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 EXPERTISE
Strategy, Planning & Communication
Collaboration & Team Building
Fundraising Campaigns
Accreditation
Academic Advising


Questions like these led to important progress for institutions and leaders

How can top leaders sharpen a university's academic profile, strengthen intellectual scope and intensity, and raise significant funds for new programs all at the same time? What strategic agenda will encourage such improvements?

This question from the president of a private research university led to a collaborative project in which faculty were encouraged to design the academic programs that will become the centerpiece of a major fundraising campaign, and the board was enlisted to support the program as well as participate in the campaign itself. Since its inception, the project has formed the centerpiece of the leader's strategic agenda. [Susan Frost is collaborating with CFAR-The Center for Applied Research (Philadelphia and Boston) on this project.]

In a collaborative academic program shared by thirteen liberal arts colleges, what are its strengths and challenges? How can the sponsoring consortium and college leaders ensure its success after foundation support expires?

These questions from a consortium of leading liberal arts colleges and a major foundation led to a three-year evaluation of the collaborative program. Susan Frost and collaborator Deborah Olsen (Virginia Tech) developed a model that can be used to measure the value of collaborative programs.

How can the academic leader of a research university with more than 3,000 faculty members encourage scholars to take an active role in shaping the institution's future? How can the leader share information about progress systematically?

This question led to a new kind of academic leadership for the provost of a major research university. As a result of the collaboration, the provost changed the way she implemented her leadership, adopted new communication strategies, and linked several major planning initiatives to form a powerful comprehensive strategic project.

How can a large public research university refresh its dated institutional research function and reduce data collection and reporting burdens on other offices? How can leaders meet increasing state requirements for data and yet maintain the same level of resources to the office?

This question from a university provost prompted the evaluation of university-wide institutional planning and research, with strategic recommendations to redefine scope and improve service to the institution and its leaders. The review led to improvements in management, staff development, operational priorities and the office's relationship with other campus units. Susan drew on ideas presented in her book, Using Teams in Higher Education: Cultural Foundations for Productive Change to advance this work.

How can a community college with 53,000 students and only 400 full-time faculty members improve academic advising services? Recognizing that academic advising is especially important to the school's large number of first-generation college students, how can advising help define a new model of academic involvement and learning overall?

This question from leaders at a large public community college with four separate campuses led to a new strategic direction for academic advising with implications for learning throughout the college. Components include a training program for faculty leaders who implemented the approach. As part of a Title III grant from the U.S. Department of Education, the program has received national recognition for excellence. Susan's book, Academic Advising for Student Success, provided impetus for this project. Read more about Susan's academic advising expertise and national leadership in this area.

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