The deadline has been extended to March 31 for Drake faculty and staff to submit a proposal for the FY23 Global Partnership Grants.

Drake University has established formal partnerships with multiple institutions abroad. Joint faculty and staff projects with our global partner institutions may be eligible for financial support through the Global Partnership Grants. Please contact Annique Kiel for more information or to get connected with a global partner institution.

Eligibility and criteria
Full-time faculty and staff are eligible to apply for Global Partnership Grants for activities taking place during FY23. Preference will be given to proposals that:

• identify a specific set of activities with distinct outcomes with one (or more) of our partner institutions
• demonstrate specific impact on Drake curriculum, students, and current global partnerships
• advance Drake’s global engagement with existing partners in new ways
• support involvement by individuals who have not previously been globally engaged
• are financially supported by the school, college, or department of the individual submitting the proposal
• align with internationally or globally focused unit objectives and/or the University’s Continuous Improvement Plan

Application process:

1. Discuss the proposed activity with your unit director or dean prior to submission to help determine its strategic value and if it aligns with the unit’s global engagement priorities. The discussion will help determine the unit’s interest and ability to support the proposal with financial resources.
2. Submit the online application via Qualtrics, which includes a description and budget (*see note) for the proposed activity. Deadline: March 31, 2022
3. Deans/directors will review all proposals for their unit with the Global Partnerships Coordinator and the Executive Director of Global Engagement for prioritization and to make collaborative funding decisions. Final award decisions are expected to be announced in April 2022.

*Note, Global Engagement grant funds are not typically awarded for stipends for Drake faculty and staff; however, stipend requests may be considered for funding by your unit’s Dean/Director on a case-by-case basis. The College of Arts & Sciences will not fund stipends.

Learn more about Drake’s global partner institutions and other opportunities for funding global projects at drake.edu/global.

— Bonnie Ehler, Global Engagement

Nominations are being accepted for the Principal Global Citizenship Award, recognizing outstanding contributions to global engagement and internationalization of the campus and curriculum on the part of faculty or staff. The selected awardee will receive a plaque, up to $3,000, and will be announced at the 2022 Global Citizen Forum in March. A screening committee will review all nominations and make recommendations to the Provost.  Nominations should be submitted to Bonnie Ehler at bonnie.ehler@drake.edu by Monday, Feb.14, 2022. 

A letter of nomination should be submitted recommending an individual for the award and explaining the context and manner in which the nominator has come to know the faculty or staff member. This letter should speak to the following qualifications:

Pursuant to the University’s mission to develop “responsible global citizens,” explain how the nominee has made outstanding contributions at Drake toward realizing the following:

1. Support Drake University as a global institution by creating linkages to global partners in local, national, and international settings;
2. Develop and/or actively support global and intercultural learning opportunities for Drake students;
3. Develop infrastructure, resources, and partnerships to support internationalization and global engagement.

The nominee must be a faculty or staff member with at least four years of service at the University. The nominee cannot have won this award within the past five years. Faculty and staff members who report directly to Global Engagement are ineligible.

Nominees who indicate a willingness to be considered will be invited to submit a resume or C.V. and a statement discussing their contributions to the above goals. Up to three letters of support from unit or institutional leadership, faculty, staff, or students will be accepted (this is optional).

Any individual who was nominated for the award in 2021 may be re-nominated if the nominator resubmits a letter offering the individual for consideration this year. Files of previous nominees are maintained for one year. If a faculty/staff member is re-nominated, the nominator will be invited to review the file from the previous year to ensure that the nomination is as current as possible.

Past recipients include:

2021 – Sally Haack, Professor of Pharmacy Practice, Clinical Sciences
2020 – Jody Swilky, Ellis and Nelle Levitt Professor of English/Writing Workshop
2019 – Pramod Mahajan, Professor of Pharmaceutical Sciences
2018 – Tim Knepper, Professor of Philosophy/Comparison Project Director
2017 – John Rovers, Professor of Pharmacy & Health Sciences
2016 – Ellen Yee, Professor of Law/Director of International Programs

Nomination letters are due by Feb. 14, 2022 and should be sent as an attachment to bonnie.ehler@drake.edu. Questions may be directed to Annique Kiel, executive director of Global Engagement and International Programs, at annique.kiel@drake.edu.

— Bonnie Ehler, Global Engagement

Every Tuesday in OnCampus the Deputy Provost shares two articles with a read time of 10 minutes.

Drake faculty engage our students in learning in ways that serve our own growth and development—it’s one of my favorite things about teaching, and one of my favorite things about our commitment to our students.  We do this by hiring undergraduate research assistants, by mentoring students as they move through Honors theses and internships, and by developing projects around the Scholarship of Teaching and Learning—where our pedagogy becomes a focus of our own self-reflection and study.

The Center for Teaching Excellence invites you to join us for lunch with Adam Case, assistant professor of Computer Science, to hear about his scholarship of teaching and learning project. Lunch will be held in Howard Hall, Room 210, from 12:30–1:30 p.m. on Friday, Feb. 18.

And, the Office of the Deputy Provost is partnering with student financial aid to offer awards to faculty in order that they can hire student assistants for their research, in the coming academic year.

— Renée Cramer, Deputy Provost

The next phase in the Self Service project replacing MyDUSIS functions is coming on March 1—Finance Self Service.

Finance Self Service provides a safe and secure portal to electronically submit and approve payment requests, journal vouchers, and budget changes. It is also a more user-friendly and modern platform for budget and financial queries and year-to-year analysis.

A pilot group has been busy testing Finance Self Service and we are using their feedback to finalize resources and training. Pilot testing will conclude on Feb. 11.

Beginning March 1, users will be required to use Finance Self Service to submit and approve payment requests, journal entries, and budget changes.

Direct emails have been sent to users who may be impacted by this change. If you are someone who will need to use Finance Self Service and haven’t been receiving direct emails, please reach out to Heather Travis. This will ensure you get information about upcoming training sessions taking place the week of Feb. 21.

Additionally, several resources have been created in the IT service portal at https://drake.teamdynamix.com/TDClient/2025/Portal/KB/?CategoryID=22690.

For questions, contact payments@drake.edu or Heather Travis at heather.travis@drake.edu.

—Heather Travis, Finance

In November 2021, we had a cybersecurity company, Grey Castle Security, perform a campus-wide review. One of the issues they identified was the sending of confidential information using insecure methods. As a response, we are beginning to send automated email messages to anyone who emails unencrypted confidential information.

This type of information can be emailed as long as it’s properly protected. See instructions linked below:

Sending and Receiving Encrypted Email Messages (How-to)

For now, anyone who sends an email with unprotected information will receive an automated response, but the email will still be sent. Starting May 1, any outgoing unencrypted emails including confidential information will need to be re-sent with appropriate security precautions.

Questions about this upcoming change? Please contact informationsecurity@drake.edu

— Carla Herling, ITS

Actual comments I’ve received on course evaluations, over two decades of teaching: “Professor Cramer can be so random; adhd much? And I don’t even know why she bothers writing on the board—no one can read it.”  “So.Much.Work for this class.”  “If you’re going to assign all of that reading, we should at least discuss it.”  “Keep her forever, Drake!” “This was my favorite class!” “Hawt.” “U dress so cute!” “Women with young children should be in the home.”

Yep – from the honest but hurtful, to the helpful critique – from the lovely (but vague) kudos to the inappropriate comments on my physical appearance and life choices – my end-of-semester evaluations from students have run the gamut.  And, yep: I’ve obsessed over the mean ones, the pointless ones, and the ones that boost my ego when it flags.

We know, from the ample literature on student evaluations of teaching, that they are absolutely flawed instruments.  We also know that we use them for developmental conversations with our chairs and colleagues, as evidence of teaching effectiveness in our tenure and promotion materials, and as a way to think about how we approach the same course, the second-third-fifteenth time around.

What should we do, then, with teaching evaluations?  How can we read them in a way that helps our pedagogy?  And, what other forms of evidence could we use to establish a record of excellent teaching?

Please join Deputy Provost Renée Cramer in a Center for Teaching Excellence conversation: What Do We Do With Student Evaluations? Our conversation on Friday, Feb. 25, from 11 a.m.–12 p.m. (lunch provided) in Howard Hall will explore how faculty can read, understand, and integrate what we learn from student evaluations of our teaching. We will also discuss the problems of relying on these kinds of evaluation, and talk about how we can, perhaps, better understand if we are meeting our goals and objectives in the courses we teach, than through sole reliance on a potentially problematic instrument.

— Renée Cramer, Deputy Provost

The Office of Global Engagement invites nominations for the Principal Global Practitioner/Scholar-in-Residence Program for 2022–2023, seeking to attract talented individuals from academia or the professions who have outstanding international expertise to teach a course, mentor students, give public lectures, work on joint research with faculty, and aid the global capacity-building of the institution as a whole through fruitful collaborations. Nominations will be considered for fall, spring, or the full academic year.

Nomination Instructions:
Candidates should be nominated by faculty or administrators within the academic unit to which they will be attached. (Candidates must be non-Drake faculty or employees). Please submit the following supporting materials:

• A nomination letter discussing the qualifications of the candidate and expected contributions to the department and Drake University as a whole
• Candidate’s biographical information
• A letter of interest from the candidate
• A letter of support from the department chair and college/school dean

Nominations should be directed to Annique Kiel, executive director of Global Engagement and International Programs, by Feb. 18, 2022. Units considering a nomination are encouraged to consult with Annique prior to submission (annique.kiel@drake.edu).

Among the criteria to be considered for the nominee:
1. A record of recognized leadership in a global context and distinguished professional accomplishment in their field
2. A documented commitment to international understanding and global citizenship
3. An ability to bring global perspectives and experiences to the Drake community
4. A willingness and ability to offer a course(s) that complements the existing curriculum and meets rigorous academic standards.

In recognition of their contributions, Global Practitioners/Scholars receive a stipend, a travel allowance, an appropriate workspace in the host college/school, and access to university facilities. Global Practitioners/Scholars will be affiliated with an appropriate academic unit for at least one semester and offer at least one course per term.

This program is proudly sponsored by the Principal Center for Global Citizenship, housed within the Office of Global Engagement.

—Bonnie Ehler, Global Engagement