affecting change in education
WHO SHOULD ATTEND Leaders from higher education and preK–12 are welcome to attend. • Program directors, department chairs, and other administrators in higher education • Superintendents, assistant superintendents, chief academic officers, and principals in preK–12 education • Chief state school officers and state-level leaders • CEOs of nonprofit organizations and foundations
FACULTY CHAIR Deborah Jewell-Sherman | Professor of Practice, HGSE
“The Women in Education Leadership institute was a refreshing, empowering oasis of strong women who share the same ultimate goal — some may even call it a ‘calling.’ They want to change the world through educating students.” Jacqueline El-Sayed (Women in Education Leadership’15) Vice President for Academic Affairs, Professor of Mechanical Engineering, Marygrove College (MI)
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FACULTY CHAIR BIOGRAPHIES James P. Honan is a senior lecturer on education at HGSE. He is also an affiliate faculty member at Harvard Kennedy School and Harvard’s Center for Public Leadership. He serves as Co-Chair and Senior Associate Director of the Advanced Leadership Initiative at Harvard University. Honan’s teaching and research interests include financial management of nonprofit organizations, organizational performance measurement and management, and higher education administration. Deborah Jewell-Sherman is professor of practice at HGSE. JewellSherman has built a reputation over the past decade as one of the most successful urban district superintendents in the country. She served as superintendent of the Richmond, Virginia, schools from 2002 to 2008. In 2009, Jewell-Sherman was named Virginia Superintendent of the Year and, in 2015, received the Morningstar Family Award in recognition of teaching excellence. She has done extensive work in South Africa as the principal investigator for an initiative between HGSE and the University of Johannesburg. She has collaborated with the Qatar Education Foundation on leadership, communication, and strategic planning and serves as a key faculty member for HGSE’s Doctor of Education Leadership degree. Lisa Lahey is lecturer on education at HGSE. Lahey has served as associate director of the Change Leadership Group at HGSE, a national project to develop greater internal capacity for leading organizational improvement in public school districts. She is also co-founder and co-director of Minds at Work, a consulting group that works with senior leaders and teams in corporations, government, and non-profits. She has worked across the educational spectrum, from preK–12 to colleges and universities and their boards, as well as with numerous corporations and nonprofit organizations.
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FACULTY CHAIR BIOGRAPHIES (CONTINUED) H Lahey is co-author with Robert Kegan of Immunity to Change: How to Overcome it and Unlock the Potential in Yourself and Your Organization and An Everyone Culture: Becoming a Deliberately Developmental Organization. Herman B. “Dutch” Leonard is the George F. Baker, Jr. Professor of Public Management at Harvard Kennedy School and the Eliot I. Snider and Family Professor of Business Administration at Harvard Business School. Leonard teaches organizational strategy and leadership, with an emphasis on effective decision making. His current research concentrates on crisis management and leadership, particularly on how organizations and individuals can better prepare in advance and better perform in the moment to increase the likelihood of effective improvisation and action in crisis situations. Leonard is co-author and co-editor of Managing Crises: Responses to Large-Scale Emergencies (2009). Metta McGarvey is adjunct lecturer on education at HGSE, whose work integrates mindfulness, leadership, and adult social and emotional development to help individuals build the inner resources to handle complex multi-faceted challenges, manage stress, and build resilience to enhance personal and professional effectiveness. She has practiced and taught mindfulness and meditation for 36 years. McGarvey holds a doctorate in Human Development and Psychology with training in cognitive and affective neuroscience and is a co-author of the first study at Massachusetts General Hospital of potential brain changes in meditators. Judith Block McLaughlin is senior lecturer on education at HGSE. The founding Chair of the Harvard Seminar for New Presidents and the Harvard Seminar for Experienced Presidents, she has also served as Director of the Higher Education master’s and doctoral programs. McLaughlin’s teaching and research interests focus on leadership and governance in higher education. She has written and consulted extensively on leadership transitions, presidential assessment, boardpresident relationships, senior staff functioning, and board governance.
Matthew Miller is lecturer on education and associate dean for learning and teaching at HGSE. He teaches courses on evidencebased improvement as a member of the higher education program faculty. In his decanal role, Miller oversees curriculum, initiatives for innovation in learning and teaching (including HGSE’s unique Teaching and Learning Lab), and other long-range academic priorities of the school. He is co-chair of the university-wide Teaching and Learning Consortium of the Harvard Initiative for Learning and Teaching. He collaborates with Robert Kegan, Lisa Lahey, and colleagues on research about organizations that are focused on and committed to the transformative learning of their members (entities they call Deliberately Developmental Organizations). Joseph Zolner is a lecturer on education and senior director of the Harvard Institutes for Higher Education at HGSE. As HIHE senior director, he is responsible for the quality, relevance, and variety of HGSE’s professional development offerings for the higher education community. He serves as Faculty Chair of the Management Development Program (MDP), Leadership Institute for Academic Librarians (LIAL), and Library Leadership in a Digital Age (LLDA) and Faculty Co-Chair of the Institute for Educational Management (IEM), Mindfulness for Educators (MFE), and Inner Strengths for Educators.
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Harvard Graduate School of Education 13 Appian Way, Fifth Floor Cambridge, MA 02138 hihe@gse.harvard.edu Domestic: 800-545-1849 International: +1-617-496-9139 gse.harvard.edu/hihe
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