Like it or not, AI is evolving, and it is cementing its place in education. And the CoSN 2025 Conference is preparing attendees to meet the AI challenge head-on, focusing this year’s conference theme on human leadership in an AI world.
Register here to attend this year’s conference in Seattle.
Ken Shelton, an independent consultant, speaker, advisor, and strategist, opens the conference on Monday, March 31 with his keynote, Reimagining Learning with AI: A Path to Empowerment. Shelton will explore the promises and perils of leveraging AI in education and will delve into strategies for maximizing AI’s benefits while addressing its risks, ensuring that AI becomes a tool for true empowerment in education.
On Tuesday, April 1, panelists Lindsay E. Jones, CEO of CAST, Lindsay Kruse, CEO of All Means All, and Rachell Johnson, director of assistant technology at SCATP, will participate in a general session, Leadership, Not Bystanders, moderated by Sarah Radcliffe, director of Future Ready Learning in the School District of Altoona. Panelists will discuss how can to ensure that no student is overlooked as AI continues to reshape education.
The closing keynote on Wednesday, April 2, Beyond the Algorithm–Building Trust, Access, and Purpose in AI-Enhanced Education, features Richard Culatta of ISTE + ASCD, Victor Lee of the Graduate School of Education at Stanford University, Pati Ruiz, EdD, of Digital Promise, and Kris J. Hagel of the Peninsula School District. The discussion will focus on ensuring AI enhances, rather than diminishes, human potential in education.
Organizational change management for digital transformation
Spotlight sessions cover cybersecurity and physical security, tackling cell phones in classrooms, top edtech trends in 2025, edtech and AI quality indicators, and FERPA.
Wondering what the CoSN conference has for you?
Chief Technology Officers
Learn proven strategies for getting the dollars you need to build the infrastructure for today and tomorrow
Connect with your peers and build your community of practice
Discover how to stretch scarce resources to make the greatest impact on teaching and learning Instructional Technology Directors
Instructional Technology Directors
Hear about new tools and models for engaging students and personalizing instruction
Strategize about how to bridge the gap between the technical and instructional silos
Improve your leadership skills and how to scale technology beyond islands of innovation
Superintendents, District Teams, and Education Service Agencies
Hear from thought leaders on how to create a vision for digital conversion and continuously improving innovative culture in your district
Learn tips for breaking down the silos and leveraging technology to enable a 21stcentury school system
Share creative and strategic solutions about how to create robust learning environments at school and at home
Industry, Government, and Nonprofit Representatives
Understand what is keeping school system technology leaders up at night
Share information on emerging tools and services for learning
Learn about better strategies and models for implementing, maintaining, and evaluating technology for learning
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
This blog was first published in the Oxford Magazine No 475 (Eighth Week, Hilary term, 2025) and is reproduced here with permission of the author and the editor.
Rachel Reeds’ short but comprehensive book, Surviving and Thriving in Higher Education Professional Services: a guide to success(Routledge, 2025), is both an instruction manual for the ‘professionals’ it was written for and an illuminating account of what they do for the academics and students who benefit. However, Reeds is frank about what is sometimes described as ‘trench warfare’, a ‘tension’ between academics and ‘everyone else’, including differences of ‘perceived status’ among the staff of ‘higher education providers’.
Her chapters begin with a survey of the organisation of ‘UK higher education today’. Then comes a description of ‘job or career’ in ‘professional services’ followed by a chapter on how to get such a post. Chapter 4 advises the new recruit about ‘making a visible impact’ and Chapter 5 considers ‘managing people and teams’. The widespread enthusiasm of providers for ‘change’ and ‘innovation’ prompts the discussion in Chapter 6.
Reeds defines ‘Professional Services’ as replacing and embracing ‘terms such as administrators, non-academic staff or support staff’. In some providers there are not two but three categories, with ‘professional services’ sometimes described as ‘academic-related’ and other non-academics as ‘assistant’ staff. Some academics are responsible for both teaching and research but there may also be research-only staff, usually on fixed-term externally-funded contracts, which may be classified on the sameside of the ‘trench’ as academics. The ‘umbrella carriers’ of ‘middle management’ and ‘dealing with difficult things’ provide matter for Chapter 7. In Chapter 8 and the conclusion there is encouragement to see the task in broader terms and to share ‘knowledge’ gained. Each chapter ends with suggestions for further reading under the heading ‘digging deeper’.
The scope of the needs to be met is now very wide. Government-defined ‘Levels’ of higher education include Levels 4 and 5, placing degrees at Level 6, with postgraduate Masters at 7 and doctorates at 8. The Higher Education and Research Act of 2017 therefore includes what is now a considerable range of ‘higher education providers’ in England, traditional Universities among them, but also hundreds of ‘alternative providers’. Some of these deliver higher education in partnership with other providers which have their own degree-awarding powers, relying on them to provide their students with degrees. These all need ‘professional services’ to support them in their primary tasks of teaching and, in many cases, also research.
Providers of higher education need two kinds of staff: to deliver education and research and others to provide support for them. That was noticed in the original drafting of the Further and Higher Education Act of 1992 s.65, 2 (b) which approved the use of (the then significant) ‘block grant’ public funding for:
the provision of any facilities, and the carrying on of any other activities, by higher education institutions in their area which the governing bodies of those institutions consider it necessary or desirable to provide or carry on for the purpose of or in connection with education or research.
In what sense do those offering such ‘services’ constitute a Profession? The Professional Qualifications Act of 2022, awaiting consideration of amendments and royal approval, is primarily concerned with licence to practise and the arrangements for the acceptance of international qualifications. It is designed to set out a framework ‘whereby professional statutory regulatory bodies (PSRBs) can determine the necessary knowledge and experience requirements to work in a regulated profession (for example nursing or architecture)’. It will permit ’different approaches to undertaking’ any ‘regulatory activity’ so as ‘to ensure professional standards’This is not stated to include any body recognising members of the Professional Services of higher education. Nor does the Government’s own approved list of regulated professions.
The modern Professional Services came into existence in a recognisable form only in the last few decades.The need for support for the work of the ‘scholars’ got limited recognition in the early universities. When Oxford and Cambridge formed themselves as corporations at the beginning of the thirteenth century they provided themselves with Chancellors, who had a judicial function, and Proctors (Procuratores) to ensure that the corporation stayed on the right side of the law. The office of Registrar (Oxford) and Registrary (Cambridge) was added from the fifteenth sixteenth century to keep the records of the University such as its lists and accounts.
The needs to be met expanded towards the end of the nineteenth century. Oxford’s Registrar had a staff of five in 1914. The Oxford and Cambridge Universities Commission which framed the Act of 1923 recommended that the Registrar’s role be developed. The staff of Oxford’s Registrar numbered eight in 1930 and forty in 1958. By 2016 the Registrar was manager to half the University’s staff.
The multiplication of universities from the 1890s continued with a new cluster in the 1960s, each with its own body of staff supporting the academics. A body of University Academic Administrative Staff created in 1961 became the Conference of University Administrators in 1993. The resulting Association of University Administrators (AUA) became the Association of Higher Education Professionals (AHEP) in 2023. CUA traced its history back to the Meeting of University Academic Administrative Staff, founded in 1961. Its golden jubilees was celebrated in 2011 in response to the changing UK higher education sector. It adopted the current name in 2023.
This reflects the development of categories of such support staff not all of whom are classified as ‘Professional’. A distinction is now common between ‘assistant staff’ and the ‘professionals’, often described as ’academic-related’ and enjoying a comparable status with the ‘academic’.
The question of status was sharpened by the creation of a Leadership Foundation in Higher Education (LFHE) in 2004, merged with AdvanceHE in 2018. This promises those in Professional Services ‘a vital career trajectory equal to research, teaching and supporting learning’ and, notably, to ‘empower leaders at all levels: from early-career professionals to senior executives’ That implies that executive leadership in a provider will not necessarily lie with its academics. It may also be described as managerial.
Reading University identifies ‘role profiles’ of four kinds: ‘academic and research’; ‘professional and managerial’; support roles which are ‘clerical and technical; ‘ancillary and operational support’. The ‘professional and managerial’ roles are at Grades 6-8. It invites potential recruits into its ‘Professional Services’ as offering career progression at the University. The routes are listed under Leadership and Management Development; ‘coaching and mentoring’ and ‘apprenticeships’. This may open a ‘visible career pathway for professional services staff’ and ‘also form part of succession planning within a team, department or Directorate or School where team members showing potential can be nurtured and developed’.
Traditional universities tend to adopt the terminology of ‘Professional Services’. Durham University, one of the oldest, details its ‘Professional Services’ in information for its students, telling them that they will ‘have access to an extensive, helpful support network’. It lists eleven categories, with ‘health and safety’ specifically stated to provide ‘professional’ advice. York University, one of the group of universities founded during the 1960s, also lists Professional Services. These are ‘overseen by the Chief Financial and Operating Officer’ and variously serving Technology; Estates and Facilities; Human Resources; Research and Enterprise; Planning and Risk; External Relations; student needs etc. The post-1992 Oxford Brookes University also has its Professional Services divided into a number of sections of the University’s work such as ‘academic, research and estates’. Of the alternative providers which have gained ‘university title’ Edge Hill (2006) lists seven ‘administrative staff’, two ‘part-time’, one described as administration ‘co-ordinator’, one as a ‘manager’ and one as a ‘leader’.
Reeds’ study draws on the experience of those working in a wide range of providers, but it does not include an account of the provision developed by Oxford or Cambridge. Yet the two ancient English Universities have their own centuries-long histories of creating and multiplying administrative roles. The Colleges of Oxford and Cambridge similarly distinguish their ‘academic’ from their other staff. For example St John’s College, Oxford and Sidney Sussex College, Cambridge list more than a dozen ‘departments’, each with its own body of non-academic staff.
In Oxford the distinction between academics and ‘professional’ administrators is somewhat blurred by grading administrators alongside academics at the same levels. Oxford’s Registrar now acts ‘as principal adviser on strategic policy to the Vice-Chancellor and to Council’, and to ‘ensure effective co-ordination of advice from other officers to the Vice-Chancellor, Council, and other university bodies’ (Statute IX, 30-32). Cambridge’s Registrary is ‘to act as the principal administrative officer of the University, and as the head of the University’s administrative staff’ and ‘keep a record of the proceedings of the University, and to attend for that purpose’ all ‘public proceedings of the University’, acting ‘as Secretary to the Council.’
The record-keeping responsibility continues, including ‘maintaining a register of members of the University’, and ‘keeping records of matriculations and class-lists, and of degrees, diplomas, and other qualifications’. The Registrary must also edit the Statutes and Ordinances and the Cambridge University Reporter (Statute C, VI). The multiplication of the Registrary’s tasks now requires a body offering ‘professional’ services. ‘There shall be under the direction of the Council administrative officers in categories determined by Special Ordinance’ (Statute c, VI).
Oxford and Cambridge each created a ‘UAS’ in the 1990s. Both are now engaged in ‘Reimagining Professional Services’. Oxford’s UAS (‘University Administration and Services’, also known as ‘Professional Services and University Administration’) is divided into sections, most of them headed by the Registrar. These are variously called ‘departments’, ‘directorates’, ‘divisions’, ‘services’ and ‘offices’ and may have sub-sections of their own. For example ‘People’ includes Childcare; Equality and Diversity; Occupational Health; Safety; ‘Organisational Development’; ‘Wellbeing’ and ‘international Development’, each with its own group of postholders. This means that between the academic and ‘the traditional student support-based professional services’ now fall a variety of other tasks some leading to other professional qualifications, for example from the Chartered Institute of Personnel and Development, the Chartered Management Institute or in librarianship and technology.
Cambridge’s UAS (Unified Administrative Service), headed by its Registrary and now similarly extensive and wide-ranging, had a controversial beginning. Its UAS was set up in 1996 bringing together the Financial Board, the General Board, and the Registry. Its intended status and that of its proposed members proved controversial. Although it was described as ‘professional’, the remarks made when it was proposed in a Report included the expression of concerns that this threatened the certainty that the University was ‘academic led’. This prompted a stock-taking Notice published on 20 June 2001 to provide assurance that ‘the management of the University’s activities, which is already largely in the hands of academic staff, must also continue to be academic-led’ and that the ‘role of the administration is to support, not to manage, the delivery of high-quality teaching and research’. But it was urged that the UAS needed ‘further development both in terms of resourcing and of organization’. The opportunity was taken to emphasise the ‘professionalism’ of the service.
With the expansion of Professional Services has gone a shift from an assumption that this forms a ‘Civil Service’ role to its definition as ‘administrative’ or ‘managerial’. ‘Serving’ of the academic community may now allow a degree of control. Reeds suggests that ‘management’ is a ‘role’ while ‘leadership’ is a ‘concept’, leaving for further consideration whether those in Professional Services should exercise the institutional leadership which is now offered for approval.
In Cambridge the Council has been discussing ways in which, and with whom, this might be taken forward. On 3 June 2024 its Minutes show that it ‘discussed the idea of an academic leaders’ programme to help with succession planning by building a strong pool of candidates for leadership positions within the University’. It continued the discussion at its July meeting and agreed a plan which was published in a Notice in the Reporter on 31 July:
to create up to six new paid part-time fellowships each year for emerging academic leaders at the University, sponsored by the Vice-Chancellor. Each fellow would be supported by a PVC or Head of School (as appropriate) and would be responsible for delivering agreed objectives, which could be in the form of project(s).
‘In addition to financial remuneration’, the Fellows would each receive professional coaching, including attendance on the Senior Leadership Programme Level 3. Unresolved challenge has delayed the implementation of this plan so far.
The well-documented evolution and current review of Professional Services in Oxford and Cambridge is not included, but the story of Professional Services told in this well-written and useful book is illustrated with quotations from individuals working in professional services.
SRHE member GR Evans is Emeritus Professor of Medieval Theology and Intellectual History in the University of Cambridge.
Abrupt cuts in federal funding for life saving medical research. Confusing and misleading new guidance about campus diversity programs. Cancellation, without due process, of hundreds of millions of dollars in federal grants and contracts held by a major university. Mass layoffs at the Education Department, undermining crucial programs such as federal student aid.
All of this, and more, in the opening weeks of the second Trump administration.
The president has made clear that colleges and universities face a moment of unprecedented challenge. The partnership the federal government forged with American higher education long ago, which for generations has paid off spectacularly for our country’s civic health, economic well-being and national security, appears in the eyes of many to be suddenly vulnerable.
America must not permit this partnership to weaken or dissolve. No nation has ever built up its people by tearing down its schools. Higher education builds America — and together, we will fight to ensure it continues to do so.
Some wonder why more college and university presidents aren’t speaking out. The truth is, many of them fear their institutions could be targeted next.
They are also juggling immense financial pressures and striving to fulfill commitments to teaching and research.
But the American Council on Education, which I lead, has always stood up for higher education. We have done it for more than a century, and we are doing it now. We will use every tool possible — including litigation, advocacy and coalition-building — to advance the cause.
ACE is the major coordinating body for colleges and universities. We represent institutions of all kinds — public and private, large and small, rural and urban — with a mission of helping our members best serve their students and communities.
Let me be clear: We welcome scrutiny and accountability for the public funds supporting student aid and research. Our institutions are subject to state and federal laws and must not tolerate any form of discrimination, even as they uphold freedom of expression and the right to robust but civil protest.
We also know we have much work to do to raise public confidence in higher education and the value of a degree.
However, we cannot allow unwarranted attacks on higher education to occur without a vigorous and proactive response.
When the National Institutes of Health announced on Feb. 7 a huge cut in funding that supports medical and health research, ACE joined with the Association of American Universities, the Association of Public and Land-grant Universities and a number of affected universities in a lawsuit to stop this action.
ACE has almost never been a plaintiff in a lawsuit against the federal government, but the moment demanded it. We are pleased that a federal judge has issued a nationwide preliminary injunction to preserve the NIH funding.
When the Education Department issued a “Dear Colleague” letter Feb. 14 that raised questions about whether campus programs related to diversity, equity and inclusion would be permissible under federal law, ACE organized a coalition of more than 70 higher education groups calling for the department to rescind the letter.
We raised concerns about the confusion the letter was causing. We pointed out that the majority opinion from Chief Justice John Roberts in the Students for Fair Admissions case acknowledged that diversity-related goals in higher education are “commendable” and “plainly worthy.”
We invited the department to engage with the higher education community to promote inclusive and welcoming educational environments for all students, regardless of race or ethnicity or any other factors. We remain eager to work with the department.
Unfortunately, in recent days the administration has taken further steps we find alarming.
ACE denounced the arbitrary cancellation of $400 million in federal grants and contracts with Columbia University. Administration officials claimed their action was a response to failures to adequately address antisemitism at Columbia, though it bypassed well-established procedures for investigating such allegations. (The Hechinger Report is an independent unit of Teachers College, Columbia University.)
Ultimately, this action will eviscerate academic and research activities, to the detriment of students, faculty, medical patients and others.
Make no mistake: Combating campus antisemitism is a matter of utmost priority for us. Our organization, along with Hillel International and the American Jewish Committee, organized two summits on this topic in 2022 and 2024, fostering important dialogue with dozens of college and university presidents.
We also are deeply concerned about the letter the Trump administration sent to Columbia late last week that makes certain demands of the university, including a leadership change for one of its academic departments. To my mind, the letter obliterated the boundary between institutional autonomy and federal control. That boundary is essential. Without it, academic freedom is at risk.
Meanwhile, layoffs and other measures slashing the Education Department’s workforce by as much as half will cause chaos and harm to financial aid and other programs that support millions of students from low- and middle-income families. We strongly urge the administration to change course and Congress to step in if it does not.
Despite all that has happened in the past several weeks, we want President Trump and his administration to know this: Higher education is here for America, and ready to keep building. Colleges and universities have long worked with the government in countless ways to strengthen our economy, democracy, health and security. We cannot abandon that partnership. We must fortify it.
Ted Mitchell is president of the American Council of Education in Washington, D.C.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
March 17, 2025, by Dean Hoke: This profile of Whitman College is the sixth in a series presenting small colleges throughout the United States.
Background
Founded in 1859, Whitman College is a private liberal arts institution located in Walla Walla, Washington. Its 117-acre campus blends historic architecture with modern facilities, creating an inviting environment for academic pursuits and campus life. Originally established as a seminary, Whitman transitioned to a secular liberal arts institution in the early 1880s and has since garnered recognition for its academic rigor, liberal arts commitment, and tight-knit community.
Whitman prides itself on a student-to-faculty ratio of 9:1, facilitating personalized education. Approximately 1,500 students from across the United States and internationally enroll at Whitman, attracted by its personalized instruction and strong emphasis on experiential learning.
Curricula
Whitman College offers over 45 majors and numerous minors spanning the arts, humanities, sciences, and social sciences. Popular disciplines include Environmental Studies, Political Science, Psychology, Economics, and Biology. The curriculum, deeply rooted in the traditional liberal arts, continues to evolve, notably introducing two new majors in Fall 2023: Brain, Behavior & Cognition (Neuroscience) and Ethics & Society, reflecting increasing student interest in neuroscience and applied ethics.
One hallmark program at Whitman is Semester in the West, a unique field-based study experience where students engage directly with environmental and policy research across the American West. Additionally, Whitman’s Encounters Program forms a cornerstone of the first-year academic experience, promoting critical thinking and interdisciplinary learning.
Graduate outcomes at Whitman are exceptional, with nearly 70% of alumni enrolling in graduate or professional programs within five years of graduation. The six-year graduation rate stands at an impressive 88%, among the highest for liberal arts colleges in the Pacific Northwest.
Strengths
Strong Post-Graduate Outcomes: Over 91% of Whitman graduates secure employment or enroll in graduate programs within six months after graduation, highlighting the institution’s effectiveness in preparing students for professional success.
Experiential Learning: More than 80% of students participate in internships, research, or off-campus programs such as Semester in the West and the Whitman in China teaching fellowship, exemplifying Whitman’s commitment to hands-on learning experiences.
Prestigious Recognition: Whitman students consistently win competitive fellowships and awards, including Fulbright grants, Watson Fellowships, and NSF Fellowships. Since 2000, students have secured more than 600 awards.
Sustainability and Outdoor Leadership: Whitman’s Outdoor Program provides extensive opportunities for students to engage in activities like hiking, kayaking, skiing, and environmental stewardship, reflecting the institution’s emphasis on sustainability and outdoor leadership.
Financial Strength and Support: Despite its modest enrollment, Whitman maintains a substantial endowment nearing $800 million. This financial strength enables the college to offer robust financial aid packages, greatly reducing costs for middle-income families and improving access.
Weaknesses
Geographic Isolation and Limited Visibility: Whitman’s location in Walla Walla presents both advantages and challenges. While the picturesque rural setting fosters a tight-knit community, the distance from major urban centers—roughly four hours from Seattle or Portland—can deter prospective students seeking metropolitan amenities. Consequently, Whitman must invest heavily in marketing and recruitment to attract students beyond the Pacific Northwest.
Dependence on Tuition Revenue: While Whitman is financially stable, its operating model remains heavily reliant on tuition, with endowment payouts currently covering around 40% of operational expenses. This reliance necessitates careful financial management and continued growth in the endowment.
Enrollment and Demographic Trends: Like many liberal arts colleges, Whitman faces a national decline in the traditional college-age population, coupled with increased competition for top-tier students. In response, Whitman has significantly expanded merit-based and need-based financial aid packages, currently averaging a tuition discount rate over 50%. To address demographic challenges, Whitman is actively broadening its applicant pool through partnerships with organizations such as the Posse Foundation and Matriculate.
Economic Impact
Whitman College is a significant economic driver in Walla Walla. It is among the largest employers in the region, accounting collectively for roughly 1,600 jobs in Walla Walla County.
Beyond direct employment, Whitman attracts thousands of students and visitors to the area each year, which boosts the local hospitality and retail sectors. Students spend on housing, groceries, dining, and entertainment in town, and their families visit for events like orientation, Family Weekend, and Commencement, filling hotels and restaurants. The tourism bureau has even created guides for families visiting their “scholars” at Whitman, recognizing the economic benefit of college-related travel.
Whitman also fosters long-term regional economic growth through strategic partnerships. A key example is the Gateway Program, in collaboration with Walla Walla Community College, which encourages community college students—particularly first-generation and low-income students—to pursue four-year degrees at Whitman. These initiatives enhance local educational attainment and create a talent pipeline beneficial to the regional economy. Additionally, Whitman engages actively with the Confederated Tribes of the Umatilla Indian Reservation, supporting educational and cultural initiatives that enrich the local community.
Enrollment Trends As of Fall 2024, Whitman enrollment is 1,561 students. Over the past decade, enrollment has slightly increased despite national declines in liberal arts college applications and the COVID crisis. To counteract demographic shifts, Whitman has expanded financial aid offerings and enhanced recruitment efforts in the Western U.S., international markets, and underrepresented student populations.
Degrees Awarded by Major In the 2023 graduating class, Whitman College conferred degrees across various disciplines.
Alumni
Whitman College boasts a vibrant alumni network comprising over 18,000 graduates worldwide. Alumni connections are notably strong in the Pacific Northwest, California, and Washington, D.C., providing substantial networking opportunities through programs such as “Whitties Helping Whitties.” This network significantly aids in securing internships, job placements, and mentoring opportunities for current students.
Notable Alumni
Adam West (Class of 1951) – Actor best known for portraying Batman in the 1960s television series.
William O. Douglas (Class of 1920) – U.S. Supreme Court Justice, serving from 1939 to 1975.
John W. Stanton (Class of 1977)- Chairman of the Board Trilogy Partners and majority owners of the Seattle Mariners.
Peter Adkison (Class of 1985) – Founder of Wizards of the Coast, publisher of Magic: The Gathering.
Dorothy Marie “Dottie” Metcalf-Lindenburger(Class of 1997) is a retired American astronaut. She was a high school science teacher when she was selected in 2004 as an educator mission specialist.
Holly Brooks (Class 2004) – Winter Olympian in Nordic Skiing
Endowment and Financial Standing
As of 2024, Whitman College’s endowment is valued at nearly $800 million. While this places Whitman on solid financial footing, the college remains largely tuition-dependent. In the 2024–25 budget year, the endowment payout will cover over 40% of Whitman’s operating expenses, which significantly reduces reliance on tuition revenue.
Whitman College Endowment Growth:
Whitman’s financial aid program has expanded in recent years, aiming to increase affordability and access for students from all economic backgrounds. Forbes 2023 Financial Health Evaluation gave Whitman a B+ grade and a financial grade of 3.345 out of 4.5. Whitman enters 2025 in a favorable financial position.
Why is Whitman College Important?
Academic Excellence: Whitman College maintains a challenging liberal arts curriculum that prepares students for a wide range of careers and graduate studies.
High Graduate Success Rates: With 91% of graduates employed or in graduate school within six months, Whitman produces competitive and well-rounded professionals.
Experiential Learning and Outdoor Leadership: Signature programs such as Semester in the West and the Outdoor Program allow students to engage in real-world learning.
Sustainability and Civic Engagement: Whitman plays a key role in environmental advocacy, sustainability, and community service.
With its strong academic reputation, experiential learning opportunities, and commitment to sustainability, Whitman College remains a leading liberal arts institution in the Pacific Northwest.
Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America.
Professional growth is often at the top of New Year’s Resolution lists. As educators and education leaders plan for the year ahead, we asked some of the nation’s top female school district leaders to give fellow women educators the do’s and don’ts of climbing the professional ladder. Here’s what they said.
Do:Believe in yourself.
Though women make up 76 percent of teachers in K-12 school settings, just a small percentage of women hold the most senior role in a district. But the climb to leadership isn’t an easy one; women in educational leadership report a range of biases–from interpersonal slights to structural inequities–that make it difficult to attain and persist in top positions.
Professional groups like Women Leading Ed are working to change that by highlighting long standing gender gaps and calling for policies and practices to improve conditions at all levels. Female education leaders are also working to rewrite the narrative around what’s possible for women educators and encouraging their peers.
Among those education leaders is Shanie Keelean, deputy superintendent of Rush-Henrietta Central School District in New York. When asked to share advice to her peers, she said, “You just have to continually push yourself forward and believe in yourself. So very often women, if they don’t check all the boxes, they decide not to go for something. And you don’t have to check all the boxes. Nobody knows everything in every job. You learn things as you go. Passion and energy go a long way in being really committed.”
Nerlande Anselme, superintendent of Rome City School District in New York, agreed: “We have directors in this field, we have coordinators in this field, we have psychologists who are doing amazing work, but they will dim themselves and figure that they cannot get to the top. Don’t dim your light.”
Don’t: Keep your career goals a secret.
When you decide to pursue a leadership position, don’t keep it a secret. While it may feel “taboo” to announce your intentions or desires, it’s actually an important first step to achieving a leadership role, said Kathleen Skeals, superintendent of North Colonie Central School District in New York.
“Once people know you’re interested, then people start to mentor you and help you grow into the next step in your career,” Skeals said.
Kyla Johnson-Trammell, superintendent of Oakland Unified School District in California, echoed: “Make your curiosity and your ambition known. You’ll be pleasantly surprised how that will be received by many of the folks that you work for.”
Do: Find a strong mentor.
A strong mentor can make all the difference in the climb to the top, leaders agreed.
“Seek out a leader you respect and ask for a time where you could have a conversation about exploring some possibilities and what the future might bring to you,” said Mary-Anne Sheppard, executive director of leadership development for Norwalk Public Schools in Connecticut.
It’s especially helpful to connect with someone in a position that you want to be in, said Melanie Kay-Wyatt, superintendent of Alexandria City Public Schools in Virginia. “Find someone who’s in the role you want to be in, who has a similar work ethic and a life that you have, so they can help you,” she said.
Don’t: Be afraid to ask questions.
“Start asking a lot of questions,” said Keelean. She suggested shadowing a mentor for a day or asking for their help in creating a career map or plan.
And don’t be afraid to take risks, added Johnson-Trammell. “Could you get me 15 minutes with the superintendent or the chief academic officer?”
Do: Build your skill set and network.
“Increase your impact by developing relational skills and leadership skills,” said Rachel Alex, executive director of leadership development of Aldine Independent School District in Texas.
And cultivate a network, said Heather Sanchez, chief of schools for Bellevue School District in Washington. “We can’t do it alone. Find that network, cultivate that network.”
Don’t: Give up.
“People are always going to tell you no, but that does not stop you,” said Kimberley James. “Continue to live beyond the noise and the distractions and stay focused on what it is that you want to accomplish for our students.”
“I would say to any woman aspiring to any level of leadership that first of all, never sell yourself short,” said Sanchez. “You have it in you.”
Interviews were conducted as part of the Visionary Voices video series. Responses have been edited for clarity and brevity.
Megan Scavuzzo, Presence
Megan Scavuzzo is the Vice President of Communications, Policy and Advocacy for Presence, a leading provider of PreK–12 remote special education-related and mental health evaluation and teletherapy services. With a diverse background in strategic communication and advocacy, Megan specializes in crafting compelling narratives that amplify voices across industries. By harnessing the power of storytelling, she aims to inspire action, provoke thought, and spark meaningful dialogue that leads to tangible change and impact.
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We all know higher education has undergone a seismic shift from being a stable, traditional environment in the late twentieth century to a dynamic, complex and fast-moving sector. This transformation isn’t only in the UK – it’s global as well.
Leaders in higher education are now tasked with navigating political and regulatory changes, financial pressures, shifts in social dynamics and technological advancements. And that’s before they are faced with enhancement challenges like building student experience initiatives or boosting research impact.
In the past, leadership has perhaps been viewed as something of an anathema in academia, but its importance today permeates every level of an organisation. It is now a crucial component in the higher education sector’s efforts to successfully navigate current challenges.
We’ve created the Framework for Leading in Higher Education to address these multifaceted issues which can’t be left to executive teams alone. What’s needed most is a joined-up approach, engaging formal and informal leaders right across the institution. The mission, vision and values need to feel intuitive and fitting, so that, in an ideal world, everyone would want to frame their actions around the strategic plans to meet them and to feel part of the bigger picture. And this alignment must be two-way, fostering a sense of ownership and inclusivity, whether it’s about building inclusive cultures or understanding financial imperatives.
The journey to the framework
The story of our framework began in 2021 when Doug Parkin, former Principal Consultant at Advance HE and a research team led by Richard Watermeyer from the University of Bristol asked a deceptively simple question: “what works for leadership in higher education?” This question sparked a literature search and a scoping study, engaging leaders at all levels and functions from around the world. This was followed by Advance HE’s Leadership Survey, published in 2023.
After the report’s publication, we convened a rather brilliant steering group of colleagues from the UK, Australia and the Middle East, chaired by Ben Calvert, vice chancellor at the University of South Wales, and Shân Waring, vice chancellor at Middlesex University. We engaged with the sector through roundtables and workshops in the UK, Australia and Southeast Asia initially, to understand if a framework was wanted and then to determine its details.
The desire for a framework was clear.
We heard repeatedly about the importance of elevating leadership as a career path alongside research or teaching and supporting learning. The need for a common understanding and vocabulary around higher education leadership came across loud and clear.
In the back of our minds throughout all of this was a sense of disconnection between people and institutions. A sense that, sometimes, leadership is like wading through treacle with an intensity of policies, regulations and workload holding us back from being the leaders that we want to be. Unfortunately, the framework can’t shift all the treacle, but it might help find some pathways through, help to join-up thinking across institutions and help us to make friends with the structures, strategies and resources that are needed to sustain the whole organisation.
Who’s it for?
The framework is designed for leaders, aspiring leaders and those involved in leadership and organisational development. It’s intended for a global audience, recognising the many ways to lead in higher education across diverse cultures, contexts, structures and institutions.
Leadership happens throughout an institution, and this framework enables engagement from leaders operating formally and informally, from institutional to individual contributors, and from aspiring leaders to highly experienced ones. It’s designed to be inclusive in terms of culture, geography, institution type, level of responsibility, experience, and function.
The framework explained
At the core of the framework are three sets of leadership attributes, encompassing “knowledge and understanding”, “values and mindsets”, and “skills and applications”. Each of these is broken down into five dimensions for deeper exploration.
Moving outward, the framework articulates the context in which the leader operates: place, people and practice. The outer ring, intentionally blurred to remind us that the lines between individual attributes, context and institutional goals are never clearly defined, and that disruption is most likely to occur in those grey zones.
We’ve then defined three essential functions of university leadership as:
Developing, defining, and operating within organisational culture, strategy and vision: recognising that these will undoubtedly shape you as a leader as they are shaped by you.
Achieving internal measurable outcomes: performance and quality, financial sustainability, employability, curriculum quality and relevance, student and staff attraction, retention, progression, partnerships and collaborations, research and knowledge exchange.
Generating impact on the external world: generating local growth, reputation, addressing and solving global problems, creating economic value, developing cultural capital, social mission and graduate impact.
You might be tempted to ask, “is everyone supposed to do all of that?” To which, thankfully, the answer is no.
This is an all-encompassing framework, and not all leaders will engage with every aspect. Less experienced leaders might focus on a few of the dimensions, while senior leaders might engage across all of them. Similarly, not everyone will be involved in every function of the outer circle, but everyone will be directly or indirectly involved in some aspects.
How to use the framework
Leaders seeking self-development might use the framework for individual reflection, considering their strengths and areas for development, and how their organisation’s people, places and practices support or impede their progress. New leaders might use the framework to understand leadership in the context of higher education, considering their strengths and experiences, and how these contribute to the outer wheel’s functions. Leaders preparing for promotion might reflect on past impacts, connect them to leadership attributes, and identify further development needs.
Team leaders and leadership developers might assess team strengths and attributes, understand how context shapes performance, and use the framework for future-focused conversations. Institutions might use this framework to inform their own context-specific leadership frameworks and development programs.
Organisation development and learning and development professionals might consider the cultural and development needs of their leaders, ideally in consultation with them, to determine necessary structures and interventions for succession planning or responding to change initiatives.
What’s next?
We’ll be launching the framework over several months, with podcasts, interviews, seminars and workshops in the UK, Australia, Europe and the Middle East.
We want the sector to experiment, test it out, and help us shape it into something that will have a lasting impact. In the future, we’re looking at building accreditation to recognise those leading in higher education, similar to how we currently recognise those in teaching and supporting learning with the Professional Standards Framework.
We welcome thoughts, suggestions and feedback on this as well. And if you are involved in research activities in this area, we’d be delighted to hear from you.
As a society we’re seeing rapid changes, especially in technology, that impact how we live, work and learn. Higher education institutions have needed to reevaluate their priorities and adapt to this new environment. Strong, diverse and skilled leadership to drive change is more important than ever – and strategic technical leaders can play a key role.
These relative new positions in the sector bridge the gap between organisational goals and technical capabilities. They champion their teams, drive innovation and collaboration.
Technicians are critical to teaching, research and innovation and there is an increasing demand for strategic technical leaders in universities to strengthen and develop this vital workforce, helping institutions to thrive in this ever-changing landscape.
Filling the technical leadership gap
Historically there has been a leadership gap for technicians in higher education institutions, with their roles often being capped at lower levels, meaning a lack of representation in strategic decision-making.
In recent years this trend has been reversed, with several institutions appointing strategic technical leaders. At first glance, HESA data indicates that 45 per cent of UK HEIs have a strategic technical leader in position, which – while not ideal – at least illustrates a promising improvement.
But given this figure is based on those institutions that opt-in to submit data to HESA for their non-academic staff, the number of senior strategic technical leaders is potentially far lower than the statistics suggest. Conversely, the HESA statistics also do not account for strategic technical leaders who are operating at lower levels in institutions.
As relatively new roles in the HE landscape, they are still evolving. Institutions establishing these roles have often defined the scope with limited reference points, resulting in positions being shaped around individuals or tailored to specific priorities. While some inconsistencies are to be expected, greater consistency in defining the remit and responsibilities of these roles would be beneficial.
There’s an opportunity to guide the integration of strategic technical leaders into leadership structures. This would not only support their effective implementation but also ensure continuity, which is critical for their long-term impact and sustainability.
Defining the role
Previously undefined, our report proposed the following definition of a strategic technical leader:
An empowered decision-maker who aligns the technical workforce with the institution’s long-term goals by anticipating future needs, advocating for technicians, and shaping policies that impact both technical staff and the broader organisation. They play a pivotal role in strategic planning, particularly in areas such as workforce sustainability, skills development, and investment in technical resources, while ensuring technicians have access to meaningful development opportunities.
Acknowledging that the definition and roles of strategic technical leaders are still evolving, their benefits are already clear, bringing significant advantages to their institutions, technical staff, and the wider higher education sector.
Strategic technical leaders are vital for aligning technical operations with university strategy, offering significant benefits to institutions, technical staff, and the wider higher education sector. Their holistic view of technicians’ roles across teaching and research ensures consistency in opportunities, operations, and experiences. By fostering the development and application of technical skills, they drive efficiency across the institution.
Working as changemakers
Input into the university’s overall strategy ensures sound investments in equipment and facilities while reducing inefficiencies and duplications of equipment, resulting in cost-savings. Where responsibility for the technical portfolio of activities is integrated into the executive level of the institution, our report indicated wide-reaching benefits internally and externally.
Strategic technical leaders who are embedded within the higher level of the institutional decision making act as important changemakers for the technical community, advocating for representation in decision-making.
Improving the visibility of technicians is vital for improving the long-standing lack of recognition and visibility technicians have endured. The results can be far-reaching with evidence suggesting improved results in two often challenging areas associated with technical careers – recruitment and retention.
Embracing and influencing change
The focus of the strategic technical leader’s role extends beyond the boundaries of their own organisation – they also have an important externally-facing role. The strategic leaders we spoke to highlighted the importance of their external networks, for developing opportunities for collaboration and sharing of best practice to benefit their home institutions.
Their influence reaches other important networks such as policymakers, professional bodies and sector stakeholders where they can influence sector change, an approach that was recommended in the TALENT Commission report.
To work at their optimal, universities need innovative and collaborative leadership that represents the entire workforce. It is time that technicians and the vital work that they do is represented in university leadership. Investment in these roles not only supports the development of an institution’s technical teaching, research and operational efficiency but safeguards future excellence.
When I became president of the University of La Verne in 2011, I often shared the story of why I was drawn to this role—and why it resonated so deeply with my family’s values. My husband and I were committed to raising our daughters in a community that embraced inclusivity, service, and the transformative power of education. These were not just abstract ideals; they were principles we wanted to live by and instill in our children. And sharing this connection wasn’t just about explaining my leadership—it was about building trust and fostering relationships across campus.
Today, as higher education leaders face unprecedented scrutiny—from political attacks on academic freedom and diversity efforts to growing public skepticism about the value of a college degree—this kind of authenticity and connection is more critical than ever. Our institutions are being challenged to prove their relevance and align their missions with the needs of diverse and sometimes skeptical communities. In this climate, personal storytelling offers a powerful way to build bridges, humanize our roles, and reaffirm the values that define higher education. In navigating the complexities of our current environment, storytelling is not just a leadership tool—it’s a leadership imperative.
Why personal storytelling matters
Building authentic relationships: Personal stories bridge the gap between leaders and campus communities. Sharing your experiences, challenges, and successes makes your role more relatable and human. When leaders share stories authentically, we foster trust and encourage deeper connections with our students, faculty, alumni, donors, and other stakeholders. A compelling story has a way of bringing people together, sparking that feeling of connection through common experiences.
Inspiring action and change: Stories are powerful motivators. They show how education can transform lives, encouraging students to pursue their dreams, sparking innovation among faculty, and connecting with alumni and donors. At the University of La Verne’s annual Scholarship Gala, I used to share my mother’s story—how, as an immigrant, she stayed committed to education despite countless challenges. When she, her two older sisters, and their parents first immigrated to the United States from Czechoslovakia, they had to build a new life, learn a new language, and adapt to new customs. My grandfather would bring used tires to their home, where the family would cut them into small squares and sew them together to create doormats. He sold these mats door-to-door, and the money they earned not only supported their daily life but was also saved so that my mother could attend nursing school.
Each year following my story, students would respond with their own incredible stories of resilience. Those moments didn’t just inspire greater scholarship donations—they raised awareness about the challenges that so many students face, underscoring just how vital access to education really is.
Shaping institutional culture: Personal stories are a big part of what shapes a university’s identity, creating a sense of inclusion, resilience, and shared values. Early on in my time at the University of La Verne, a board member told me why the university—her alma mater—meant so much to her and why she chose to give back as a donor and leader. She often spoke about how she and her husband met while attending La Verne, and that they both loved the supportive and inclusive environment at the university. Then one of her children enrolled, and a particular professor took him under his wing and helped him with his academic career. She felt La Verne was always there when she and her family needed support.
Her story stuck with me, and I shared it often as an example of how personal connections can inspire others to support the university’s mission. By encouraging storytelling like this, we brought our community closer together and reinforced our shared purpose.
Engaging with diversity: Every story brings something unique to a campus community. When we make room for diverse voices, we naturally build stronger connections and a sense of belonging. Serving on the board of Antioch University, I’ve had the privilege of hearing a wide range of students and faculty share their experiences—some inspiring, some challenging, all meaningful. These moments are a great reminder of how much we gain when we listen to and learn from each other.
Strategies for Effective Storytelling
Connect stories to the institution’s mission: Personal stories are powerful, but they work best when they connect back to the institution’s goals. I once attended a university event where the president’s stories, while memorable, didn’t really support the message of the institution—they overshadowed it, leaving the audience entertained but not necessarily inspired about the university’s future. It’s a good reminder that storytelling should always reinforce the mission and build confidence in what lies ahead.
Balance sharing with relevance: Finding the right balance between personal and professional storytelling is key. Oversharing can make people uncomfortable or distract from your message. A story might be heartfelt, but if it’s too detailed, the audience might lose track of why it matters. The best approach is to share meaningful anecdotes that highlight your points while keeping your audience and the setting in mind.
Maintain honesty and humility: The best stories come from a place of honesty and humility—they build credibility and trust. Think about great leaders: the ones who acknowledge the contributions of others tend to connect more than those who focus on their own achievements. On the flip side, self-congratulatory stories can feel off-putting and even break trust with the audience. Keep it grounded, which always resonates better.
Avoid unethical exaggeration: Stretching the facts or making up stories can seriously damage trust. And people can usually tell when a story isn’t genuine, whether it’s because of over-the-top details or a lack of authenticity in the delivery. It’s important for leaders to stay honest, sharing meaningful details without straying from reality. In today’s world, where fact-checking is everywhere, even small inconsistencies can hurt your credibility—and by extension, the reputation of your institution. Keep it real, and your message will always carry more weight.
Repetition without redundancy: Repeating key messages can really help drive them home, but it’s all about balance. When you tell the same story to different audiences, it can show consistency and authenticity, which is great. But if you overdo it, people might start to tune out, feeling like they’ve heard it too many times. We all recycle our favorite speeches and stories when we speak often, and that’s fine as long as we’re mindful of keeping it fresh. A thoughtful approach to storytelling means your message stays powerful without losing its impact.
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Personal storytelling is one of the most powerful tools leaders in higher education have at their disposal. When done right, it builds trust, inspires action, and strengthens the sense of community. Sharing authentic stories helps connect audiences to the mission and values of an institution, creating a shared sense of purpose and vision.
As higher education continues to navigate challenges like public skepticism and political scrutiny, storytelling offers a way to highlight the transformative power of education. It allows us to address concerns with honesty and integrity, while keeping the focus on the positive impact education has on individuals and society. Reaching beyond the academy, these stories help build connections with the wider community—and ideally, around the world—showing how education shapes lives and strengthens society.
dotEDU Global Voices
This December, ACE will feature a special podcast series, dotEDU Global Voices, which will spotlight personal stories from accomplished international women university presidents. These leaders share their unique challenges, insights, and strategies, offering authentic and inspiring perspectives on leadership.
The series builds on my book, Spotlighting Female Leadership: Strategies, Stories, Perspectives, which highlights the journeys of ten accomplished university presidents. To learn more, download the book here and tune into the podcast for further inspiration.
I’m very happy and excited to share that I have released a new book that is geared specifically to helping universities, as well as all educational institutions, with the very important topic of generative AI integration into education. This is a vital process that higher education and all places of learning need to address in order to become and stay relevant in a world that so filled with AI. All of us in academia must develop AI Literacy skills in order to fully develop these skills within our students. If educational institutions do not integrate this important process now, then they will not be properly setting up their students for success. This book specifically provides an action plan to help educational institutions be part of the solution and to better ensure success.
Here is a video trailer for the 9 Point Action Plan: for Generative AI Integration into Education book:
Chapter 2: Leadership Guidance on Utilization of Generative AI
Examples
Michigan State University Example
Yale University Example
Template Example: Leadership Guidance on Generative AI in Education
Implementation
Chapter 3: Training
Faculty Training
Staff Training
Student Training
Examples
American University of Armenia Example
Arizona State University Example
Other Examples
Implementation
Chapter 4: Generative AI Teaching & Learning Resources
Examples
University of Arizona
American University of Armenia
The University of California Los Angeles (UCLA)
Implementation
Chapter 5: Outside Information/Confirmation
Bring in an Outside Speaker, Presenter, Facilitator
Examples
Obtain Employers’/Organizations’ Views & Ideas on Needed AI Skills
Implementation
Chapter 6: Syllabus AI Use Statement
Examples
Tuffs University Example
Vanderbilt College of Arts and Science
American University of Armenia Example
Implementation
Chapter 7: Strategic Plan Integration
Components of a Good Strategic Plan and AI Considerations
Environmental Analysis
Review of Organizational Vision/Mission
Identification of Strategic Goals and Objectives
Key Performance Indicators
Integration of AI Literacy into the Curriculum
Example: White Paper: Integration of AI Literacy into Our Curriculum
Chapter 8: Integration Observation and Evaluation
Chapter 9: Community Outreach
Example Benefits of Community Outreach
Implementation
Chapter 10: Conclusion and Call to Action
Glossary
References
Additional Resources
As with all of my books, please reach out if you have any questions. I can be found on LinkedIn and Twitter. I also respond to all comments placed this blog or through YouTube. Please also join the Sovorel Center for Teaching and Learning Facebook page where I post a lot of updates.
As we enter the holiday season, we recommend you tune in to Higher Ed Without Borders. We now have the 2022 audio podcast season available, including 14 complete episodes. In addition, we have created five video highlight programs on our YouTube Channel. The series is a production of Edu Alliance.
Also, we are proud to announce that in December and January, five new episodes are being produced. Our last episode for the 2022 season will be with Dr. Chris Howard, Executive Vice President and COO of Arizona State University.
In January 2023, Dean Hoke and Tom Davisson will co-host a four-part mini-series titled Small College America. Scheduled guests will be: Dr. Barry Ryan, President of Woodbury University, California Ryan Smith, President, University of Rio Grande, Ohio Dr. Stefanie Niles, President of Cottey College, Missouri Dr. Janelle Vanasse, President of Alaska Pacific University, Alaska
The YouTube series currently has 6 video highlights, with more to come. They include: Dr. Ehab Abdel Rahman, Provost of The American University in Cairo Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Part 1 Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Part 2 Dr. Jim Henderson, President of the University of Louisiana System Dr. Mariët Westermann, Vice-Chancellor of New York University, Abu Dhabi Dr. Frank Dooley, Chancellor of Purdue University Global
Guest for the 2022 season includes: Elliott Masie, founder of MASIE Innovations Dr. Cynthia Jackson Hammond, President of the Council for Higher Education Accreditation Dr. Peter Wells. Chief of the Section for Higher Education at UNESCO, Paris Dr. Samantha Alvis, Senior Advisor for Higher Education for USAID Dr. Matthew Wilson, Dean, and President of Temple University Japan Campus Dr. Tarek Sobh, President of Lawrence Technological University Dr. Tony Chan, President of King Abdullah University of Science and Technology in Saudi Arabia Dr. Gil Latz, Vice Provost for Global Strategies and International Affairs, The Ohio State University Dr. Mariët Westermann, Vice-Chancellor of New York University, Abu Dhabi Dr. Jim Henderson, President of the University of Louisiana System Dr. Allan Goodman, Chief Executive Officer of the Institute of International Education Dr. Frank Dooley, Chancellor of Purdue University Global Dr. Ehab Abdel Rahman, Provost of The American University in Cairo
Feel free to let us know if you have any questions or comments. Happy Holiday Season to you and your loved ones.
