Global Engagement invites nominations for the Principal Global Practitioner/Scholar-in-Residence program for 2022–2023

This program aims to attract talented individuals to Drake 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 sent to Annique Kiel, executive director of Global Engagement and International Programs, by March 31, 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.

— Hannah Sappenfield, Global Engagement

Let’s take time this week to reflect on our core value embracing a Generosity of Spirit. What a beautiful core value for a university to have. Each of us absolutely has the capacity to live this value in how we engage each other, our students, and our community.

Generosity of Spirit

• We trust, empower, and presume the best of each other.
• We practice civility, caring, and respect.
• We commit to equity and inclusion.

Often, we speak of the term ‘generosity’ as a concept tied to giving something of value and—let’s face it—a lot of things that have value cost money. Luckily, much like hope, generosity of spirit doesn’t cost a penny. However, it does take thought and care.

Trusting, empowering, and presuming the best of each other helps people feel a sense of belonging and supports a sense of purpose. One of the beautiful side effects of presuming the best in others is that it also helps us presume the best in ourselves. When one person radiates this kind of positivity, if reflects back on them, too. There are fascinating studies about how negativity and positivity spread—much like a virus. If a person walks through a workspace and is mean to everyone, they leave some of their foul mood in the room. Similarly, if a person walks through that same workspace and spreads kindness on the way, they leave the room feeling uplifted. Think about the impression you leave on each room you exit!

Let’s channel our Generosity of Spirit in showing appreciation to each other. Ask how can employees—and all other members of the Drake community—feel appreciated if they are not accepted for who they are? Having equity and inclusion embedded in our core values is as important as it is beautiful. But equity and inclusion do not always come organically—we must commit to these principles, and we have to work at them. We must be intentional in building a campus environment where everyone feels welcomed and a sense of belonging. This really does require us to appreciate and value what each unique person brings to the table.

Hiring Tip: For people who are involved in searches, let’s be certain we vet candidates for our core values. We want to be hiring people into our community who already hold this kind of generosity in their spirit. We want to add to our community people who will presume the best of others, who will be civil and respectful, and who already embrace our desire to build a diverse and inclusive community where everyone is welcomed and experiences a sense of sincere belonging.

Drake HR is happy to share a new resource for those involved in searches—we have created a long list of behavior-based interview questions arranged by the most closely correlating core value. We encourage you to refer to it as you think about how we can assure we add new employees to our community who already buy into embracing a Generosity of Spirit—as well as our other core values.

— Maureen De Armond, Human Resources; Nate Reagen, Office of the President

As part of Employee Appreciation Month, Human Resources is encouraging everyone to submit a shout-out for a faculty, staff, or student employee. Simply write a sentence of appreciation for a colleague and submit it to Linda Feiden at linda.feiden@drake.edu. Deadline to submit a shout-out is March 24.

Read the shout-outs submitted this week!

“A shout-out to Kristy Hilchen, Amy Nichols, and Valori Bross: You are doing a great job to learn about how to process ‘the world’ for international applications. You are truly All in this Together.” – Teresa Downs

“A shout-out to Austin Higgins: Austin is always friendly and reliable in Student Services and is easy to work with.” – Teresa Downs

“A shout-out to Korrine Jackson: Korrine is one of the most detail-oriented people I have ever met. It is amazing to me how she can keep track of so many different financial components at the same time and make it look so easy.” – Teresa Downs

“A shout-out to Suman Rose: I don’t get to work with you often, but you radiate positivity and a passion for what you do.  You inspire me to work harder at my job, and Drake is so lucky to have you!” – Sara Heijerman

“A shout-out to Dan Chibnall, Erica McGowan, Linda Feiden: Thank you for organizing the Drake Book Club!  It’s so fun to have a “casual” way to meet co-workers that I don’t normally get to see, and I really appreciate having extra input and help coordinating this “extracurricular” program!” – Sara Heijerman

“A shout-out to Deneen Dygert: I’ve enjoyed working with you this year and am so impressed by your seemingly boundless energy and upbeat attitude.  Thanks for being you!” – Sara Heijerman

“A shout-out to Maureen De Armond: I don’t know you well, but I’m so glad you are here! You were an impressive leader of the CWA group, and I can see that you are passionate about your job and making Drake a great place to work. I appreciate you and am looking forward to getting to know you better! – Sara Heijerman

“A shout-out to Annette Watson: Annette Watson successfully hosted the first fully in-person Career networking event in almost two years!  The Marketing Speed Networking event was a huge success with more than 128 people participating.” – Chrystal Stanley

“A shout-out to Leah Berte for her stellar work on the PCDS Instagram account.  We have seen a tremendous amount of growth this year through her leadership.  Her creative opportunities for employers have also expanded our relationship with employers.” – Chrystal Stanley

“A shout-out to Amanda Martin: Amanda is a rock star.  She shifted to the new Changemaker Scholars in rapid fashion, and from the outside, she appeared to do it without breaking a sweat (even though we all know what a challenge it was).  Well done!” – Chrystal Stanley

“A shout-out to Melissa Sturm-Smith:  Melissa has provided strong leadership while also covering for two staff members who were on maternity leave.  She did all this with a sense of humor and strength.  Drake is lucky to have her.” – Chrystal Stanley

“A shout-out to John Kippes: Professional and Career Development is delighted to partner with John Kippes to serve the students in the John Dee Bright College.  We are looking forward to celebrating the first professional experiences this summer.” – Chrystal Stanley

“A shout-out to Ashley Rasmussen: Thank you Ashley for all that you have done and continue to do for the Admin Staff of A&S.  Your willingness and availability to answer our questions and lend a listening ear when things are stressful is very much appreciated.  You have gone above and beyond on numerous occasions with the transition of new staff and training and in giving us the tools we need to do our jobs well and effectively.  Truly an asset to the College of Arts & Sciences and a true model of Drake’s Core Values.” – Alice Fynaardt

“A shout-out to All Staff at Drake University Head Start: It has been a very difficult two years for all of us, but I want to thank you all for working together to keep the children who are enrolled in the Head Start program as safe as possible.  I have heard that it takes a village to raise a child and the Drake University Head Start village is the team I would choose every time to help raise my children and grandchildren.  Thank you for all you do every day!” – Heidi Ball

“A shout-out to Ron Barry and Kay Zrostlik: Thank you so much for helping to support me and all of the staff at Drake University Head Start.  You never complain and always come through!  You will never know how much I appreciate my Health and Nutrition Team!  You are both the BEST!  Thank you! – Heidi Ball

“A shout-out to the entire Drake University Head Start team: We just wrapped up our week-long, on-site federal monitoring review.  It was an intense week with lots of questions, interviews, data sharing, monitoring, examination and evaluation, and the ENTIRE staff stepped up and shined bright all week long. The work is not always easy, especially these past couple of years, and yet the staff show up and do great things every day.  Thank you is not sufficient.” – Lisa Proctor

“A shout-out to Matt Probasco: Thank you for keeping track of such a gigantic amount of detail to help manage the finances of the University.  Drake is better because of you!” – Nate Reagen

“A shout-out to Jenny Tran-Johnson: Thank you for keeping track of all our registered students!  The detailed reports that come out of your office have been tremendously helpful in so many ways.” – Nate Reagen

“A shout-out to Tammy Eltayb for the compassion and support she has for her custodial team and all the work they have done during COVID.” – Kevin Moran

“A shout-out to Venessa Macro: Thank you Venessa for assisting me / us with some of our contracts at the Ray Center.  Your time and expertise is always appreciated!” – Jason Lamping

“A shout-out to Anne Kremer for tirelessly leading our admission team through all the hard work and strategic thinking to recruit future Bulldogs.  The last two years have brought some interesting shifts in recruitment processes and trends, but our team benefits from her leadership, mentorship, and guidance through every step of the cycle.” – Lisa Flynn

“A shout-out to Craig Owens for all the hard work that has been done to lift John Dee Bright College into action.  Craig was a committed partner in recruiting our inaugural cohort and continues to advocate for the faculty, staff, and students involved.  Seeing the community that has been built has been rewarding, humbling, and certainly paves the way for future students considering Drake and Bright College.  Thanks for your leadership!” – Lisa Flynn

“A shout-out to Jenny Jones & Ron Ackerman for being amazing academic advisors for our CBPA graduate students! If you look at their schedules, you’ll quickly realize it’s prime time for advising as these two have appointments back-to-back throughout the day to help fit in appointments for our students. Thank you both for being amazing advocates for our students!” – Dianna Gray

“A shout-out to Betsy Wilson: Betsy is so friendly and always positive. Your joy is infectious. We so appreciate you in the SOE!” – Catherine Gillespie

“A shout-out to Amber Welsh: Amber is professional and thorough and always looks on the sunny side. You balance so much with grace. We appreciate you in the SOE!” – Catherine Gillespie

“A shout-out to Kyle Schura: Kyle is an incredible teammate, employee, and asset to Drake University. He is always willing to go the extra mile to get the job done, and he does it with a smile and laugh. His consistent effort and empathy make working with him a truly positive experience. He has helped the Office of Admission grow and get better in countless ways. I am very appreciative of Kyle, and he is very deserving of a shout out, THANK YOU KYLE!” – Glenn Clark

“A shout-out to Natalie Russell: As Manager, Drake Postal Operations Center, Natalie goes the extra mile to make certain our needs are met at The Robert D. and Billie Ray Center, Home of CHARACTER COUNTS!.  She helps us to aim for our goal that every early childhood center in Iowa will receive one of our Early Childhood Kits.  And… that’s a lot of kits to be distributed!  Natalie has been a joy to work with during this process.” – Deb Taylor

“A shout-out to Grace Wenzel for willingly taking on new tasks and using her creativity for new initiatives.  No matter what is asked of Grace, she always happily digs in and helps make progress in the admission space.  She is a true Transfer Student Champion and helps her students learn about the Drake experience with an amazing Bulldog vibe!  Keep up the excellent work!” –Rachelle Setsodi

“A shout-out to Amy Guiter: Amy joined the Admission team prior to the year and has instantly become an asset.  Amy’s attention to detail, professionalism, and caring nature to ensure every visitor’s needs are not only met but exceeded is truly appreciated.  As a mother of a student who is navigating her college search, Amy is quite keen to the importance of each interaction and service our office and the campus community provides.  Amy is a team player and has forged relationships both in our office and across campus to engage faculty and staff in the important work of recruitment.  Drake is very fortunate to have Amy Guiter managing the individual visit program as the Campus Visit Facilitator!” – Deneen Dygert

Global Engagement is accepting proposals for FY23 Global Partnership Grants, now through March 31.

Drake University has established 16 formal partnerships with institutions in 13 countries. Joint faculty and staff projects with any (or multiple) global partner institution may be eligible for financial support through the Global Partnership Grants.

General Criteria

• Full-time faculty and staff are eligible to apply
• Activities must take place during FY23
• Review the full grant criteria

Application Process

1. Discuss the proposed activity with your unit director or dean
2. Complete the online application
3. Deans/directors will review all proposals for their unit in partnership with Global Engagement to make collaborative funding decisions, to be announced in early May

More Information

Learn more about our partners on our website or contact Hannah Sappenfield, Global Partnerships Coordinator, to get connected with a partner institution.

— Hannah Sappenfield, Global Partnerships Coordinator

We are seeking applicants to teach Drake’s first-year student success course, Bulldog Foundations. It will be a fun experience this fall implementing the recent curriculum revisions, guided by student input. Applicants must hold a master’s degree or equivalent, and teaching experience is preferred. Learn more and sign-up for a short consultation session.

Bulldog Foundations helps students explore concepts and develop skills that are crucial for the development of meaningful personal lives, professional accomplishments, and responsible global citizenship. Students will explore the elements of an equitable and inclusive community, consider life skills necessary for success, and refine academic strategies. This course helps students transition into the Drake community with ease.

The course will run for the first eleven weeks of the semester and will meet once a week for fifty minutes. Instructors will be given all curriculum, materials, and facilitator guides for the course, and will not need to develop any curriculum on their own.

In addition to assigned class time, chosen instructors will need to attend an all-day training the week of August 1st, a check-in meeting the week of September 19 and a wrap-up meeting during the week of fall 2022 finals.

Instructors will be paid a $1000 stipend for teaching Bulldog Foundations unless this course serves as a part of your full-time teaching load.

To apply, fill out the google form. The application is due Friday, April 1.

— Bulldog Foundations Planning Team

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

Drake Online will be hosting another round of office hours for faculty focusing on Gradebook questions as we head toward mid-terms (how have we gotten here so quickly?). Knowing that Gradebook has changed quite a bit, they welcome you to bring your questions for hands-on support.

 Guest link for Collaborate

Upcoming hours are:

• Tuesday, March 8, 1–2:30 p.m.
• Wednesday, March 9, 10 am–12 p.m.
• Thursday, March 20, 1:30–3 p.m.

No sign up or registration necessary.  Use the Collaborate link above to log in at any time during office hours.

— Renée Cramer, Deputy Provost

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

There is a lot going on in the Office of the Deputy Provost and the Center for Teaching Excellence. (Spoiler alert: Spring weather puts me in an optimistic, planning mood….)

We have partnered with the School of Education to provide 10 additional spaces in an on-line Intercultural Conflict Workshop facilitated by Dr. Tara Harvey (True North Intercultural, LLC). The workshop will focus on helping participants better understand and navigate their own and others’ preferred conflict styles, so that they can more effectively communicate and engage in a diverse work environment. It is perfect for department chairs, associate deans, and others who might manage in and through conflict (ie: all of us). Registered participants would take, in advance, the Intercultural Conflict Style Inventory, and the focus of the half-day workshop will be on building participants’ awareness using the Inventory.

This is an online workshop, held April 25 from 9 a.m. to 12:30 p.m.; preregistration required by April 11. Please note, if you are SOE faculty or staff, your registration is not through this link.

Please consider signing up to be part of the conversation on creating a faculty-to-faculty mentoring program, to inform my work as I look forward to launching a comprehensive faculty mentoring program over the summer.  Register here, so we can provide hospitality for everyone on Friday, March 25, from 1:30–3 p.m. in Howard Hall, Room 210.  If you cannot attend but would like to be a mentor—or be assigned a mentor— please email and tell me that.

Exciting news: The 2022 Baum Symposium will be comprised of a series of workshops focused on helping Drake faculty and staff respond ethically and compassionately to the shifts in higher education we have seen as a result of the COVID-19 pandemic and demographic trends in our student body.  Featured speaker Cathy Davidson, the author of The New Education: How to Revolutionize the University to Prepare Students for a World in Flux, will speak on the evening of Wednesday, May 4.  Dr. Davidson is the winner of the 2021 Annual Advocacy Award from the Council of Colleges of Arts and Sciences, the Founding Director of the Futures Initiative at CUNY, and a founding member of HASTAC: Humanities, Arts, Science, and Technology Alliance and Collaboratory.  Her keynote will kick off an entire month of programming meant to help our faculty and staff address the ethical imperative of meeting our students where they are—emotionally, intellectually, and socially.  Please save the date, and watch for more.

I’m working with several campus partners to plan even more development opportunities through the spring and into summer, so please do keep a watch on this space for announcements about April, May, and June workshops and speakers.

Some reminders:

The Drake Research Grant awards committee, and the committees empaneled for determining the various professorships and awards are also ready to get busy reading application materials.

As such, I encourage faculty to apply for funding to hire student assistants for their research in the coming academic year (March 18 due date).

Applications for the Troyer Research Fellowship are due March 18; applicants should submit (via email to renee.cramer@drake.edu and nicki.kimm@drake.edu) a current curriculum vitae, a letter of application of no more than three pages, a preliminary budget suggesting how the fellowship dollars might be spent, and a one-paragraph abstract written for a non-specialist audience that summarizes the proposed research. The application letter should address the applicant’s record of scholarly accomplishment, future promise, how they will benefit and how the university will benefit if selected as the Troyer Research Fellow.

We welcome applications for Drake Research Grants for the coming academic year (July 22–23). These grants can include the possibility of sabbatical research support, and should be submitted by April 1.

We still have funds for Faculty Development and Enrichment Grants—and particularly welcome those proposals for projects that support innovative and high impact pedagogy and curriculum development, cross-disciplinary collaboration, and professional development as a leader at the institution. These are considered on a rolling basis.

I find I have been writing this OnCampus note with the energy of spring starting to percolate. I’m looking out the window of a coffee shop, and see sunshine. I slept in for an hour today and it almost felt like summer. I hope you read about these opportunities with some sense of excitement about the possibilities for community, recognition, support, and learning that they represent for Drake faculty and staff, in service of our students.

We truly have weathered—and continue to weather—a generation-altering series of events. Hibernation is always an option for survival—as spring hits in earnest, though, perhaps we can crawl out of our burrows, say hi to each other, and be in community a bit more frequently, to support each other’s growth and well-being.

— Renée Cramer, Deputy Provost

Our response to the COVID-19 pandemic has required many of us to learn quite a bit about online instruction and assessment over the past nearly two years.  And, many of us had to adjust our way of using exams to assess student learning. In some disciplines, the use of Respondus Lockdown Browser, a technology that attempts to guard against cheating in online exams, has become necessary or desirable. Like all technologies, there are limitations to the efficaciousness of this technology—and serious questions to consider, prior to adopting it. I asked some of our CPHS faculty to have a conversation with me about why they use Respondus Lockdown Browser, and how they use it well—in ways that facilitate good student interaction with the software, and highlight best practices in online assessment. 

Andy Meisner, associate professor of pharmacy practice, told me, ““I think Respondus Lockdown Browser provides guard rails for students when taking paperless exams. Most of our students are digital natives and often have a knee-jerk response to Google something when they don’t know or unsure of the answer. If we plan to use exams that are built into an internet browser we are constantly offering the temptation to search rather than to think deeply.” Lynn Kassel, associate professor of pharmacy practice, echoes many of Andy’s thoughts about the technology, and adds that, beyond the COVID-related uses of Lockdown Browser, students who encounter them in their classes will be better prepared for board exams as they enter their professions. 

Both faculty acknowledge that there are things that can go wrong—quickly—with the use of the browser.  Andy cautions that the technology “comes with a whole host of default settings when you add it to your BlackBoard exams, but many of these may not make sense for your course. For example, do you want students to have to show the camera their student ID when you already know what they look like? What about giving access to students who use iPads? Review your settings, don’t just set it and forget it!” As a bonus, Andy provided this meme:

Andy told me the best thing a faculty member can do is,  “download your own copy of Respondus and take your own exam yourself. If the settings don’t make sense to you, they definitely won’t make sense to your students.”  Lynn adds, “it is really helpful for instructors to take the exam using the technology, to understand what you’re asking the learner to complete.”   

It also makes very good sense to share these links with students about how they can bring best practices to the online testing environment, and some answers to their frequently asked questions. 

Even more importantly, Drake’s learning management specialists have put together terrific articles to assist instructors in designing and deploying online exams.  You can find them here and here.  

Finally, Lynn stresses, if you are using this technology for online assessment, “Be sure that students have the tools available to get the technology fixed, or ensure that the syllabus allows for some flexible interpretation of these technology issues (e.g., exemption of grade versus absolutely 0). Consider student access regarding equity in access by asking yourself: does a student’s home internet connection allow for use of this technology or what additional resources need to be considered for them to utilize the platform?” In summary, she says, “be considerate/compassionate to technology issues.”

— Renée Cramer, Deputy Provost

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

Anisa Hansen, professor of pharmacy practice, will discuss her work on using case studies to facilitate student learning around social identities and social determinants of health, as part of our CTE conversations on the scholarship of teaching and learning. Please register here to join us for lunch on March 4 from 12:30 to 1:30 p.m. in Howard Hall, Room 210.

— Renée Cramer, Deputy Provost