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Chief of Staff

I was fortunate to have an excellent chief of staff, without whom I would have been a less-effective President. There are a few models for chief-of-staff positions, some considerations for how you wish to structure the position, and perhaps a few ways I think you can help your chief become more effective.

At smaller institutions, the chief of staff is often a very experienced executive assistant, while my sense is that at larger institutions one is likely to see a higher-level professional as well as at least one executive assistant in a president’s office. The University of Idaho is mid-size, and my model was the chief was a very experienced assistant who, herself, had assistance in the office. Her main job was to insure that I used my time effectively-that those who needed to see me were able to do so, that I was contacting people I needed to contact like the Board or donors, to help coordinate the work of Vice Presidents and others, and to manage staff in the office who took care of other details (such as specific scheduling, correspondence, events). At larger institutions, I think you would see greater participation in actual policy development, and perhaps representation of the president.

The direct office staff at Idaho, in addition to the chief, included a financial person (who served the office and some smaller offices, such as Diversity, that reported directly to the President), and a staff assistant (reception, phone, scheduling details, correspondence). Originally, the office also had an events coordinator, but during a budget cut, we distributed this role primarily to other offices, particularly Advancement and Marketing and Communication, though the President’s Office retained some of the less-formal and occasional events, like meetings with student organizations. I also had a Communications Director assigned primarily to me, as well as several Special Assistants-one for Legislative Relations and one for Special Projects/Principal Gifts.

In addition to the formal roles of the Chief of Staff in my office, my Chief also was a sounding board, and a source of information for me about the University as she had served there for many years and I was new to the institution. She was my eyes and ears at meetings-I know that I tend to talk too much, listen too little, and focus on one person at a time. She was very good at recapping for me what might be unexpressed, but important opinions. She also interacted informally with the VP’s, who felt that they could bring issues to her confidentially and assess whether or not they should be brought to me. I am not sure how she did it, but she maintained their confidence, yet also informed me of things I needed to know.

Chief is such an important, but personal, position that it’s hard to advise you on selection or how to work with your chief. I suspect you will develop a close professional relationship, if you choose well. One resource of which I was originally unaware, but feel is very helpful is NAPAHE, the National Association of Presidential Assistants in Higher Education. Encourage attendance, as well as use of their listserv and publications. The NAPAHE meetings usually precede the ACE meetings, and you can attend sessions with your Chief (and the Chief can stay after at ACE), which I think enhances the value of these meetings for both.

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Story telling

Though I love data, I’ve finally become convinced that most of us operate on a more emotional level, and the best communicators recognize this and they are great storytellers. I would encourage you to have specific stories at your fingertips, ready to trot out. These may change depending on the audience, the year, the challenges you face-I just encourage you to spend specific time and energy developing these stories.

What are some examples? Know the name of that great first generation student (and clear with her the use of it) the story of how she had not realized that college was within her reach, and that this young Hispanic woman from, say, Jerome Idaho is now becoming a doctor, and plans to serve her community. Sincere stories, moving stories. You will probably find yourself talking to boosters-be sure you know the name of a football player or a track athlete whose scholarship enabled them to come to school, to excel on the field and academically, and now those boosters have not changed just that student’s lives, but those the student will touch. A successful alumnus. A faculty member who changed the lives of a student or had an extraordinary research success. A startup industry from a university invention or entrepreneur.

You may have the advantages of being a natural storyteller, or having a great communications aide…but even if not, there is great advice about storytelling out there-from TED talks to YouTube videos. Some TED talk advice gems:

  1.       Immerse your audience in the story.
  2.       Tell a personal story.
  3.       Create suspense.
  4.       Bring characters to life.
  5.       Show. Don’t tell.
  6.       Build up to S.T.A.R. moment.
  7.       End with a positive takeaway.

Keep a lookout for great stories, keep a list, practice telling them. And, though you may get bored with the same story-it is surprising how much the same story can be used in different contexts.

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The president’s spouse

The role and expectations of a president’s spouse vary tremendously, depending on the university and the spouse, at least. My spouse, Mary Beth, had her own career (physician) and interests, but participated in many university events. She was unpaid, but her travel costs were generally paid if she had a role at an event (document that role for the IRS, or you may get a very unwelcome tax bill!) I hope some of our experience can inform or reassure you.

I think that the most important issue regarding the spouse is that all parties (president, spouse, board, staff) should be mindful of the role and expectations. A good article on this was published by a former president, Susan Pierce, in Inside HIgher Education. If you are a member of AGB, you can also access a good article by Karen Kaler. There are a couple of books on the topic, but neither my spouse nor I found them particularly useful.

Though I know that your experience will vary, my wife and I met each month with my chief of staff and the office scheduler to discuss events (university and personal) over the next several months; an office staff member kept an Outlook calendar for my spouse and she had a university email account. My wife was not very involved in event planning, such as menu selection, etc-this was done by university staff. She did give feedback on events to staff, and this was generally well-received. My wife developed positive relationships with many donors and their spouses, and enjoyed these interactions. My wife liked interacting with students; she would attend evening dessert receptions we would schedule to talk with residence hall students, Greek students, international students, and other student groups. She enjoyed tours with me (Micron-an Idaho industry, SpaceX-alumnus is chief engineer). Mary Beth attended football games (not her favorite). She attended many musical events (not my favorite-I went only occasionally). She was very active in the community, meeting the mayor, Chamber of Commerce director, etc.

Mary Beth enjoyed participating in the APLU spouse group. I know she would encourage participation in that group, but always wanted more substance and involvement. Her impression is that she was probably more involved than most of the other spouses BOTH in a career and in the university. And, probably much more open and informal-she was amazed that some were shocked she would go to the grocery store in her jeans!

Were there awkward moments? The first day we moved in, a “kindly” neighbor took a picture of our recycling and sent it anonymously to office staff to “help” us realize that our recycling had not been set out properly. Because Mary Beth wanted to practice in a large hospital, she got a position in Boise-300 miles from campus, and bought a small house here. We dealt with the persistent claim that we “lived” in Boise-even though she spent only about 12 days on average there per month, and of course it was important for the University that I travel to Boise frequently-it is the state capital, population center, home to the office of the state board of education, and home to critical industries and many alumni and donors…and we have a campus there! Having a home there made my visits very easy and saved the university thousands in hotel bills, yet was a constant source of disparagement.

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Stats at your fingertips

I may be TOO attracted to knowing stats-and I think that sometimes, using stats makes one appear cold-so be sure to at least complement stats with personal stories-anecdotes about students, faculty, alumni, community members that also illustrate the point. Nevertheless, I think that there are stats you should know-about your university, about your community (region or state), and about higher education. The list below is probably most relevant to public universities-please ignore those irrelevant to your mission.

Some university stats will depend on the mission and nature, but for almost all universities, I think you should have at your fingertips:
*Your retention and graduation rates (4 year, 6 year)
*Cost of attendance, in-state and out-of-state
*Enrollment (undergraduate and graduate), in-state and out of state
*Ethnic diversity of your students
*Research expenditures (if relevant)
*US News & World Reports or other relevant ranking
*Approximate revenue and expenses (tuition, state appropriation, research grants…personnel (typically 80% and all other)
*Endowment (if relevant)
Sure, it is great to know other items, like percentage Pell grants, change (improvement) in some stat over time, postgraduation employment data, ratings relative to peers. And there are likely to be some items specific to your institution (law school, med school…etc) as well as stats you need in a particular context, like salary benchmarks when talking to faculty and staff-but I think this list can get you started…whether you are a sitting president or an aspirant.

I think it is worth knowing some items about your state, as well.
*Per capita income of residents/primary industries in state
*Educational attainment and attainment goal
*Rate of college progression
*State population and ethnic diversity

With respect to higher education, you should know the general rates for the US of:
*4, 6-year graduations (35% and 58%, which includes people who transfer, not just one institutional rate)
*Educational attainment (~35% have bachelor’s or higher)
*Lifetime wage differential, high-school vs college (~$1M)

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Personal fitness

I admit; I did a very poor job of keeping fit while serving as President.  I too easily let myself eat that cookie at the reception, work late on email, and skip the gym.  I don’t think that there is one magic way to ensure fitness…but I know that if I have the opportunity to serve again as President that I will make time for fitness, at least multiple days per week and be more disciplined about my diet. 

Schedule activities-even if it is just riding the exercise bicycle 4 times per week.  My assistant even offered to do this, and I foolishly felt I needed to simply keep a more flexible schedule.  If you do that, be sure to get your favorite exercise machine at home and USE IT!

And, be sure to push away from that donor meal, leaving half the entrée at every dinner.  The cookies at the reception generally are not worth the calories.  The wine at the reception is not worth it, and will just impair your judgement…and may lead to even more difficulties.

I admit, all of this is gratuitous advice from a reformed “sinner”.  Try your best, you will feel better!

PS-I have lost almost 30 pounds since stepping down, and feel fitter and healthier…but I would still love to serve as President.

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Indemnification and risk in research contracts

Early in my presidency, we found ourselves unable to contract with a major regional industry because they would not accept indemnification of all risks.  Now, in many ways, that was far too conservative on their part, but also too demanding on our part. 

The research we were considering was basic research on semiconductor chip design.  I asked that General Counsel develop the worst possible risk scenario they could imagine.  The scenario was that a method we developed might be used, in part, to make a chip for a critical application like a self-driving car.  If such a chip failed, resulting in a traffic death, the claimant might argue that we were responsible for the failure.  I found this possibility so remote as to be laughable…I frankly was more worried that the company would never use our technology and seek help elsewhere!

Now, my attitude would be very different if were developing the formulation for an infant vitamin to be immediately put into a major market.  My point is that universities must, at times (if allowed by Boards and state laws) accept some risk.  And, while remaining careful about the nature of those risks…a president can use discretion and judgement and should do so to establish and sustain research relationships.

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Coronavirus readiness

Predicting the path and impact of the coronavirus on US colleges is impossible today.  Nevertheless, the emergence of hotspots in South Korea, Iran, and Italy have moved the world closer to potential pandemic.  The US government is responding by asking for $2.5 billion for prevention and response and the CDC has just warned Americans that an outbreak is likely, without a prediction of place or time.  Though we are clearly not in an emergency state on US college campuses, it is time to recognize risk and to prepare.

Colleges have several risk factors for epidemics.  We often house large numbers of students together and feed them in communal dining halls.  Our classes, athletics events and other activities are large public gatherings.  And, as we enter March, many colleges will enjoy spring break, with associated travel offering the opportunity of contact with a wide population, often including international travel, by students and faculty, and a return to campus.

Clearly, it is not yet time to set up isolation awards in the gym and serve meals to students in their rooms, but what are the precautions and procedures we should consider now?

As a former president, I believe it is time to prepare for pandemic in at least the following ways. 

  • Within one’s executive group, raise awareness; though student affairs and public safety will likely be most immediately impacted, every part of the university may be involved in or affected by a coronavirus epidemic.
  • Auxiliary services like dining and housing need to be specifically considered.  Are plans in place for housing and feeding students under infectious conditions?  Is training available for staff?  What is the availability or acquisition path for protective gear?  How do these plans affect independent housing units like fraternities and sororities?
  • Student health and community health providers need to consider how they will monitor for coronavirus, whether test kits and capacity will be available if or when needed and what CDC guidelines are.  Cold and flu-like symptoms take on added significance-how will the common cold be distinguished from possible coronavirus operationally?
  • Develop pedagogic and technological plans to move instruction online.
  • Consider when, or under what circumstances, you will enact a travel ban and how that will relate to bans that the State Department or other government officials may apply.
  • Consider how a pandemic would affect current students studying abroad or researchers working abroad-will you try to repatriate them or protect them in place, and if so, how?
  • Arrange a preparatory meeting with local public health and safety officials (public health district, hospital administrators, police chief) to ensure that communication and roles are clear.
  • Consult with Board or system offices to understand how a response might be coordinated.
  • Prepare communications to faculty and staff, students, families and public as hold statements and ensure that distribution methods have been considered.  Consider positive, preventative communications regarding hygiene or awareness.
  • Your university may have special capacity to assist during an epidemic, particularly if you have an academic health center.  It’s likely that the Vice President for Health Affairs is receiving or will receive communications from the Centers for Disease Control and similar entities.  How can and should you engage specialized capacity-from patient care to research?

We all hope that the coronavirus is contained and that none of these preparedness steps are necessary…but I have found, each time we prepared our university for an emergency, that we were better prepared for the next, unexpected event-so preparation without panic is rarely pointless.

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Dealing with email

Email has become a monster-in volume, in expectation of response, and in the potential for MIS-communication. I’ll present some facets of how I dealt with email, but I’d love to hear from others on this topic.

As a public university president, one must realize that ANY email may become public due to a public records request. So, if you don’t want to see it on the front page of the paper, don’t put it in email. Though state public record laws vary, I suggest that in most states, it is best practice to keep all incoming and outgoing email from the presidential accounts. And, I would avoid emails that indicate there is other, private information under discussion. While encouraging you to pick up the phone to call your Vice President…I discourage you from sending the VP an email saying “too sensitive for email, pick up the phone.” Two other points related to public records. In Idaho, and many other states, simply using a private email account, such as a gmail account, does not shelter relevant content from inquiry. In fact, this may open ALL your personal email to scrutiny. Second, some email is likely to be covered by attorney-client privilege. But, attorney-client privilege does not cover all correspondence with your attorney, and just cc’ing the attorney does not bring an email under privilege.

My staff suggested two email accounts-a personal one used for the bulk of my business as president and a president@university.edu address for web posting. My chief of staff monitored the president inbox. Especially when controversial decisions were made, this email inbox could contain some colorful inquiries. We responded to every inquiry…though some responses were “Thank you for your input”, which I admit was office code for “We hope never to hear from you again.”

I shared my personal email with my chief of staff, and those who worked closely with me knew this. I can imagine having three emails, one being completely private, but I preferred my CoS knew what I was doing and seeing. If another staff person had a concern about the CoS, they could always phone me. My CoS rarely replied directly to my email, though she would make requested appointments and monitor that I had responded. We found this system worked well, though I know it was a large burden for her.

One final hint…please don’t send emails at any hour of the day or night expecting immediate response. We all need our lives. If it is truly urgent, we would text, which was a much rarer form of communication.

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The Common Read

Many campuses use some form of common read, but I think that our campus and others have had various experiences with how useful and generally engaging the read has been.

I first encountered the Common Read at the University of South Dakota. The Read was limited to incoming Honors students, about 120-150 students. I find that limitation elitist, but the University did a great job engaging students. Early in the first semester, freshman Honors students were invited by the President to a dinner. Each table had a discussion leader-a faculty or staff member who had read the book and prepared for the discussion. A wonderful engagement of students, faculty, and staff in an intellectual community. I could only wish it were broader and even more sustained.

The University of Idaho did a wonderful job selecting books, and always brought the author to campus, usually in Fall. All students were expected to read the book, and faculty were urged to use the book in their first year seminars. Authors visited campus, engaging with faculty and students. Authors had a small dinner with the President, which my wife and I always found special, though perhaps a bit too exclusive. The day was capped by a public presentation. Most memorable was the presentation by Tara Westover of her book, “Educated”. A memoir set in Idaho and dealing with many issues, including what it means to become educated. The talk engaged the Moscow community, who filled the 600 seats in our ballroom…leaving about 400 spots on the floor for students who came minutes before the talk. A great evening, but I think we need to think of ways to make these occasions even more engaging-for faculty, staff, students, and community.

I’d love to hear experiences on other campuses-please comment!

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Honor scholarship across campus

Many universities are trying to enhance their research stature; usually this is measured by NSF-reported research expenditures. Unfortunately, a simple measure like this leaves many faculty members, particularly those in the arts, feeling left out.

My Vice President for Research and Economic Development, Janet Nelson, did a great job addressing this concern with two simple, complementary, and engaging programs. First, sponsor a mini grant program focused on arts and other disciplines unable to attract major extramural support. Though $5000 might buy only 1% of a major NMR, it could-for example-build the world’s only 5-string cello (now at the University of Idaho). Who amongst us science nerds realized that Bach had written suites for the 5-string cello that had not been heard for hundreds of years? Well, Miranda Wilson at the University of Idaho knew this…and now you CAN hear those pieces because she was the recipient of a mini grant.

And, where did the contemporary world first hear those pieces…at an interdisciplinary “Short and Sweet” research symposium. These symposia typically had 5-8 talks of about 5 minutes. Topics spanned the five string cello to fire science at the urban-wild interface. An afternoon symposium and light refreshment (yes, we did provide wine) drew a very interdisciplinary crowd-much more interested than most of our 1-hour, professional talks.