What the Hell Was I Thinking?: Reflections. Ruminations, and Revelations About Becoming a New Department Chair

By DIO Press Inc

This edited book shares stories written by department chairs. The stories are candid and diverse. This book will be helpful for new, inexperienced, and prospective department chairs. The book could be adopted in higher education leadership courses and doctoral courses on the professoriate. Accessibly written

• Language: English
• Publisher: DIO Press Inc
• Release date: Oct 10, 2022
• ISBN: 9781645042716

Book preview

Preface

Andrew T. Kemp, Nicholas D. Hartlep, and Shelley Harris

Abstract

In this preface, the two co-editors, Andrew Kemp and Nicholas Hartlep enter into a dialogue, moderated by Shelley Harris, about the realities of being a department chair.

Keywords: Department Chair; Burnout; Job Responsibility

Introduction

Andrew T. Kemp: About a year and a half ago, I decided to become a chair. Little did I know what would happen. Upon thinking about it, I contacted my friend Nicholas, who was also a new chair. I asked him what he thought about a book called, What the Hell Was I Thinking? Reflections, Ruminations, and Revelations About Becoming a New Department Chair. He was excited. We proposed the book. Got a contract. Sent out a call for chapters. And then, being a chair changed everything.

Nicholas D. Hartlep: Being a chair of a small department is a good thing. With smallness comes a better ability to maintain healthy relationships with faculty, staff, and students within your department. I have heard of colleagues who have begun their chair positions within large departments—like Drew Kemp—that haven’t fared as well as they could have if they began small.

Shelley B. Harris: As a former chair, I was approached to create a dialogue between colleagues about the triumphs and adversities of being a chair and what that role really means. Speaking with professors from across the nation, the mere mention of chair gets very diverse reactions. Is it a necessary evil created by an antiquated system or a much-needed layer to faculty protection and voice. Two colleagues weigh in on their experiences with this controversial and, sometimes emotional, concept.

Conversation

Drew and Nicholas, thank you for taking the time to unpack the role of chair in higher education. I will begin with possibly the easiest question first.

Why did you want to be chair of your department?

Nicholas: My first tenure-track position was at Illinois State University, a R2, but really a place that, in my estimation, didn’t know what research was all about. I stayed at Illinois State University for four years. I ultimately left for Metropolitan State University because I wished to be a department chair. So, unlike Drew, who was in his first chair position at the University of Nebraska Kearney, I left Metropolitan State University, where I was a department chair for Berea College, to continue being a department chair. I wanted to chair the Education Studies Department at Berea College because the institution is a radical place and because I was offered an endowed chair position. The location, Berea, Kentucky, was also a benefit to me and my family because, as Midwesterners, we were sick of the cold weather!

Drew: After 13 years in higher education, I needed a change and a challenge. I had become stagnant in my position and wanted to venture into administration with the ultimate goal of becoming a dean. So, my wife and I packed up our things and moved to Kearney, Nebraska. Unlike Nicholas, my department was enormous. There were thirty-one faculty members and six staff members. It was two-thirds of the size of the college I left. But the money was okay, the town was lovely, and the position fit me.

Shelley: So, it appears that you both are coming from different perspectives in the role of chair, Nicholas as a veteran and Drew, a novice, both wanting to be a part of something bigger with more perceived impact. Are you both currently serving as chairs?

Drew: I am not. The job was too much for me. I don’t mean that I couldn’t do it. It was too much. I was a full-time chair and half time faculty member. I mean, technically, it was 50/50. But, in reality, it was 100/65 or so. After 18 months, I couldn’t do it anymore. My health was deteriorating. Blood pressure. Blood sugar. Anxiety. Depression. Any sense of normality was rapidly evaporating. So, in January 2022, I stepped down. All of the negative side effects are slowly going away.

Nicholas: I am, but I am mentally ready for a change in roles and responsibilities. After serving as a Department Chair during the COVID-19 pandemic for essentially three years, I am exhausted. Exhausted with accreditation and with superiors and systems that don’t seem to understand how many resources are needed to maintain it. I’ve lost and gone one year without an Assessment and Accreditation Support Coordinator, and I have faculty leaving for and coming back from sabbaticals. All in all, the only constant is me doing work and being the one on who this all falls back on.

Shelley: I completely understand, and although I don’t have the data to back it up, I feel that the role of the chair is not clearly defined. In other words, too often, the other duties as assigned seem to encapsulate an already challenging position that is designed to manage departmental faculty and programs. As many senior faculty do, we want to take on leadership roles and be a part of something bigger in order to make a change or simply make a difference. What did you perceive this role to be? Has it changed over time, or did it simply change you?

Drew: It changed me. Being new, I only had my observational view of what a chair did. Having had so many chairs over the course of my career (12 in 15 years), I could see some things that worked and others that didn’t. Of course, not being in the position, I didn’t really know the day-to-day goings-on. When I got here, I was inundated with new information. There were so many things that were time-consuming that I was drowning in the combination of learning the job and learning to do parts of the job quickly. For me, it wasn’t about the job-changing. It was about me changing. A part of me died a little.

Nicholas: I believe that whenever accreditation is involved, being a Department Chair becomes more than what shows up in a position description. The stakes are incredibly high in professional departments—Nursing, Teacher Education, Counseling, etc. This makes chairing these professional programs more stressful than, let’s say, an English Department. I have changed over the time being a department chair. My attitude is that Department Chairs should not teach heavy course loads because the administrative expectations become too much when there is a heavy teaching load. The expression that department chairs are the first among equals doesn’t seem accurate to me. I feel last among equals. As my chapter alludes to, I believe many people sit on me as department chair. I suppose that’s okay because I signed up for it.

Drew: Being a chair is such an odd thing to do. Lots of responsibility. Lots of deadlines. Lots of dealing with problems (faculty, students, staff, etc.). Lots of moving parts. Little authority. Little control. Little credit.

Nicholas: Drew, I agree with you, and I hope that the chapters in this book help those who find themselves in the position of being a department chair. Thank you, Shelley, for engaging us in this dialogue! Now, to you, the reader: start reading!

Chapter 1

Being A Department Chair Means People Sit On You A Lot, But That is Okay

Four Lessons I Have Learned As a Department Chair

Nicholas D. Hartlep

Abstract

In this chapter, Hartlep shares some stories about becoming a department chair and lessons he learned during this journey. His stories include serving as a department chair at two different higher education institutions. Readers will learn four lessons Hartlep learned as chair.

Keywords: adultism, department chair, higher education leadership,

Beginning

How Did I Become a Professor of Education?

It’s strange when I think about my childhood. Much of the happiest times were when I played sports, mainly basketball and baseball. The summers were times when I didn’t have school to worry about, and I could play outside with friends. The most important thing was having fun and being on the court or field. Funny how fast time passes. Long days, fast years. I graduated high school, and I had to begin college. I attended the University of Wisconsin, Whitewater (UWW). It was the only college campus I visited. I had hoped to walk on and play baseball. That didn’t work out because I hadn’t registered with the NCAA, and to be perfectly candid, I wouldn’t have been good enough to make the team. What would I major in at UWW?

I decided to major in teacher education. Why? Because I wanted to teach, hopefully, coach too, and have my summers off for more sports and recreation.

In my sophomore year, I transferred to Winona State University (WSU) for my then-girlfriend, who I broke up with quickly after arriving in Winona, Minnesota. But things worked out. I continued my major in teacher education, specifically elementary education. I also ran Cross Country as a walk-on—no scholarship despite being Division II, but I had a lot of fun and ultimately met my wife (Stacey) in a Spanish class.

When I graduated from WSU and married Stacey, I obtained my first major teaching position. The program was called the Graduate Induction Program (GIP). I would teach in my own classroom in the Rochester Public Schools (RPS), and I would attend night classes. In a year and a half, I would earn my Masters in Science in Education (M.S.Ed.) and be likely to be rehired by RPS. During my GIP experience, it became evident that I would not remain in the elementary classroom. It was during the GIP that I learned that my love for sports paled in comparison to my love of learning, writing, and teaching serving—hallmarks of a professor’s life.

The director of the GIP quickly became a mentor of mine. She still is a mentor of mine. Seeing her professional lifestyle solidified my desire to continue my higher education. I applied to doctoral programs and eventually accepted an opportunity to study Urban Education (Social Foundations of Education) at the University of Wisconsin, Milwaukee.

After four years in Milwaukee, I earned my Ph.D. and accepted my first tenure-track faculty position at Illinois State University. I was officially a teacher educator. I formally was a professor of education.

How Did I Become a Department Chair?

While in my first faculty position, an Assistant Professor of Educational Foundations at Illinois State University, my Department changed chairs. The current chair at the time was moving from being a chair to a different position. This left a faculty member to serve as interim while a search occurred. Witnessing the politics at play during this transitional period was educational for me.

I saw the tremendous amount of responsibility the department chair had and the many opportunities the position afforded when it came to making impacts on students and those within the department. I thought I would have the skill sets and passion for being a good chair. As such, I looked for opportunities to gain experience. I have written about my experiences at ISU (see Hartlep, 2015), but suffice it to say, I had a chance to leave ISU for Metropolitan State University in St. Paul, Minnesota.

When I arrived at Metropolitan State University (MSU), I had much more leadership opportunities. I first served as a Program Coordinator. I then served as Department Chair and Coordinator of Graduate Programs. It was at MSU that I earned tenure and promotion to Associate. But with opportunities, and increased responsibilities came politics. I have written about the racism I experienced at MSU,= and interested readers will find that testimonio in my (2020) co-edited book Racial Battle Fatigue in Faculty: Perspectives and Lessons from Higher Education. But really: What the hell did I think when I gave up tenure to go to Berea College as Department Chair of Education Studies?

Middle

Why Did I Come To Berea College?

When I moved from ISU to MSU, it was because of the institution’s mission, values, and leadership. MSU was a minority-serving institution (MSI), specifically an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). The AANAPISI served non-traditional students and was committed to anti-racism. This aligned with my personal and professional values, not to mention that my faculty position was in a School of Urban Education, what my doctoral studies were focused on, as well as my research and service agendas.

The same held true for why I left MSU for Berea College. Berea College’s history is quite remarkable. It is the first co-educational and interracial college in the South (Day, Cleveland, Hyndman, & Offutt, 2013).

Serving as Department Chair at a college with such a history is a reason to be proud and an overarching reason I gave up tenure and a planned sabbatical to join the Education Studies Department. Another reason is that it was clear the people were genuine. The Provost who hired me—Linda Strong-Leek—is a Black woman who told me that being young was an asset and the main reason the college liked me as a candidate for the job. Wow! This was heartwarming as a young person of color. I have written about how scholars of color, especially young ones, need opportunities to serve in leadership roles (see Hartlep & Antrop-González, 2019). The Berea College Provost didn’t exude the adultism I have experienced at PWIs like ISU (see Hartlep, 2015) or the racism I have experienced at MSIs like MSU (see Hartlep & Ball, 2020). Sadly, Dr. Strong-Leek left Berea College to become Provost at Haverford College, but what was Berea College’s loss was certainly Haverford College’s gain.¹

Another reason I came to Berea College was that it granted me an endowed chair (Hartlep & Freeman, In-Press): the Robert Charles Billings Chair in Education. For background on who Mr. Billings was, readers, can view a YouTube video I created of him.² But in short, Mr. Billings was a wealthy man who donated money to Berea College.

Berea College is a small liberal arts college in Kentucky. It is a federally designated work college. Its students graduate with little-to-low amounts of student debt. To make this happen, the college relies on its $1.25 billion endowment to balance its budget and serve its 1600 students. In its radical history, donors like Mr. Billings, and other angel donors who wish to remain anonymous, make working at Berea College a privilege. It is also why I take my work so seriously. The eight great commitments of Berea College all resonate in my body and my politics. Like Dr. Janice Sherman in the GIP and Dr. Shaun Harper at the University of Southern California, mentors continue to assist me on my professional journey.

My Dean at MSU wanted to get me an endowed chair, but the system would not allow it to happen. Berea College’s approval showed me it was committed to racial justice and supporting me as a young Department Chair. This is why I came to Berea College.

Last

How Will I Become a Dean?

One premise of this book is that being a department chair is not a simple or straightforward task. The position is riven with politics and, at times, people who are difficult, if not impossible, to work with. But serving as a department chair is also a huge responsibility that has the power to positively impact and serve the students, faculty, and staff of a particular institution.

I have also found that serving as a department chair can make one vulnerable. Whether the position is rotated, a position you applied for during a national search, or one you were recruited for, there inevitably will come a time when you will be vulnerable. This should not be a reason, at least in my opinion, to not take a risk. However, I believe that being a chair means people will sit on you a lot, but that’s okay. What I mean by that is that department faculty will come to you as their chair with their problems and concerns, and sometimes that feels as if they are sitting on you because usually, this is at inopportune times.

I don’t think that I will be a department chair forever. The reason is that I enjoy the process of learning and of holding responsibilities. The next logical position I will be looking for will be a Dean because such an executive-level position comes with increases in what I enjoy: learning, responsibilities, and influence. And how will I become a Dean? I assume the way I will become a Dean will resemble how I became a Department Chair. I will be recruited by a Provost to apply for a Deanship, or a hiring/search firm will convince me to apply for a deanship. Or I will apply for the many positions advertised on WittKieffer, Academic Search, Spelman and Johnson, etc. I think Department Chairs and Deans have in common that they enjoy challenges. I suppose the next challenge will be serving as a Dean. And there is an urgent need for Asian/American Deans (see Hartlep, 2021).

Four Lessons I Have Learned As a Department Chair

Size is not everything. I have served as a department chair in two different sized institutions. MSU is a public institution and has approximately 11,000 undergraduate students. It offers graduate programs and is urban. Berea College is a rural, private liberal arts college that serves only undergraduates. Its student population is roughly 1,600 students. MSU had no supervisory or budgetary responsibilities. There were 4 FTE in the department. Berea College has supervisory and budgetary responsibilities. There are 5 FTE in the department. Just because a department is small, or an institution is small doesn’t mean it will be less work than a larger department or larger institution. The same can be said if the institution is large or the department is large.

Moving, if an option, is not always a bad thing. Moving institutions, if you can, is not necessarily a bad thing. Usually, you will be able to negotiate a higher base salary. Hopefully, you will be moving to a department and an institution that better aligns with your personal and professional convictions. Moving for moving sake is not advisable, and I am not suggesting a free agent mentality is wise. Hopefully, with each successive move, you are getting closer to finding your forever department.

Remain plugged in with a group of mentors and sponsors who are department chairs. Having fellow department chairs to vent to and with, as well as to crowdsource with, is advisable. Being a department chair at times can be isolating. Talking with others who hold similar roles and have similar responsibilities is a resource that you can benefit from. Moreover, you never know who will someday be an official colleague. Remember Lesson #2 above? Remain connected and don’t burn personal relationship bridges. The academy is small, and your department is even smaller.

Take time off to maintain your health. Being a chair means people sit on you a lot. Of course, this is a metaphor, but it is true that being a chair is tiring work. Make sure you take time to maintain your mental health. Your family should not suffer because of your work responsibilities. Lesson #3 above will help you stay encouraged and should be your accountability partners to ensure you are adequately taking care of yourself. If you are a rotating department chair, your years of service will come and go, but you should not have a horrible tenure. And if your position is more permanent as an administrator, you should view the position as a marathon, not a sprint. Pace yourself!

References

Day, R., Cleveland, R., Hyndman, J.O., & Offutt, D.C. (2013). Berea College—Coeducationally and Racially Integrated: An Unlikely Contingency in the 1850s. Journal of Negro Education 82(1), 35–46.

Hartlep, N. D. (2021). The value of Asian American Pre-K–12 urban education principals: A human resources developmental perspective on the barriers and opportunity pathways for America’s model minority. In R. O. Guillaume, N. W. Arnold, & A. F. Osanloo (Eds.), The handbook of urban educational leadership (2nd ed.) (pp. 331–343). Lanham, MD: Rowman & Littlefield.

Hartlep, N. D., & Antrop-Gonzaález, R, F. (2019). An effective model of mentorship and capacity building: Lessons learned and lived out at a Midwest AANAPISI. In R. T. Palmer, D. Preston, A. Assalone (Eds.), Effective leadership practices for minority serving institutions (pp. 179–197). New York: Palgrave Macmillan.

Hartlep, N. D., & Ball, D. (Eds.). (2020). Racial battle fatigue in faculty: Perspectives and lessons from higher education. New York: Routledge.

Hartlep, N. D., & Freeman, S. (In-Press). Charting your path to endowed ordistinguished: A guide for mid-career faculty members. New Directions for Higher Education.

Hartlep, N. D. (2015). An adopted Korean speaks out about his racialized experiences as a faculty member at a predominantly White institution. In K. Varner, K. Albert, R. Mitchell, & C. Allen (Eds.), Racial battle fatigue: Exposing the myth of