The American Council on Education, in partnership with the University of Southern California, produced a series of reports that provide critical information for understanding, implementing, and being successful in Shared Equity Leadership. As we know, institutional transformation occurs when leadership emphasizes the critical role of centering equity as a priority and connecting practices to structures and processes, especially during times of uncertainty. Shared equity leadership provides advancement leaders a unique opportunity to scale their equity work by organizing teams across the division to take collective responsibility for developing and moving diversity and inclusion priorities forward. This session will describe how Brown University's Advancement Division pivoted when our nation faced a worldwide health crisis and organically applied shared equity leadership to achieve its diversity and inclusion fundraising priorities and goals.

Learning Objective 1: Assess the needs of your division, opportunities for collaboration, and identify who will take responsibility for the collective work.

Learning Objective 2: Establish a process to move goals forward and evaluate how to improve and elevate projects.

Presented by CASE and GG+A, the Research Symposium will feature three leaders in higher education who will examine the academic literature from a personal and professional view, helping us understand what we can learn about what traits make leaders most effective, navigating transitions at your institution and how you can work to develop a strong pipeline for leadership. Part I will include leaders discussing the literature.

In the last 15 years, many campuses have experienced the tragedy of mass violence. From Virginia Tech to Michigan State, violence has claimed the lives of many students, faculty, and staff. Unfortunately, emergency incident preparation and crisis response are painful realities of educational institutions today. In the wake of a crisis, students, alumni, parents, faculty, staff, and members of the community contact the campus through all channels, asking questions, offering support, and sharing their concerns and sadness.

As advancement leaders, we may be the face of the university and champions of our institutions. Whether leading the communication strategy, or being the first person contacted by a parent, an alumnus, or a stakeholder, we must be prepared to respond during unimaginable circumstances. In this session, pairs of leaders from three institutions will provide examples, advice, and lessons learned from their own experiences to help your staff prepare for a tragedy on your campus.

Learning Objective 1: Understand how to respond if you are struck by tragedy on your campus and demonstrate where to turn for support.

Learning Objective 2: Learn what or how to communicate with the constituents who will reach out and those who will expect to hear from you.

Presented by CASE and GG+A, the Research Symposium will feature three leaders in higher education who will examine the academic literature from a personal and professional view, helping us understand what we can learn about what traits make leaders most effective, navigating transitions at your institution and how you can work to develop a strong pipeline for leadership. Part II is an interactive, moderated discussion that will further explore how the highlighted academic research translates to the institution.

The world has changed, and the education industry is facing an uncertain future. The political, social media, environmental, and macroeconomic environments are increasingly turbulent in what is best described as a polycrisis: Multiple crises happening simultaneously in which the whole is even more dangerous than the sum of the parts. This evolving landscape creates new business risks that educational leaders must address. Through this session, we will inspire leaders to convert the challenges of a polycrisis into a strategic advantage for their institutions.

We will discuss three critical challenges currently facing the education industry: The education workforce, effective constituent engagement, and diversity, equity, inclusion, and belonging (DEIB). You will gain insights to better navigate this polycrisis, tools to build your leadership capacity in managing it, and strategies to tackle the complex risks related to these challenges. You will also walk away with a plan to turn this polycrisis into a strategic advantage by drawing on the full range of advancement expertise at your institutions, including communications, marketing, alumni relations, fundraising, and data services.

Learning Objective 1: Articulate and implement an employee value proposition to improve workforce retention and culture

Learning Objective 2: Create better constituent feedback mechanisms to drive data-informed decisions and change

Learning Objective 3: Optimize a high sense of community belonging so DEIB becomes a clear and visible institutional imperative

Join us to engage in an authentic and vulnerable dialogue among leaders that will empower you to reframe the conversation and strategy around talent management toward a culture of retention and talent engagement. Structured for group coaching, feedback, and best practice sharing, this session will provide an interactive approach and participants will walk away with tactical steps you can successfully implement at your institution. We will tap into our own emotional intelligence with key thought-provoking topics for leadership roundtable conversations within your organization. We will focus on the need for employee engagement roles and programmatic initiatives as part of your organization’s culture resulting in successful and achievable talent engagement.

Learning Objective 1: Learn resources and strong data points (from Gallup research and resources) to help guide participants through the initial process of strategic planning templates, dashboards, and employee engagement metrics.

Learning Objective 2: Identify and prioritize the best strategies to influence the changes needed to improve employee engagement and foster a culture of retention, with the intention of empowering their staff and administration with a vision and a business case as to why this mindset shift is needed.

Only 4% of new college and university presidents advance to leadership from full-time advancement roles, yet many college presidents report that fundraising is one of their top priorities and consumes a significant amount of their time and energy. Based on the presenter’s recently-published doctoral dissertation and the personal experience of one new college president, this session will explore fundraising challenges and expectations that first-time college and university leaders face upon assuming the presidency.

This qualitative, multiple case study analysis was built on in-depth conversations with six presidents serving in their first presidential roles. The study explored how prepared the participants felt for fundraising work and expectations, how they engaged with their professional advancement staff in their pursuit of fundraising outcomes, how they overcame the fundraising experience gap, and what drove them to work hard at fundraising. This session will explore the answers to these questions and provide a summary of findings from this study.

Learning Objective 1: Better understand how the president/CEO perceives the need for fundraising within you organization.

Learning Objective 2: Envision ways in which you can make your working relationship and framework for collaboration with your president/CEO more effective.

Globally, sexual misconduct and harassment in the workplace have become critical, public topics of conversation. Although our culture is changing, resulting in safer, more positive work environments, problems persist. The advancement profession is no exception. Sexual misconduct and other forms of harassment have been a part of our industry for years. Many advancement staff quietly endure this intolerable behavior, particularly when perpetrated by external stakeholders including donors, board members, or volunteers. Gaps in institutional response and support for affected staff can significantly impact employee retention and performance. Addressing unwanted and unwelcome behaviors requires a multifaceted approach and broad support industry-wide, including training to empower and protect staff members, as well as transparent reporting and remediation processes. We must challenge ourselves to engage in these uncomfortable, high-stakes conversations at every level of our organizations, from team members to administration to boards.

Learning Objective 1: Develop an awareness and understanding of the prevalence of harassment in the field, particularly the challenges and nuances of dealing with problematic behavior from external stakeholders.

Learning Objective 2: Strategize how best to help lead your institution at every level to promote a safe and respectful advancement environment.