IngenioUs in a Minute: Your Snapshot of Innovation

Welcome to “IngenioUs in a Minute” – the essential companion to our insightful podcast interviews. In these bite-sized briefings, we distill the essence of each conversation, offering you the key takeaways in a concise, one-minute read. Perfect for those on-the-go or in need of a quick dose of inspiration, these synopses capture the innovative spirit and core ideas of our diverse range of guests. Download your “IngenioUs in a Minute” briefing today, and immerse yourself in a world of ingenious thoughts and ideas, all in the time it takes to enjoy your coffee.

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IngenioUs Interview Synopsis
Empowering the Next Generation of Global Changemakers: President Helene D. Gayle, and the Future of Spelman College

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Introduction

In this episode, Helene D. Gayle, M.D., M.P.H., President of Spelman College, shares her remarkable journey from a distinguished career in medicine and public health to leading one of the most prestigious historically black colleges and universities (HBCUs) in the United States. During the conversation we learn about her wide-ranging and impressive career path, her approach to leadership, and her vision for Spelman College. Dr. Gayle’s story is a testament to the power of purposeful leadership and its potential to shape institutions and influence the next generation of women leaders.

A Circuitous Path to Leadership

Dr. Gayle’s journey to the Spelman College presidency is marked by an extensive career in medicine, public health, and global humanitarian efforts. Starting as a pediatrician with training in public health and epidemiology, she spent significant time at the Centers for Disease Control and Prevention, followed by leadership roles at the Bill and Melinda Gates Foundation, CARE, and the Chicago Community Trust. Her career has been driven by a commitment to equity, social justice, and using her skills to make a difference globally. Dr. Gayle sees her role at Spelman as an opportunity to empower the next generation of women leaders, encapsulating her lifelong mission to further equity and social justice.

Leading Across Different Sectors

Transitioning from the Chicago Community Trust to leading Spelman College, Dr. Gayle discusses the universal aspects of leadership and management across sectors. She highlights the similarities in shaping a vision, managing people, and building strong teams, regardless of the organization’s nature. Emphasizing the evolving nature of running educational institutions as complex businesses, Dr. Gayle advocates for adaptable leadership that transcends traditional academic backgrounds.

Spelman College: A Beacon of Excellence

Founded in 1881, Spelman College stands as a testament to educational access and excellence for women of African descent. Dr. Gayle proudly outlines the college’s achievements, including its consistent ranking as the top HBCU, its role in economic mobility, and its commitment to producing leaders and changemakers. The recent receipt of a $100 million donation underscores Spelman’s ongoing relevance and its crucial role in supporting talented, high-need students.

Vision for the Future

Looking ahead, Dr. Gayle is focused on adapting Spelman’s mission and vision to address the complexities of a globally interconnected and technologically driven world. This includes enhancing global citizenship, technological proficiency, entrepreneurship, interdisciplinary problem-solving, and civic engagement among students. Dr. Gayle is determined to ensure Spelman graduates are equipped to thrive and lead in an ever-changing global landscape.

Women’s Education and Leadership

Addressing the relevance of women’s colleges, Dr. Gayle, a Barnard College alumna, champions the unique environment these institutions offer for fostering confidence, authenticity, and leadership among women. She refutes the notion of women’s colleges as a “dying breed,” citing increasing applications to Spelman as evidence of their enduring value and impact.

Global Engagement and Social Change

Drawing from her vast experience in health care and international humanitarian work, Dr. Gayle envisions a strong global role for Spelman, particularly in engaging with Africa and the African diaspora. By nurturing educational and leadership opportunities both for Spelman students and for women globally, she aims to contribute to a more stable, equitable, and peaceful world.

Leadership Philosophy and Advice

Dr. Gayle advocates for a leadership style rooted in purpose, passion, and authenticity, emphasizing the importance of listening, team-building, and staying connected to one’s mission. She encourages leaders to remain adaptable, envision the future, and prioritize diversity and inclusion as integral to organizational strength and societal justice.

Conclusion

Dr. Helene D. Gayle’s interview reveals a visionary leader dedicated to leveraging education as a powerful tool for social change. Her leadership of Spelman College is characterized by a deep commitment to empowering women, promoting equity, and preparing students to be global changemakers. Through her innovative vision and inclusive leadership style, Dr. Gayle is steering Spelman College toward a future where its graduates continue to break barriers and inspire change across the world.

IngenioUs Interview Synopsis
Fostering Resilience and Purpose: Dr. Richard Miller's Paradigm for Transformative Education

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In an enlightening conversation on the IngenioUs podcast, Dr. Richard Miller shares his transformative journey from a rural farming background in Tranquility, California, to becoming a pivotal figure in engineering education. His story is not just about geographical and professional transitions but about revolutionizing the way we think about and implement engineering education.

From Tranquility to Technological Innovation: Raised in a fourth-generation farming family, Miller’s early life was steeped in the practical challenges of agriculture. Yet, it was this environment that honed his problem-solving skills and resilience. An urging from his father to pursue higher education as a means of escaping the rigors of farm life led Miller to the University of California, where he embarked on a journey into aerospace engineering, driven by a desire to explore far beyond the confines of agricultural toil.

A Career Defined by Educational Innovation: Miller’s professional path is marked by a series of innovative leadership roles, notably at the University of Iowa College of Engineering and later at Olin College of Engineering. These experiences were underpinned by a fundamental belief in the power of education to transform lives. At the heart of Miller’s philosophy is a commitment to rethinking traditional educational models, emphasizing hands-on, project-based learning that prepares students for the complexities of the real world.

Olin College: A Laboratory for Educational Reform: As the founding president of Olin College, Miller was instrumental in creating an institution that challenges the status quo of engineering education. Olin’s founding principles—eschewing tenure, departments, and traditional curricular constraints—reflect Miller’s vision for a more adaptable, innovative, and student-centered approach to education. This vision emphasizes the cultivation of creativity, teamwork, and real-world problem-solving skills, setting a new benchmark for engineering education worldwide.

Addressing Higher Education’s Grand Challenges: Throughout the interview, Miller articulates a nuanced critique of the broader landscape of higher education, highlighting systemic issues such as accessibility, relevance, and alignment with societal needs. His insights into the challenges of traditionalism, financial pressures, and the need for a holistic approach to student development are poignant and thought-provoking.

Coalition for Life Transformative Education: In his latest endeavor, Miller discusses his role in the Coalition for Life Transformative Education, aiming to foster identity, agency, and purpose among students. This initiative seeks to realign higher education with its most fundamental mission: to empower the next generation not just with knowledge but with the means to lead fulfilling, purpose-driven lives.

A Call to Action for the Future of Education: Dr. Miller’s conversation with Melissa Morriss-Olson is a compelling call to action for educators, administrators, and policymakers alike. It challenges us to reimagine the purpose and practice of higher education in a rapidly changing world, emphasizing the need for institutions that not only impart knowledge but also foster well-being, resilience, and a lifelong sense of purpose.

IngenioUs Interview Synopsis
Navigating Through Loss:The Impact of Small College Closures on Communities and Paths to Recovery with Author Jonathan Nichols


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Introduction to Jonathan Nichols; Navigating through the loss of a small college is a complex and deeply emotional journey, both for individuals directly affected and the broader educational community. In this insightful episode, Melissa Morriss-Olson speaks with Jonathan Nichols, a faculty member whose personal and professional life was significantly impacted by the closure of St. Joseph’s College in Illinois. Nichols’ transition from various professional roles to academia underscores a profound connection to his alma mater and reveals a passion for teaching and writing that has guided much of his career. His book, “Requiem for a College,” takes a deep dive into the personal and systemic repercussions of small college closures, drawing from his experiences and extensive research to shed light on this growing trend in higher education.

The Personal Journey Through a College Closure: The personal toll of St. Joseph’s College’s closure on Nichols and the surrounding community is palpable throughout the conversation. Nichols shares the traumatic experience of losing an institution that was not only a workplace but also a cornerstone of personal and family identity. The closure’s impact extended beyond professional disruptions, affecting personal relationships and family legacies tied to the college. Nichols’ narrative captures the profound sense of loss that reverberates through communities when such foundational institutions disappear.

Exploring the Causes and Effects of College Closures: Nichols’ research into the causes and consequences of small college closures highlights several critical vulnerabilities, including declining enrollments, unsustainable tuition discount rates, and significant deferred maintenance issues. Through interviews and analysis, he identifies common threads among struggling institutions, providing valuable insights into the systemic challenges facing small colleges today. The discussion also touches on the difficulties faculty and administrators encounter in acknowledging and addressing signs of institutional distress, emphasizing the need for proactive measures and open dialogue to navigate these challenges effectively.

Governance, Responsibility, and Potential Solutions: The role of college boards in the prelude to closures is a critical aspect of Nichols’ reflections. He examines the complexities of governance and decision-making processes that often contribute to institutional crises, pointing out the need for more effective board governance and a balance between financial realities and educational missions. Nichols offers practical advice for faculty, staff, and board members at small colleges, urging them to recognize early warning signs and engage in meaningful action to prevent potential closures.

Reflecting on the Future of Higher Education: Looking toward the future, Nichols underscores the unique value small colleges bring to the higher education landscape. He advocates for preserving diverse educational options and calls for a balanced approach to higher education that prioritizes both workforce preparation and the cultivation of broad knowledge and critical thinking skills. This vision for the future emphasizes the importance of small colleges in offering personalized learning experiences and fostering intellectual growth, challenging the notion that the closure of such institutions is a mere consequence of market forces or demographic shifts.

Conclusion:  In this episode, “Navigating Through Loss: The Impact of Small College Closures on Communities and Paths to Recovery,” Melissa Morriss-Olson and Jonathan Nichols delve into the heart of a pressing issue in contemporary higher education. Their conversation sheds light on the multifaceted challenges of small college closures, offering hope and guidance for those seeking to understand and mitigate the impact of these events on individuals, families, and communities.

IngenioUs Interview Synopsis
The Power of Strategic Foresight: Shaping the Future of Illinois College

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Introduction: Barbara Farley shares her path to becoming the first female president of Illinois College, reflecting on her experiences across different states and institutions. Her journey, marked by pivotal moments and influential mentors, led her from a tenured faculty position through various administrative roles to the presidency. Farley credits her evolution to opportunities and encouragement from mentors, highlighting a generational shift that opened more doors for women in academia. Her leadership style, shaped by these experiences, emphasizes consultation, collaboration, and a student-centered focus.

Illinois College: An Example of Perseverance and Innovation: Illinois College, with its rich history as the oldest degree-granting institution in Illinois, stands as a testament to resilience and innovation. Located in Jacksonville, the college is deeply connected to its agricultural roots, echoing Farley’s personal connection to the Midwest. She expresses pride in the college’s legacy, its role as a critical educational institution, and its adaptability, exemplified by the rapid creation of a nursing program in response to regional needs. This agility underlines the college’s commitment to relevance and community service.

Navigating Change and Embracing Future Challenges: Farley describes her approach to leadership as consultative, constantly evolving alongside her team and the college culture. This adaptability was crucial during the pandemic, which she sees as a transformative period for her presidency and the college. The crisis accelerated the integration of technology in teaching and reinforced the value of community and expertise across the campus. A pivotal decision to reopen the campus in the fall of 2020, supported by extensive collaboration and planning, exemplifies Farley’s leadership style and vision for navigating unprecedented challenges.

Building on Athletic Success: A Strategic Focus:  The Inspire achievement campaign, which raised over $54 million, signifies a strategic focus on athletics, among other areas, reflecting a broader institutional strategy to enhance student recruitment and engagement. Farley recounts the recent successes of Illinois College’s athletic teams, attributing these achievements to long-term investments and strategic planning. These victories not only foster school spirit and alumni engagement but also illustrate the impact of strategic decisions on institutional vitality.

Fostering Collaboration and Building Relationships: Farley emphasizes the importance of collaboration beyond the college, highlighting her involvement in national and regional educational associations. These engagements provide valuable insights and perspectives, enhancing her leadership and benefiting Illinois College. She stresses the importance of embracing change, being bold, and preparing for the future through a broad portfolio of experiences and professional development.

Transformative Advice for the Future of Higher Education: In closing, Farley urges higher education leaders to be bold and engage actively in making a difference. Facing the future with readiness to embrace challenges and opportunities is crucial for institutions and their leaders. This approach is essential as students increasingly rely on higher education institutions to navigate the complexities of the modern world.

This conversation with President Barbara Farley offers profound insights into the challenges and opportunities facing higher education, underscored by a leadership philosophy that values boldness, adaptability, and a deep commitment to student success.

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IngenioUs Interview Synopsis
Vision, Resilience and Faith-Informed Decision Making: The Inspiring Journey of a Turnaround Leader

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Introduction: In this episode of IngenioUs, we dive into the transformative leadership of Dr. Amy Bragg Carey, President of Friends University. Dr. Carey’s journey is marked by resilience, strategic vision, and an unwavering commitment to empowering those around her. Her story is one of inspiration, offering valuable insights into the art of leading through change and fostering a thriving educational environment.

Influential Beginnings: The Seeds of Leadership: Dr. Amy Carey credits much of her leadership journey to the influence of her father, a dedicated higher education administrator. Growing up on a small college campus, Dr. Carey developed a deep love for the academic environment, spurred on by her father’s mentorship. His roles in advancement, admissions, and financial aid at various faith-based universities provided a rich backdrop for her early understanding of higher education’s complexities. Her father’s advice and support, coupled with the encouragement from her boss at the University of Northwestern in St. Paul, played pivotal roles in shaping her path to the presidency. These influential figures instilled in her the importance of resilience, strategic thinking, and the value of mentorship.

A Visionary Approach: Empowering and Equipping.  Dr. Carey’s leadership philosophy centers on empowerment. She believes in equipping her team to lead their respective departments effectively, fostering an environment where innovation and initiative are encouraged. Casting vision is another cornerstone of her approach, continually setting clear, ambitious goals for Friends University and its community. Clarity and decisiveness are critical to her leadership style. Dr. Carey emphasizes the importance of providing clear guidelines and frameworks, even when it means making difficult decisions. Her commitment to not “kick the can down the road” demonstrates her dedication to addressing challenges head-on. Moreover, Dr. Carey sees herself as a cheerleader, bringing energy and positivity to the campus community. She believes in creating an upbeat, positive, and forward-looking environment, crucial for navigating the numerous challenges faced by higher education institutions today.

Resilience and Faith: Guiding Principles. Dr. Carey’s faith is integral to her decision-making and leadership style. As a Christian, she strives to embody her beliefs in her interactions and decisions, ensuring they are guided by wisdom, love, and appropriateness. This faith-driven approach often involves praying through decisions and evaluating them in light of her spiritual values. The Quaker heritage of Friends University further shapes its cultural and spiritual environment. Values of respect, inclusion, service, and excellence, alongside a deep-seated culture of civility, define the university’s ethos. This unique blend of inclusivity and respect for diverse perspectives creates a nurturing and collaborative community.

Vision Flourish: A Strategic Future. When Dr. Carey assumed the presidency, she faced a turnaround situation. Initially focused on financial stability, her vision for Friends University has since evolved into “Vision Flourish.” This strategic plan aims to establish Friends University as the preferred Christian university in the region over the next five to seven years.  Key to this vision are new academic programs, market-responsive offerings, and a robust athletic program to attract and retain students. Dr. Carey highlights the importance of focusing on what Friends University can do exceptionally well, rather than spreading resources too thinly across numerous initiatives.

Enrollment and Innovation: Strategies for Growth. Under Dr. Carey’s leadership, Friends University has seen growth in enrollment through strategic initiatives. Adding new programs like cybersecurity, mechanical engineering, and zoo science, alongside strengthening athletics, has bolstered student numbers. Additionally, efforts to improve retention rates have paid off, with the university achieving its highest retention from fall to spring in many years. Dr. Carey attributes this success to a clear understanding of the university’s identity and strengths. By honing in on its unique position in Christian higher education, Friends University has been able to attract students who resonate with its values and offerings. Innovation is at the heart of Dr. Carey’s strategy. An innovation fund, supported by a significant donor gift, allows the university to pursue new initiatives without impacting the operating budget. This flexibility has enabled Friends University to explore and implement new programs and incentives, fostering a culture of innovation and responsiveness.

Challenges and Identity: Navigating Complexity Balancing the budget, managing inflation, and addressing the demographic cliff are common challenges faced by many higher education institutions, and Friends University is no exception. However, as a Christian institution, additional complexities arise, particularly in defining and maintaining its unique identity.  Dr. Carey emphasizes the importance of staying true to the university’s mission and values, despite external pressures to conform to other institutions’ models. This clarity of identity is crucial for both internal cohesion and external perception, ensuring that Friends University remains distinct and true to its Quaker roots.

Opportunities and Expansion: Looking Ahead One of the exciting opportunities on the horizon for Friends University is the recruitment of international students, particularly from India. This initiative, driven by connections and strategic efforts, aims to diversify and expand the student body. Dr. Carey acknowledges the complexities involved but sees significant potential in this endeavor. Fundraising and advancement remain central to Dr. Carey’s role, leveraging her background to build strong relationships with donors and partners. Her approach to resource development is hands-on and deeply relational, ensuring that the university has the support it needs to thrive.

Turnaround Expertise: Applying Research to Practice Dr. Carey’s doctoral research on the turnaround of small private universities has been instrumental in her approach at Friends University. Her study highlighted the importance of having marketable programs, early wins in fundraising, and a clear, strategic direction—all elements that she has successfully implemented.  Reflecting on her experience, Dr. Carey acknowledges the surprises and challenges unique to each turnaround situation. Yet, her ability to adapt and apply her research insights has been key to navigating Friends University’s path to stability and growth.

Leadership Evolution: Adapting to New Eras Dr. Carey recognizes that her leadership must evolve to meet the changing needs of the university. From the initial turnaround phase to navigating the pandemic, and now focusing on long-term growth and sustainability, her approach has had to be dynamic and responsive. Longevity in the presidency, she argues, is crucial for institutional success. Consistent leadership allows for the implementation and maturation of strategic initiatives, fostering stability and sustained growth. Dr. Carey’s commitment to Friends University is evident in her strategic vision and the tangible progress made during her tenure.

Legacy and Future Focus: Building for Tomorrow Looking to the future, Dr. Carey aims to leave a legacy of a strengthened physical plant, a robust endowment, and innovative programs. Her focus on building infrastructure and financial stability is designed to ensure that Friends University remains resilient and adaptive to future challenges.

Conclusion: Transformative Leadership in Action Dr. Amy Carey’s leadership at Friends University is a testament to the power of vision, resilience, and faith-driven decision-making. Her strategic approach, grounded in a deep understanding of the university’s identity and strengths, has positioned Friends University for continued success. Through empowering her team, fostering innovation, and maintaining a clear, forward-looking vision, Dr. Carey exemplifies transformative leadership in higher education.

IngenioUs Interview Synopsis
Using Oneself Well: Leadership Lessons from Nazareth University President Beth Paul


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Introduction: In a recent episode of the IngenioUs podcast, Melissa Morriss-Olson had the privilege of engaging with President Beth Paul of Nazareth University. Throughout their discussion, President Paul delved into various aspects of her leadership journey, her approach to facing the challenges of a pandemic presidency, and her insights on nurturing a learning community that is adaptive, inclusive, and forward-thinking.

The Unconventional Leadership Journey: Beth Paul’s ascent to the presidency was anything but typical. Growing up in a traditional New England family where leadership roles were often gender-defined, she never envisioned herself as a leader. Her career began passionately in academia as a faculty member, where her latent leadership skills were first noticed by a colleague. This encouragement spurred her initial steps into significant roles, eventually leading her to the presidency. Her journey underscores the importance of recognizing and nurturing potential leadership in all members of an academic community.

Philosophy of Empathic and Forward-Leaning Leadership: Throughout her career, President Paul has maintained a strong focus on mission-driven leadership. She emphasizes the importance of guiding principles and a clear mission to navigate the complexities of educational administration. Transitioning from hands-on roles to higher executive positions, she learned to adapt her impact-driven approach to fit broader organizational goals. She describes her leadership style as forward-leaning, constantly aiming to propel the institution toward future readiness and dynamic improvement.

Guiding Principles: Learning as the Core At the heart of Paul’s leadership philosophy is the belief that “learning is what it’s all about.” This principle not only applies to students but also to faculty, staff, and the wider community. She stresses the importance of ongoing education and personal growth as central to the culture of higher education institutions.

Pandemic Leadership: Empathy and Adaptability Stepping into her role at the onset of the COVID-19 pandemic, President Paul faced unprecedented challenges. Leading two institutions during the crisis, she learned the critical role of empathic leadership and the need for excellent communication. These experiences highlighted the different cultural dynamics at play within institutions and the necessity of adapting leadership styles to meet the needs of the moment.

Succeeding a Long-Tenured President: Following a president who served for 15 years presented unique challenges and opportunities. President Paul expressed deep respect for her predecessor’s accomplishments, particularly in enhancing the physical campus and community partnerships. She focused on respectful transition, emphasizing the different demands of the present compared to the past, and the need to respect new leadership paths while building on legacy foundations.

Championing Community Partnerships and Experiential Learning: Reflecting on her commitment to community engagement, President Paul shared her belief in mutual learning and teaching within community partnerships. She highlighted the Bonner Leader and Scholar programs as examples of effective community engagement initiatives that foster capacity building and substantive change, rather than superficial contributions.

Vision for the Future: Intergenerational Learning and Change Making Looking forward, President Paul is excited about the potential for intergenerational learning—a concept she believes is crucial for societal cohesion and mutual respect across ages. She envisions a learning environment where young and old can learn from each other, benefiting the whole community. This vision aligns with her belief in education as a transformative force that prepares individuals not just for careers but for meaningful lives.

Conclusion: A Call to Leadership In her closing remarks, President Paul issued a powerful call to emerging leaders, emphasizing the urgency of stepping up in challenging times. She encouraged current and future leaders to maintain integrity, foster collegial support, and remain committed to the transformative power of education. Her parting words, “If not you, who? If not now, when?” serve as a poignant reminder of the critical role education leaders play in shaping the future.

IngenioUs Interview Synopsis
Leading from the Inside-Out: Dr. Nathan Long's Journey of Authenticity, Empathy and Innovation


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Introduction: In this engaging episode of IngenioUs, Dr. Nathan Long, President of Saybrook University, shares his remarkable leadership journey, insights on higher education, and the pivotal experiences that have shaped his approach to leading a unique institution. This narrative synopsis delves into various topics discussed during the interview, capturing the essence of Dr. Long’s leadership and the evolution of Saybrook University.

The Genesis of Leadership: Residential Life Beginnings. Dr. Long’s leadership journey began in residential life, a foundational experience that equipped him with crucial skills and insights. As a hall director, he engaged in programming, leadership development, diversity training, and conflict management. This period was instrumental in building his empathy and understanding of student needs. The integration of Student Affairs and Academic Affairs during this time illuminated the impact of collaborative efforts, inspiring Dr. Long to pursue a more robust role in academia.

Ascending the Ranks: From Dean to President. Transitioning from residential life, Dr. Long ventured into senior administrative roles, ultimately leading to his first presidency at Christ College of Nursing and Health Sciences. His diverse background, including a stint as a music performance major, underscored his unconventional yet impactful path. Notably, he spearheaded the development of a humanities program within a nursing college, fostering a well-rounded educational experience. His presidency at Christ College, marked by collaborative problem-solving and resilience, set the stage for his current role at Saybrook University.

Influences and Philosophies: Music and Mentorship. Dr. Long attributes significant aspects of his leadership philosophy to his music training, which instilled a deep appreciation for both success and failure. The discipline of continuous improvement and the collaborative nature of making music translated seamlessly into his approach to leading educational institutions. Additionally, mentorship played a crucial role, particularly the influence of a former college president who emphasized the importance of the environment and community in shaping effective leaders.

The Power of Storytelling: Podcasting and Community Engagement. The pandemic catalyzed Dr. Long’s foray into podcasting, providing a platform to connect with the Saybrook community. His podcast, born out of a need to engage students and faculty in meaningful ways, became a vital tool for sharing inspirational stories and addressing critical issues such as grief, social justice, and mental health. This initiative not only strengthened community bonds but also showcased the authenticity and passion of Saybrook’s faculty and students.

Saybrook University: Mission and Impact. Saybrook University, with its roots in humanistic psychology, has evolved into a beacon of integrative health, psychology, and transformative social change. Dr. Long’s leadership has seen the university grow significantly, with robust programs in counseling, clinical psychology, and integrative medicine. The institution’s commitment to social justice and holistic education positions it as a vital contributor to addressing contemporary societal challenges, particularly in mental health.

Navigating Challenges: The Evolution of Saybrook. Dr. Long reflects on the evolution of Saybrook, highlighting the institution’s resilience in overcoming financial and regulatory hurdles. The strategic alignment with Community Solution Education System (CES) was pivotal, providing a strong infrastructure and enabling academic innovation. Despite the challenges, Saybrook’s growth in enrollment, faculty development, and program expansion underscores its thriving status and commitment to its mission.

Building Capacity and Breaking Borders: A key aspect of Dr. Long’s approach is building capacity across borders, both literal and metaphorical. Saybrook’s international partnerships and collaborations with healthcare institutions exemplify this strategy. Dr. Long advocates for breaking down silos within higher education, fostering mutually beneficial relationships, and enhancing societal impact through collaborative efforts.

Personal Transformation: Leading from the Inside Out. Dr. Long’s personal transformation at Saybrook is a testament to the institution’s influence. Initially skeptical of the mind-body connection, he experienced a profound shift during a guided meditation session, leading to a renewed focus on self-care, balance, and mindfulness. This personal growth has informed his leadership style, emphasizing authenticity, vulnerability, and a holistic approach to well-being.

Looking Ahead: Challenges, Opportunities, and Advice. In contemplating the future of higher education, Dr. Long identifies mission-centric focus as crucial for institutions to survive and thrive. He underscores the importance of administrative leaders working diligently alongside faculty and staff to uphold the institution’s health and mission. His advice for transformative leadership emphasizes staying engaged, fostering collaboration, and prioritizing the well-being of the academic community.

Conclusion: Dr. Nathan Long’s leadership journey, marked by empathy, innovation, and resilience, offers valuable insights into the transformative power of higher education. Through his dedicated efforts at Saybrook University, he exemplifies how authentic leadership can drive institutional growth, foster community, and address pressing societal needs. This episode of IngenioUs not only highlights Dr. Long’s contributions but also serves as an inspiration for future leaders in higher education.

IngenioUs Interview Synopsis
Sub Heading Goes HereDesign Thinking in Action: Elizabeth Meade’s Vision for Cedar Crest College

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Dr. Elizabeth Meade, president of Cedar Crest College, exemplifies transformative leadership through a blend of design thinking, inclusivity, and resilience. Rising from a philosophy professor to her current role, Dr. Meade has pioneered a forward-thinking approach to higher education that aligns tradition with innovation, equity, and student success. In this episode, she discusses her unique leadership philosophy, the challenges and triumphs of her tenure, and her bold vision for the future.

A Leadership Journey Built on Philosophy

Dr. Meade began her career at Cedar Crest in 1993 as a philosophy professor. Her approach to leadership is rooted in her academic background, which emphasizes critical thinking and the courage to lead necessary change. Reflecting on her path, she credits her willingness to say “yes” to opportunities as a pivotal factor. From faculty leadership roles to serving as Associate Provost, she consistently sought roles where she could make a meaningful impact. These experiences shaped her readiness to lead Cedar Crest through times of change and challenge.

Design Thinking as a Leadership Framework

Dr. Meade’s presidency is distinguished by her use of design thinking as a foundational approach to strategic planning. Acknowledging the limitations of traditional strategic plans, which she described as “all plans and no strategy,” Dr. Meade reimagined the process to focus on stakeholder needs. Rather than asking, “What do we want to do?” she guided the college to ask, “What do our stakeholders need us to be?”

This student-centered approach prioritizes understanding challenges, prototyping solutions, and iterating based on feedback. It is this methodology that underpins Cedar Crest’s current strategic plan, “Open the Door to What’s Next.” By using design thinking, Dr. Meade has ensured that strategy remains central to the college’s operations, fostering an environment of continuous innovation.

Transforming Student Experiences Through Design Thinking

Dr. Meade’s application of design thinking has led to impactful initiatives like the “Laptops for Learners” program. This initiative addresses the digital divide among Cedar Crest’s diverse student population, ensuring all incoming students receive a standardized, preloaded laptop. The program reflects a broader institutional commitment to removing barriers to success. Students no longer face interruptions in their learning due to technological disparities, a change that has already shown positive results.

To institutionalize this approach, Dr. Meade established a standing Strategic Plan Steering Committee. Composed of faculty and staff trained in design thinking, this committee serves as a resource for implementing innovative, student-centered solutions across the college. This structural change has catalyzed a cultural shift, embedding design thinking as a core part of Cedar Crest’s operational mindset.

Overcoming Enrollment Challenges with Innovation

In 2023, Cedar Crest faced a 4.5% enrollment decline and a $3.7 million budget shortfall, a situation that could have led to significant cuts. However, Dr. Meade chose a growth-focused strategy instead of austerity. Guided by data and creativity, her team identified underperforming programs with untapped potential and invested in targeted marketing efforts. This approach led to a 3.6% enrollment increase the following year.

Examples of this success include a 40% increase in adult undergraduate enrollment after a tuition reset and improved outcomes in nursing and occupational therapy programs. By leveraging partnerships with organizations like CORE Education and using market research to guide decisions, Dr. Meade demonstrated that growth is possible even in challenging circumstances when strategies are both bold and data-informed.

Promoting Diversity, Inclusion, and Belonging

Dr. Meade’s leadership reflects Cedar Crest’s mission to foster a culture of inclusion and belonging. She relocated the Center for Diversity and Inclusion from a basement to a prominent, renovated building in the campus’s heart. This move symbolized the college’s commitment to equity and visibility for its diversity initiatives.

The center supports students through paid diversity advocate positions, programming, and resources for underrepresented groups. Annual climate surveys inform ongoing improvements, and faculty and staff are deeply involved in diversity efforts. Dr. Meade’s emphasis on belonging ensures that Cedar Crest is a community where all students feel valued and supported.

Bridging Tradition and Innovation

Cedar Crest’s history as a women’s college informs Dr. Meade’s vision for its future. She has expanded the college’s legacy of advancing women in STEM through initiatives like the Harmon Center for Leadership and Technology, which prepares women for leadership roles in high-tech fields. By addressing the declining representation of women in technology, Dr. Meade positions Cedar Crest as a leader in fostering equity in emerging industries.

At the same time, she honors the college’s founding mission of opening doors to education for those historically excluded. Today, this mission extends to a broader, more diverse student body, aligning Cedar Crest’s historical values with contemporary challenges and opportunities.

Leadership Philosophy: Inclusivity and Decisiveness

Dr. Meade describes her leadership style as inclusive, valuing diverse perspectives and ensuring the right people are at the table. However, she balances this inclusivity with the need for decisiveness. Recognizing that consensus is not always possible, she has developed the confidence to make timely decisions while maintaining transparency with her team.

This approach is informed by her experiences and coaching, which helped her navigate the complexities of leadership. Dr. Meade acknowledges that inclusive leadership can sometimes be misinterpreted as slow or weak, but she views it as a strength that fosters trust and collaboration.

Resilience Through Challenges

Dr. Meade’s presidency has been shaped by resilience, particularly during the COVID-19 pandemic and the 2023 enrollment challenges. She reframed setbacks as opportunities for growth, demonstrating the importance of perseverance in leadership. Her ability to lead through uncertainty and adapt to rapidly changing circumstances has strengthened Cedar Crest’s position and her resolve as a leader.

Mentorship and Empowerment of Women Leaders

Dr. Meade is passionate about mentoring emerging leaders, particularly women. She provides her team with opportunities to build skills and experiences that prepare them for future leadership roles. Her advice to women leaders includes embracing their identities unapologetically and challenging societal expectations. She views mentorship as a vital component of leadership, contributing to a more inclusive and equitable higher education landscape.

Vision for Cedar Crest’s Future

Looking ahead, Dr. Meade envisions Cedar Crest as a leader in demonstrating the enduring value of women’s colleges. Her dream is to empower women to lead in fields like technology, politics, and media, emphasizing the importance of diverse perspectives in decision-making. By continuing to open doors for those historically excluded from education, Cedar Crest exemplifies the transformative potential of mission-driven institutions.

Conclusion

Dr. Elizabeth Meade’s presidency at Cedar Crest College offers a powerful example of leadership grounded in design thinking, resilience, and inclusivity. Her ability to bridge tradition with innovation, foster belonging, and empower women positions Cedar Crest as a model for higher education. Through her vision and commitment, Dr. Meade continues to shape a future where equity and opportunity thrive.

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A Leadership Journey of Curiosity and Adaptability

Barbara Mistick’s career is a testament to the power of curiosity, adaptability, and the courage to embrace new challenges. Her professional path has been anything but linear, spanning higher education, libraries, business, entrepreneurship, and the nonprofit sector. Mistick credits her deep-seated curiosity as the driving force behind her varied career, allowing her to see problems from multiple perspectives and push beyond traditional career ladders. Growing up in an entrepreneurial family, she developed an early appreciation for creative problem-solving, which later propelled her into launching her own business and directing an entrepreneurship center at Seton Hill University. Though transitioning from running a high-stakes transportation company to the more measured pace of academia was a significant adjustment, she embraced the challenge. Her experience at Carnegie Mellon University, where she worked in both public policy and design, further shaped her ability to synthesize different disciplines in addressing complex issues. Mistick’s journey reflects a fearless embrace of change and an unwavering commitment to continuous learning—qualities that have defined her leadership at every stage.

The Power of Seeing the End Before the Beginning

One of Mistick’s most defining leadership traits is her ability to visualize the outcome of a problem long before others see the full picture. She likens this ability to being a “Lego master builder”—not necessarily putting all the pieces together herself but being able to see what the final structure should look like and guiding others in making it happen. Throughout her leadership journey, Mistick has demonstrated a remarkable ability to take on large, complex challenges and chart a clear course toward their resolution. This strategic foresight was particularly critical in her tenure as president of Wilson College, where she spearheaded transformative changes, including a pioneering student debt buyback program and an enrollment growth strategy that stabilized the institution. Her ability to remain undeterred by setbacks and adjust course when necessary has been essential in leading organizations through periods of uncertainty and transformation.

A Leadership Style Built on Collaboration and Transparency

At the core of Mistick’s leadership philosophy is a deep commitment to collaboration and transparency. She firmly believes that surrounding herself with a talented team and fostering an environment where different perspectives are welcomed leads to the best outcomes. This collaborative mindset extends beyond her immediate teams—Mistick makes it a priority to attend conferences outside her industry each year, immersing herself in how other sectors solve problems. She also champions transparency as a leadership imperative, a lesson she reinforced while leading the Carnegie Library of Pittsburgh. Working in public service required her to be open and upfront with the community, even when the news was difficult to share. This commitment to honesty and clarity has carried over to her work in higher education, where she believes that institutions must confront challenges head-on, communicate openly about solutions, and be willing to make difficult decisions for long-term sustainability.

Navigating Change in Higher Education

Mistick is no stranger to the challenges of institutional change. Her leadership at Wilson College serves as a case study in navigating transformation amid resistance. Recognizing that change is often accompanied by grief and a sense of loss, she took an empathetic approach, helping stakeholders process the shift while maintaining a firm commitment to necessary reforms. One of the most controversial decisions during her tenure was the transition from a single-gender women’s college to a coeducational institution. Mistick recalls a pivotal moment during a student panel at an open house when she realized that the institution’s single-gender status was deterring more students than it was attracting. That insight, coupled with comprehensive institutional analysis, led her to advocate for the transition, which ultimately expanded access to higher education while preserving Wilson’s mission. Through this experience, Mistick learned the importance of institutional nimbleness and the dangers of “chasing perfection” at the expense of progress.

Bridging Business Acumen with Higher Education Leadership

Unlike many college and university presidents, Mistick holds a Doctorate in Business Administration (DBA), and her entire academic background is rooted in business disciplines. While some might view this as an unconventional path for higher education leadership, Mistick sees it as an asset, providing her with a strategic and financial mindset that has proven invaluable in navigating the financial complexities of running an institution. She believes that higher education can learn much from the business world, particularly when it comes to sustainability and operational efficiency. However, she also acknowledges a key distinction between the two sectors: in business, success is measured by financial returns, while in higher education, success is measured by student impact. This dual perspective has shaped her approach to leading institutions, balancing fiscal responsibility with a steadfast commitment to student success.

Women in Leadership: Challenges and Strengths

As a woman who has led across multiple industries, Mistick has firsthand experience with the unique challenges women face in leadership. She reflects on moments where she was the only woman in the room or was singled out in professional settings, highlighting the lingering gender disparities in leadership roles. Yet, she views the differences in how women lead not as obstacles but as strengths. Women, she argues, tend to be more collaborative and inclusive, qualities that should be celebrated rather than suppressed. However, she notes that women often hesitate to step into leadership roles unless they feel 100% qualified, whereas men are more likely to take on new challenges with only partial preparation. Her advice to aspiring women leaders is clear: take the leap, stretch into new opportunities, and embrace the discomfort of learning on the job. She hopes that by demonstrating transparency and collaboration in her own leadership, she will inspire other women to lead with confidence.

Advocating for Higher Education’s Future

In her current role as president of the National Association of Independent Colleges and Universities (NAICU), Mistick has broadened her leadership impact beyond a single institution to advocate for independent higher education at the national level. She is deeply committed to protecting the diversity of the higher education ecosystem, emphasizing the importance of public, private, and specialized institutions in serving different student needs. One of her most significant initiatives has been advocating for the doubling of the Pell Grant, an effort aimed at making higher education more affordable and accessible for low- and middle-income students. She believes that financial accessibility, accountability, and expanding access to new student populations are among the most pressing issues facing higher education today. Mistick sees her role not only as championing new initiatives but also as preventing harmful policies from taking hold—an aspect of leadership that is often overlooked but critically important.

Sustaining Leadership Resilience

When asked how she sustains her energy and resilience as a leader, Mistick’s answer is simple yet profound: she never stops learning. Continuous growth, she believes, is key to maintaining motivation and effectiveness. She also emphasizes the importance of separating personal identity from professional criticism, particularly in today’s often harsh public discourse. “You can’t take things personally,” she advises, noting that leaders must find ways to stay grounded amid external pressures. For Mistick, resilience comes from knowing that she is making a difference and finding meaning in her work. She remains committed to championing policies that enhance higher education and ensuring that institutions remain viable and relevant for future generations.

A Legacy of Impact and Innovation

Barbara Mistick’s leadership is characterized by an unwavering commitment to innovation, problem-solving, and expanding access to education. Whether restructuring tuition models, advocating for national policy changes, or leading organizations through transformation, she has consistently demonstrated a visionary ability to anticipate challenges and craft forward-thinking solutions. She leaves behind a legacy of resilience, adaptability, and the belief that great leaders are those who remain curious, embrace transparency, and bring people together to solve complex problems. As she looks ahead, Mistick hopes that her leadership will inspire the next generation of women to step forward with confidence, take on new challenges, and shape the future of higher education with courage and conviction.

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Blazing Trails and Building Futures: Stephanie Herseth Sandlin’s Legacy of Empowerment

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Stephanie Herseth Sandlin, President of Augustana University in Sioux Falls, South Dakota, leads a community deeply rooted in the Lutheran scholarly tradition yet profoundly open to diversity in thought and belief. Under her leadership, Augustana continues to embody what she calls “the third way” — not sectarian, not secular, but a welcoming environment for students from all backgrounds.

At Augustana, the integration of faith, intellect, and service defines the student experience. Herseth Sandlin’s leadership amplifies this mission by helping students discern their vocations and develop their gifts for the world’s greater good. She emphasizes that the university fosters a holistic community, caring for both the intellectual and spiritual growth of students and colleagues alike.

This balance of tradition and openness mirrors President Herseth Sandlin’s own journey: a leader who honors the past while embracing the future with courage and innovation.

A Life Shaped by Service and Context

Herseth Sandlin’s story is one of profound respect for service and context. Growing up in a family steeped in public service on both sides of the political aisle, she learned early the importance of listening, staying open-minded, and respecting differences. Her experiences on her family’s farm and in the unique culture of the Upper Great Plains shaped her values and grounded her leadership style in humility and authenticity.

Her legal training and time as a U.S. Congresswoman deeply influence her approach. A self-described centrist, she strives for balance and fairness, constantly seeking understanding across perspectives. This mindset, coupled with her rural American roots, shapes her relational approach to leadership — prioritizing connection, respect, and curiosity over quick judgments.

From her earliest career experiences to her role as the first woman to represent South Dakota in the U.S. House of Representatives, and now as the first woman president of Augustana in its 163-year history, Herseth Sandlin has consistently demonstrated how personal history and cultural context can profoundly shape leadership effectiveness.

Navigating Barriers and Building Momentum

As a trailblazer, President Herseth Sandlin is keenly aware of the barriers women face — some visible, some subtle. She reflects candidly on her early campaigns, recalling unique challenges as the only woman in the race, including inappropriate or dismissive questions from voters. Rather than succumbing to frustration, she saw these moments as opportunities to engage, educate, and build relationships.

Her metaphor of clearing hurdles is apt: while obstacles persist for women at various career stages, they can also serve as momentum builders once overcome. Herseth Sandlin believes in transforming perceived disadvantages into opportunities for distinction, leveraging curiosity and tenacity to gain ground.

Even in higher education, where she initially anticipated fewer gender dynamics compared to politics or corporate law, she encountered subtle cultural challenges — such as being the first female boss for several of her male colleagues. Her response was characteristically thoughtful: observe, understand, and influence the culture in healthy, constructive ways.

Her insights extend beyond gender to generational dynamics, as well. She encourages patience and curiosity across age divides, urging younger leaders to engage thoughtfully rather than react hastily to generational friction. Intergenerational learning, she asserts, is essential everywhere — not just in academia.

Leadership Wisdom: Building Context and Relationships

A defining theme in President Herseth Sandlin’s leadership philosophy is the power of context and relationships. She counsels emerging leaders, particularly women, to invest time in understanding their organization’s history, people, and culture. This curiosity builds not only context but also authentic, trust-based relationships that sustain effective leadership.

Reflecting on her tenure at Raven Industries, she shares how she overcame skepticism by intentionally seeking out colleagues to listen, learn, and build rapport. Rather than rushing to prove her value, she trusted the process of earning respect through genuine engagement and follow-through.

Her legislative experience taught her that good process leads to good policy, which then leads to good politics and positive outcomes. She applies this sequence rigorously in her leadership at Augustana, valuing process as the foundation for meaningful, lasting change.

Strategic Boldness: Transforming Augustana’s Future

Two of Herseth Sandlin’s proudest accomplishments as president illustrate her strategic boldness and collaborative approach: restructuring Augustana’s academic framework and launching Division I men’s hockey.

Guided by a bold vision for Augustana as a regional university, she led the transition from traditional academic divisions to four schools within a newly established College of Arts and Sciences. While faculty initially wanted to address governance first, she and the board recognized the importance of restructuring to better align with community needs and create leadership opportunities through new dean roles. This academic evolution, grounded in inclusive and deliberative process, has expanded Augustana’s engagement with the region and created new opportunities for students and faculty alike.

In athletics, she navigated competing pressures around moving to Division I. Rather than rushing, she chose a holistic, strategic approach that eventually led to Augustana launching Division I hockey — a transformative move that galvanized community investment and elevated the university’s profile nationwide. The hockey program, along with other emerging sports, has attracted new donors and strengthened Augustana’s identity as a forward-looking institution deeply connected to its community.

Both initiatives exemplify her leadership values: patience, strategic risk-taking, and inclusive decision-making.

Innovation Rooted in Place

President Herseth Sandlin’s innovative spirit shines through in Augustana’s approach to program development. Ideas come from every corner of the university and community — faculty, students, trustees, and strategic partners — all contributing to a vibrant ecosystem of innovation.

She is particularly proud of the accelerated, hybrid physical therapy and occupational therapy programs that extend Augustana’s reach beyond Sioux Falls to Minnesota and Colorado. These programs respond to regional workforce needs and offer adult learners flexible, high-quality education without requiring them to relocate.

This “rooted but expansive” approach — building from Augustana’s place-based strength while growing its influence regionally and nationally — exemplifies Herseth Sandlin’s leadership at its best. She combines data-informed decision-making with a genuine commitment to community impact and educational access.

Navigating Challenges with Courage and Compassion

Navigating the pandemic tested every leader, and Herseth Sandlin emerged with deeper humility and resolve. She recalls moments of vulnerability, including breaking down in a faculty meeting, only to be met with compassion and support from her colleagues. This experience affirmed her belief in the power of vulnerability and collective strength.

She also reflects on the complexities of sustaining diversity, equity, and inclusion initiatives amid shifting political landscapes. True to form, she advocates for a careful, measured approach that remains rooted in mission and student success, while staying responsive to external pressures.

Her guiding principles — courage, creativity, and compassion — have shaped every stage of her career. She embraces risk thoughtfully, values creativity as an engine for growth, and leads with compassion, recognizing the humanity in every challenge and the opportunity in every dissenting voice.

A Legacy of Empowerment

As she looks to the future, President Herseth Sandlin hopes her leadership will be remembered for nurturing potential — in institutions, communities, and most importantly, in people. Her aspiration is for her leadership to model a blend of strength and care, empowering others to see and cultivate potential in themselves and their communities.

Her story offers a profound lesson for emerging leaders: honor your roots, build relationships, embrace vulnerability, and never underestimate the transformative power of thoughtful, inclusive leadership.

IngenioUs Interview Synopsis
Innovation with Soul: A Chancellor’s Pursuit of Human Potential

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A Journey Fueled by Curiosity and Courage
Dr. Lori Carrell’s path to university leadership is one marked by a spirit of adventure and a deep, lifelong curiosity. Her early love of learning, sparked by the arrival of National Geographic in her rural Indiana mailbox, evolved into a professional journey defined by a willingness to take bold steps into the unknown. One of her most formative early experiences was moving to a remote Alaskan village to teach. This chapter in her life was transformative not only because of the cultural and physical isolation, but because it taught her the importance of listening to the learner before assuming anything about how to teach. This emphasis on humility and learner-centric practice has remained a guiding principle throughout her career, setting the tone for a leadership style that values openness, reflection, and responsiveness over prescription.

Leading with Conviction
At the heart of Carrell’s leadership is a deep belief in the transformative power of education—not as a cliché, but as a fundamental truth that fuels her persistence and decision-making. Her conviction in the capacity of learning to improve lives and shape futures sustains her through challenges and ambiguity. This belief is not theoretical; it shows up in her work ethic, in her trust in her teams, and in her unwavering focus on student success. Carrell sees the role of a university not just as a credentialing institution, but as a place where human potential is developed in profound and lasting ways. Her leadership is animated by this purpose, and she carries it into every aspect of her work, from strategic planning to student support structures.

Listening as a Leadership Discipline
Carrell’s most distinctive leadership practice may be her disciplined and intentional use of listening as a tool for transformation. She describes herself as a deep listener—someone who probes, reflects, and integrates diverse perspectives before making decisions. This is not simply a relational strength, but a strategic orientation that underlies the culture at UMR. Whether through iterative processes of gathering input on curricular reform or creating systems that elevate student and faculty voices, Carrell leads through co-creation. Listening, in her view, isn’t passive; it’s about creating space for the full range of experience and insight to inform change, which in turn cultivates shared ownership and lasting results.

Innovation Built into the Institutional DNA
UMR was founded as a new campus with the rare gift of a blank slate, and Carrell has helped transform that opportunity into a powerful demonstration case for what higher education can be when designed with intention. From day one, UMR has prioritized evidence-based practices, interdisciplinary collaboration, and student-centered design. Faculty conduct primary research on student learning outcomes. Curriculum is structured to align with developmental needs. High-impact practices—such as living learning communities, success coaching, and flexible capstone years—are embedded and scaled. These innovations are not add-ons but part of the institutional DNA, allowing UMR to deliver extraordinary results, including the closing of equity gaps in student success.

Navigating Change through Evidence and Empathy
Carrell is no stranger to resistance, and she approaches it with a rare combination of insight and compassion. Drawing on both experience and research, she recognizes that resistance often stems not from malice, but from fear—especially when past success becomes an anchor rather than a springboard. Her approach to managing change has always included pairing evidence with human stories, creating draft processes that evolve visibly based on community feedback, and inviting people into the conversation rather than pushing change from the top. Her experience leading general education reform at her previous institution exemplifies this, as she and her team met with every department and evolved their proposal with transparency and care. In her view, innovation that endures must emerge from a culture of respect, relationship, and shared responsibility.

Communication as a Transformative Tool
With an academic background in human communication, Carrell brings a distinct lens to institutional leadership—one that centers communication not just as a skill, but as a strategy for institutional coherence and change. She has intentionally designed leadership structures at UMR to support frequent, contextualized communication within collaborative teams. This includes building matrixed systems that encourage cross-functional relationships and ensure that dialogue is ongoing, not episodic. She also brings a systems-level awareness of power dynamics, conversational patterns, and silent signals in group interactions—often listening for what isn’t being said as much as for what is. This heightened sensitivity allows her to detect where creativity is blocked or where cultural currents are at odds, and to gently redirect or open new paths forward.

Equity as a Commitment, Not an Initiative
At UMR, equity is not treated as a standalone initiative—it is woven into the very logic of the institution. Carrell has helped shape a culture where student success is a moral obligation. She often frames it with a simple yet powerful phrase: “When we admit, we commit.” This means that every student admitted to UMR is met with a comprehensive, evidence-informed support system that includes life coaching, relationship-rich learning, and a curriculum designed to close opportunity gaps. This orientation has yielded outcomes that most institutions struggle to achieve—particularly among first-generation and underrepresented students. In today’s politically charged environment, Carrell is clear-eyed about the challenges facing DEI efforts, but she returns to the fundamental human values that underlie the work: responsibility, community, and potential.

Reimagining College: The “College in Three” Movement
Carrell’s vision for transformation doesn’t stop at UMR. She is also co-leading a national initiative to reimagine the traditional four-year degree. The “College in Three” Exchange is a coalition of nearly 50 institutions working to design accelerated, high-impact undergraduate pathways that reduce time and cost without sacrificing quality. UMR’s own pilot program featured seven-week interdisciplinary blocks, a flipped instructional model, and robust student support, yielding comparable learning outcomes in less time. Carrell’s perspective on this work is grounded in both equity and innovation: to include more learners in the promise of higher education, institutions must evolve their structures, not just their slogans. The movement is gaining national traction, in part because accreditors are opening the door to reduced-credit baccalaureate pathways. Carrell’s voice in this effort emphasizes quality, well-being, and long-term student flourishing.

Global Perspective and Embracing the Novice Mindset
Throughout her career, Carrell has sought out opportunities to place herself in unfamiliar contexts—from Alaska to the Amazon—as a way of refreshing her empathy and honing her understanding of how people learn. She speaks about the value of being a stranger, of not knowing the rules, and of having to listen, observe, and adapt. These experiences have shaped her identity as a perpetual learner and a compassionate leader. Whether leading intercultural communication students into remote immersion experiences or engaging with communities unlike her own, she has made it a habit to lean into the discomfort of newness. That spirit of inquiry and humility runs through her leadership today, anchoring her in purpose and openness.

Advice for Aspiring Women Leaders
Carrell’s advice to emerging women leaders is refreshingly countercultural. Rather than mapping out a rigid plan or responding to external expectations, she encourages following the pull of curiosity and conviction. Her own career has been built not on climbing ladders, but on saying yes to what matters—roles, projects, and experiences that align with her sense of purpose and passion. She recognizes that not all women have the same circumstances, but she believes that honoring one’s inner compass can lead to more meaningful leadership paths. Just as important, she sees her role as an encourager—someone who reminds others of their own potential and helps them see the impact of their work more clearly.

An Encouraging Legacy
If there is one through-line in Lori Carrell’s leadership, it is the desire to encourage—to remind educators of the profound purpose behind their work and to create institutional systems that amplify human potential. Her chancellorship at UMR is as much about inspiration as it is about innovation. She believes that transformation happens when communities share values, follow evidence, and work together across boundaries. As she reflects on her legacy, she hopes that UMR itself becomes a source of encouragement to others—a demonstration of what’s possible when a campus aligns structure, strategy, and soul. In a time of profound challenge for higher education, Carrell’s leadership offers a vision rooted not just in reform, but in hope.

 

IngenioUs Interview Synopsis
Representation with Integrity: The Purpose-Driven Leadership of Dr. Marcheta Evans

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Representation with Integrity: The Purpose-Driven Leadership of Dr. Marcheta Evans

In this compelling episode of the IngenioUs podcast, Dr. Marcheta Evans, the 12th president of St. Catherine University and the first African American to hold the role, shares a deeply personal and inspiring journey through education, leadership, and transformation. From her humble beginnings in the South to leading institutions through crisis, Dr. Evans offers a powerful testament to what it means to lead with purpose, courage, and unwavering empathy.

A Life Shaped by Service, Justice, and Education

Raised by her grandparents during the Civil Rights era, Dr. Evans credits her upbringing with shaping her understanding of education as a path to liberation. Her grandmother’s mantra—“get your education, because no one can take that from you”—became a guiding principle in her life. From an early age, she recognized the transformative power of education and developed a calling to serve.

Food insecurity, racial underrepresentation, and the lived experience of being “the only one” in many educational settings deeply informed her career choices. Whether working as a preschool teacher or a doctoral faculty member, Dr. Evans has maintained an unwavering commitment to access and equity.

Her path into leadership wasn’t planned, but it was purposeful. “I was the one who showed up,” she says with a laugh. That visibility eventually led her into leadership roles—coordinator, chair, associate dean, provost—where she saw firsthand how few women of color were present in decision-making spaces. That realization only fueled her desire to lead and mentor others.

Leading as “The First”—But Never a Token

Throughout her career, Dr. Evans has often been the first. The first woman. The first Black woman. The only woman of color in the room. But she is quick to clarify: she’s not “a quiet token.”

At St. Catherine University—an institution rooted in Catholic social justice values—Dr. Evans found an alignment between her personal mission and the university’s purpose. “St. Kate’s represents everything I hold dear: faith, mission, social justice, and an unwavering belief in the potential of women,” she says.

As the mother of five daughters, leading a women-centered university holds special resonance. She describes herself as a “dream realized” for the founding Sisters of St. Joseph—not Catholic, not white, not traditional, but called. Her presidency is not just symbolic; it’s historic and deeply personal.

Leadership Rooted in Empathy, Clarity, and Collaboration

When asked how her faculty might describe her leadership style, Dr. Evans shares a recent thank-you note that reads: “I appreciate your inclusive, collaborative approach.” That, she says, is exactly what she hopes to model.

Her style blends transparency, accountability, and strategy—with a strong dose of counseling wisdom. “We talk a lot about ‘shared governance’ in higher ed,” she notes, “but shared governance only works when every voice at the table is seen, heard, and valued.”

She sees herself as both strategic and heart-centered. “I lead with heart—but I lead with strategy too,” she says. “Passion without direction doesn’t move institutions forward.” For Evans, leadership is about walking with people—guiding, listening, and helping them grow into their roles with clarity.

A Superpower Grounded in Faith and Radical Empathy

When asked about her superpower, Evans doesn’t hesitate: empathy, grounded in faith. Her background as a counselor has trained her to read both verbal and nonverbal cues. “You’re the most important tool you take into any leadership setting,” she says.

This kind of empathy is not soft—it’s deeply intentional. She sees every person she meets as part of her purpose. “People are in your life for a reason, a season, or a lifetime,” she reflects, quoting a mantra she’s carried for years. Whether it’s mentoring a student, supporting a struggling employee, or negotiating a complex institutional merger, she approaches each situation with deep compassion and clarity.

Crisis Leadership: The Bloomfield College Merger

One of the most remarkable parts of Dr. Evans’ career was leading Bloomfield College—New Jersey’s only predominantly Black institution—through a potentially devastating closure and toward a successful merger with Montclair State University.

When COVID hit shortly after she assumed the presidency, everything changed. “The stakes were generational, not just financial,” she says. Most students were first-generation, low-income, and often caretakers. The college could not simply shut its doors.

Her approach? Radical transparency and inclusive decision-making. She involved faculty, students, alumni, and community members at every step. She even gave faculty full access to the institution’s finances—“I told them, if you can come up with a better plan, I will listen.”

She engaged legislators and successfully advocated for $12.5 million in emergency support from the state of New Jersey—remarkably, with unanimous support from lawmakers. Ultimately, the merger with Montclair State preserved Bloomfield’s mission and student body. “We weren’t just trying to survive—we were choosing the right partner for long-term impact,” she says.

Navigating Today’s Backlash Against Equity and Inclusion

Dr. Evans is no stranger to political resistance. As a lifelong advocate for equity and social justice, she is acutely aware of how DEI has been “weaponized” in today’s political climate. Her strategy? Name the values—avoid the buzzwords.

“I told my faculty, don’t say DEI. Say diversity. Say inclusion. Say social justice. Because that’s who we are.” At St. Kate’s, she’s committed to standing firm in the university’s values. “We didn’t scrub words from our website. We can’t. That’s our mission.”

She acknowledges the fear many leaders are feeling. Her advice: stay the course. Be strategic. Be transparent. Use stories, faces, and voices to humanize your message. “Silence is complicity,” she says. “But timing and tone matter.”

Mentoring the Next Generation of Women Leaders

For aspiring women leaders—especially women of color—Dr. Evans offers deeply personal and hard-earned wisdom. She recalls a pivotal moment in her doctoral journey, when a classmate told her: “Shut up and graduate.” The point? Don’t let pride or injustice derail your path. “Once you have the degree, you’ll have more power to create change,” she says.

Today, she sees herself as a “change amplifier,” helping others find their voice, their strategy, and their support system. Her most powerful advice? “You belong. Your voice is not too loud. Your ambition is not too much. Your presence is not accidental.”

Living with Intention: Joy, Rest, and Spiritual Centering

Dr. Evans is candid about the emotional demands of leadership. “Don’t sacrifice your soul to succeed,” she warns. “Rest is important. Joy is not a luxury.”

She lives this advice. Each morning, she begins her day with meditation, music, and word games—quiet rituals that center her before the “waves” of leadership hit. She surrounds herself with beauty: aromatherapy, art, and flowers. She travels, reads, plays tennis, and seeks out joy intentionally.

“You can’t pour into others if you’re broken,” she says. These moments of restoration are not indulgent—they’re necessary for sustaining the courage and clarity her work requires.

A Legacy of Love, Leadership, and Lifting Others

As the episode concludes, Dr. Evans reflects on her legacy. “I want young women—especially Black and brown girls—to see that leadership doesn’t mean losing yourself. I want them to know they can lead with authenticity.”

Her hope? That her leadership is remembered as purposeful, courageous, and loving. “I soared—but never alone,” she says. “I brought others with me.”

And that may be the most IngenioUs legacy of all.

IngenioUs Interview Synopsis
The Opportunity Economist: Dr. Rhona Free’s Approach to University Leadership

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IngenioUs Podcast Synopsis

The Opportunity Economist: Dr. Rhona Free’s Approach to University Leadership

Introduction

Dr. Rhona C. Free’s journey from a first-generation college student to the president of the University of St. Joseph (USJ) exemplifies how personal experience can shape transformative educational leadership. As the first non-Catholic president of this Catholic institution founded by the Sisters of Mercy, Free has successfully navigated significant institutional changes while staying true to core values of equity, social justice, and student success. Her leadership philosophy—rooted in deliberate decision-making, consultation, and an unwavering belief in students’ potential—has transformed USJ into what the Carnegie Foundation recognized as one of only 16% of colleges nationwide designated as “high access, high earnings” institutions.

The Foundation: USJ’s Mission and Values

The University of St. Joseph was founded in 1932 by the Sisters of Mercy during the challenging times of the Great Depression, with a vision to provide women opportunities to pursue teaching degrees and liberal arts education. Free explains that the Sisters of Mercy values—focusing on preparing students to meet society’s needs—continue to permeate everything the institution does today. “We really continue to emphasize values and preparing students to meet the needs of society, looking at what does society need? And that may be a workforce need, it may be a social need, but what does society need and how do we prepare students for that?”

Currently serving approximately 2,000 students equally divided between graduate and undergraduate programs, USJ has evolved into a comprehensive institution while maintaining its values-driven foundation. The campus culture reflects what Free describes as attracting students “who want to be helpful” and have “pretty strong values related to hospitality, which is one of the things that we really emphasize, and equity and social justice.”

A Personal Leadership Philosophy Shaped by Experience

Free’s leadership approach is deeply influenced by her own background as a first-generation college student whose family immigrated to the United States when she was seven. “I realize I got to where I am by people being willing to support first generation students and students from diverse socioeconomic backgrounds,” she reflects. This experience shaped her fundamental belief that “you can’t judge a student from what you initially see” and that “if you have any question about a student, it’s always better to bet on the student.”

Her family background also instilled values of humility and self-awareness. She credits her upbringing with teaching her that “you shouldn’t have an overblown sense of self-importance, that you should be self-aware, but you shouldn’t be self-conscious, and that you understand that each of us is just a very small cog in a very big wheel.” This perspective allows her to approach leadership with what she calls “calm and steady” composure, even during challenging moments.

Bridging Secular and Religious Values

Despite being the first non-Catholic president at USJ, Free found natural alignment with the institution’s mission. Her graduate school experience at the University of Notre Dame familiarized her with Catholic higher education, and she discovered that the Sisters of Mercy’s progressive values—diversity, inclusion, women’s issues, peace, and environmental stewardship—aligned perfectly with her own beliefs.

When the university invited Father James Martin to speak in 2018, sparking public controversy, Free demonstrated her collaborative leadership approach. She consulted with the Sisters of Mercy, who were “thrilled with the suggestion,” and even called the Archbishop to inform him of the decision. “It could have been a problem, but I think by making sure that we consulted everybody ahead of time, understood their perspective, it went just fine,” she notes, illustrating how thorough consultation can navigate potentially divisive situations.

The Pivotal Decision: Transitioning to Coeducation

The 2018 decision to become coeducational represents perhaps the most significant transformation under Free’s leadership. The change wasn’t made lightly—previous administrations had considered and rejected the idea multiple times. Free’s decision was driven by compelling data: only 2% of SAT-taking students would consider attending a single-sex college, effectively eliminating 98% of potential applicants from consideration.

The decision-making process exemplified Free’s consultative approach. She conducted extensive research, including surveys and meetings with alumni, students, and community members. The board meeting where the final decision was made was so uncertain that they prepared two videos—one announcing they would remain women-only, another announcing coeducation.

The transition strategy was comprehensive and immediate. Rather than gradual change, Free recognized the need for “a really critical mass of male students right away.” This insight came from various sources, including her experience at Sarah Lawrence College, which had minimal male enrollment and retained a women’s college culture, and observations from the University of Connecticut, where athletics transformed the institution’s reputation.

Strategic Investment in Athletics and Campus Life

The coeducation transition included a major investment in athletics, based on advice from other presidents who had navigated similar changes. Free’s economics background informed her understanding that “academics and athletics don’t compete with each other, they’re complementary” and that “in most cases, gifted athletes are gifted students as well.”

A major coup came when legendary UConn basketball coach Jim Calhoun joined USJ. The story of his recruitment illustrates Freeh’s networking approach—what began as a conversation about potential coaching recommendations from Calhoun’s former players ended with Calhoun himself taking the position. His involvement brought credibility and helped establish the athletic programs that transformed campus culture.

The results have been dramatic: previously closed residence halls are now fully occupied with waiting lists, the campus is “much livelier” and “busier,” and there’s been a general raising of expectations across all areas, from athletics to academics.

Economic Thinking Applied to Higher Education

Free’s academic background in economics significantly shapes her institutional leadership. Her undergraduate training with “radical economists” like FDR’s grandson Frank Roosevelt focused on social justice and understanding “how institutions can limit opportunity or create opportunity.” Graduate work at Notre Dame provided traditional economic training in maximization behaviors and decision-making processes.

This dual perspective enables her to balance mission-driven goals with financial sustainability. “We don’t have a goal of maximizing profit, but clearly we have to pay our bills,” she explains. Her approach involves being “really deliberate about decision-making, trying to gather evidence” and “weighing it all out, being thoughtful about what is motivating people.”

Measurable Success: The “Opportunity College” Recognition

The culmination of Free’s strategic changes came with USJ’s recent recognition by the Carnegie Foundation and American Council on Education as an “opportunity college”—one of only 16% of institutions nationwide that successfully combine high access for students from diverse socioeconomic backgrounds with high post-graduation earnings. In Connecticut, USJ was the only institution to receive this designation.

This recognition validates Free’s approach of admitting students based on potential rather than resources, providing necessary support, and preparing them for high-earning careers. New scholarship programs like the Catholic Promise ($25,000 annually for students who attended Catholic high school for four years) and new academic programs meeting workforce needs have contributed to this success.

Personal Grounding and Leadership Sustainability

Free maintains her leadership effectiveness through daily practices and strong personal support systems. She runs every morning, using this time for both physical fitness and mental processing of challenges. “When I’m running, I’m usually thinking about work. But it helps me think things through. It’s an hour every morning where I know that I don’t have other demands on my time.”

Her family provides crucial support, particularly her husband’s higher education background and her children’s honest feedback. “I think they’re very good at helping me figure out when I’m being too cautious with something just because my nature is to be cautious,” she notes. This support system helps ensure she has advisors “who I know have no interest other than what they think is the right thing for me to do.”

Advice for Aspiring Leaders

Free’s counsel for future leaders emphasizes the importance of institutional fit and the privilege of educational leadership. She stresses that leaders should assess “what institution might be a good match for them” in terms of personality and culture, acknowledging her own limitations: “I would not be well suited to lead an institution that was focused in the arts, for example, because I just don’t have a lot of strength there.”

More importantly, she frames leadership as a privilege: “we have a tremendous privilege in being able to create opportunities for others.” This perspective transforms the challenging aspects of presidential leadership into opportunities for meaningful impact on students’ lives and careers.

Conclusion

Dr. Rhona C. Free’s leadership at the University of St. Joseph demonstrates how personal values, strategic thinking, and collaborative decision-making can drive institutional transformation. Her approach—combining deliberate consultation with decisive action, economic analysis with social justice values, and institutional needs with individual student potential—has created a model for values-based leadership in higher education.

Perhaps most significantly, her leadership embodies her grandmother’s wisdom that “an ounce of performance is worth a pound of preaching.” Rather than simply articulating values, Free has created institutional structures and policies that deliver on USJ’s mission. Her success in transforming a women’s college into a thriving coeducational institution while maintaining its core values offers valuable lessons for educational leaders navigating change in an increasingly complex higher education landscape.

Free’s story illustrates that effective leadership comes not from having all the answers, but from asking the right questions, listening carefully to responses, and then acting decisively based on evidence and values. Her legacy at USJ—recognized nationally as an opportunity college—demonstrates that institutions can indeed be both mission-driven and financially successful, creating pathways for student success while staying true to foundational values.

IngenioUs Interview Synopsis
Lifting Barriers, Naming Possibilities: The Leadership Journey of Dr. Kristen Esterberg

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IngenioUs Interview Synopsis

Lifting Barriers, Naming Possibilities:  The Leadership Journey of Dr. Kristen Esterberg

INTRODUCTION

In this deeply moving episode of the Ingenious U podcast, host Melissa Morriss-Olson welcomes Dr. Kristen Esterberg, Chancellor of the University of Washington Bothell, for a conversation that traverses the landscape of authentic leadership, belonging, and the transformative power of higher education. Dr. Esterberg, a sociologist by training, brings a unique perspective to educational leadership—one grounded in understanding ordinary people’s stories and the extraordinary impact that caring relationships can have on students’ lives. Throughout this conversation, she shares formative experiences from her journey from sociology professor to chancellor, offers insights on navigating leadership during challenging times, and articulates a powerful vision for inclusive leadership that recognizes potential in all people, regardless of whether they see themselves reflected in traditional leadership roles.

THE DEFINING POWER OF ONE RELATIONSHIP

Dr. Esterberg begins by sharing what she describes as one of the most defining moments in her leadership journey, a story that continues to shape her understanding of higher education’s purpose. While serving as department chair of a small sociology department, she worked intensively with a student who was the child of Cambodian refugees. This young woman was struggling profoundly, dealing with the intergenerational trauma of genocide and the aftermath of sexual assault. She repeatedly came to Dr. Esterberg’s office hours, and rather than turning her away or limiting their interactions to academic matters, Dr. Esterberg made whatever space and time necessary for these conversations.

One day, the student arrived with a jar filled with tiny origami paper cranes and stars. She explained that she had made these while fighting suicidal ideation and that she was doing better now, thanking Dr. Esterberg for being present during her darkest moments. Dr. Esterberg still keeps that jar in her office today as a tangible reminder of the profound impact that one faculty or staff member can have on a student’s life. The story reaches an even more powerful conclusion years later when, as Provost at Salem State University, Dr. Esterberg sat on stage during commencement and watched that same student cross the stage to receive her Master’s degree in social work. The two embraced on stage, a moment Dr. Esterberg describes with visible emotion, noting it still gives her chills.

This experience crystallized for Dr. Esterberg a fundamental truth about higher education: institutions must create space for authentic relationships between students and the adults on campus—faculty, staff, and administrators alike. These relationships have the power to save lives and transform futures in ways that cannot be predicted or measured by traditional metrics.

FROM FACULTY TO ADMINISTRATION: LIFTING BARRIERS

When asked about her transition from faculty to administrative roles, Dr. Esterberg describes it not as “going over to the dark side,” as some academics joke, but as a natural evolution driven by her desire to create systemic change. As a department chair, she discovered the joy of lifting barriers that prevented students from succeeding and creating environments where faculty could do their best work. This ability to effect change at scale—first in a small department, then as associate provost at UMass Lowell—became increasingly compelling to her.

Dr. Esterberg offers a particularly insightful observation about the contrast between faculty and administrative life. She recalls a winter holiday gathering in her administrative office, surrounded by her team of administrative assistants and staff. A faculty member came in to turn in paperwork and had what she describes as a “wistful look” on his face. In that moment, she recognized how lonely faculty life can be—working solo in classrooms and offices, particularly in fields like the social sciences where research is conducted independently. Administrative work, by contrast, offers the beauty of team-based collaboration, the opportunity to work with others toward shared institutional goals. This social dimension of leadership, she notes, has been incredibly gratifying for someone who identifies as “a social person.”

Melissa Morriss-Olson reflects on her own experience of this transition, describing it as moving from “I to we”—a fundamental shift in mindset necessary for successful administrative leadership. While faculty identity is deeply personal and individual, administrative leadership requires embracing collective work and shared success.

THE POWER OF NAMING POTENTIAL

When discussing the influences that shaped her leadership development, Dr. Esterberg points first to the ordinary people who show up every day and do their best—whether they work in physical plant, offices, or classrooms. As a sociologist, she has always been drawn to these stories of everyday resilience and dedication. However, one particular leader had an outsized impact on her trajectory: Dr. Marcy Williams, who served as Senior Vice Chancellor for Academic and Student Affairs in the UMass system.

Dr. Esterberg recounts a pivotal moment when Dr. Williams casually said, “Well, when you’re a college president…” Dr. Esterberg admits she has no memory of what Dr. Williams said after that phrase because she had never conceived of herself in that role, had never heard anyone articulate that possibility for her. That single moment of someone naming her leadership potential fundamentally shifted her self-perception.

This experience now informs Dr. Esterberg’s own leadership practice. She deliberately looks for opportunities to name potential in others, telling students “when you go to graduate school” or “when you finish your PhD,” or saying to faculty members “when you become a dean.” She recognizes this practice as especially important for people who look in the mirror and don’t see themselves reflected in traditional leadership demographics. By naming what she sees in them, she helps shift their thinking about their own possibilities and futures.

LEADERSHIP DURING UNCERTAIN TIMES

The conversation turns to Dr. Esterberg’s experience as an openly LGBTQ+ leader during a period of increasing challenges for LGBTQ+ communities. Her background as a researcher studying the homophile movement of the 1940s and 50s provides historical perspective on current challenges. She has spent considerable time examining McCarthy-era documents and makes a crucial distinction: while the current moment presents real concerns, we are not in the same place as that period. The LGBTQ+ movement is more organized, more strategic, and has the benefit of strong public opinion, especially among younger generations.

However, Dr. Esterberg emphasizes the importance of learning from that historical period, particularly understanding tactics and strategies from the 1950s when thousands of people lost government jobs simply for being suspected of being lesbian or gay. She draws on social movement theory about propitious and less propitious times for movements, expressing her commitment to being part of organizations that keep ideals alive during difficult periods, working with emerging leaders and sharing stories so that when conditions improve, those leaders will have strong foundations and places to land.

When asked how she balances her public institutional role with her personal identity and values, Dr. Esterberg emphasizes that her first job is always to protect the campus. However, she expresses deep gratitude for being at the University of Washington, an institution she describes as mission-driven and values-driven, with an amazing Board of Regents. This alignment between her personal value system and the university’s values allows her to do her best work.

ENDURANCE AND RESILIENCE

Dr. Esterberg reveals another dimension of her approach to leadership challenges: she is a passionate endurance athlete. When things get difficult, she goes for a run, a bike ride, or does something physically challenging. This summer, she completed an Ironman Triathlon after training for the better part of a year, though she notes with characteristic humility that she has actually been training for this her entire life through running, cycling, and swimming. This physical discipline provides both stress management and a metaphor for her approach to leadership—showing up, doing the hard work, and persevering through challenges.

LESSONS AND ADVICE FOR EMERGING LEADERS

Reflecting on what she wishes she had known when starting out in administrative leadership, Dr. Esterberg offers two crucial insights. First, in her early years, having just come from the faculty, she thought she knew what faculty felt and thought. She learned she was no longer perceived as faculty and needed to listen much harder to faculty voices. Second, she emphasizes that every campus has a different culture and way of doing things, making it essential to spend time understanding how each institution works and what people care about to ensure consonance with organizational goals.

When asked about the essential tools for a leadership toolbox, Dr. Esterberg prioritizes good listening skills above all else—not just the ability to listen, but the ability to truly hear, especially opinions that differ from one’s own. She emphasizes the importance of social media awareness in today’s environment, noting that leaders must recognize they could be videoed at any time and exercise care about how their statements might be used. Finally, she insists that leaders in higher education must genuinely love faculty and students, love education itself, and love learners and teachers. Without that fundamental love for the institution and its people, leaders are in the wrong space.

BELONGING AND LEADERSHIP FOR ALL

The conversation concludes with Dr. Esterberg’s powerful message about belonging and leadership. She hopes her leadership makes it possible for people who don’t historically think of themselves as leaders to look in the mirror and say, “I could do this.” She emphasizes that leadership happens at all levels of campus—among staff, students, and faculty—and that everyone should feel they are a leader in some way. She offers the example of UW Bothell’s physical plant staff and sustainability coordinator, who lead not just on campus but in the wider community around sustainability initiatives, demonstrating that leadership emerges from all corners of an institution.

CONCLUSION

Dr. Kristen Esterberg’s conversation with Melissa Morriss-Olson reveals a leader whose approach is grounded in sociology’s attention to ordinary people’s stories, shaped by profound experiences of seeing students overcome tremendous obstacles, and animated by a commitment to creating spaces where everyone can belong and lead. Her journey from faculty member to chancellor exemplifies the power of lifting barriers at increasingly larger scales while never losing sight of the individual relationships that transform lives. Her historical perspective on LGBTQ+ movements provides context and hope during challenging times, while her emphasis on institutional alignment, physical endurance, and authentic listening offers a practical roadmap for leadership. Perhaps most importantly, Dr. Esterberg models the practice of naming potential in others, creating a ripple effect that multiplies leadership capacity throughout higher education. Her message is clear: leadership is not the province of a select few but a possibility and responsibility that exists within all members of academic communities. By creating environments where people can see themselves as leaders, where authentic relationships flourish, and where barriers to success are systematically dismantled, higher education can fulfill its transformative promise for all students, particularly those who have historically been marginalized or overlooked.

IngenioUs Interview Synopsis
Leading with Integrity and Urgency: Lisa Vollendorf and the Promise of Public Higher Education

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In this episode of IngenioUs, President Lisa Vollendorf of SUNY Empire State University reflects on a leadership journey shaped by public education, community responsibility, and an unwavering commitment to access and equity. From her upbringing in a small Colorado town to leading New York’s first and only public online university, Vollendorf offers a deeply human and principled vision of leadership—one rooted in integrity, empathy, decisiveness, and belief in higher education as a democratizing force.

Foundations: Family, Public Education, and the Right to Dream

Vollendorf begins by grounding her leadership story in her family and her upbringing in Breckenridge, Colorado. Growing up in a small, close-knit community instilled in her both a sense of belonging and an early understanding that opportunity often requires leaving familiar places. Central to her story is the role of public education as the mechanism that made her aspirations possible. Attending Colorado State University was not just a personal milestone—it represented access, affordability, and the tangible promise of a better future.

She reflects candidly on learning, at a young age, what it meant to have job security and benefits—something her parents, who worked in the service industry, did not have access to. This early awareness shaped her aspirations and reinforced her belief that higher education is not an abstract ideal but a concrete pathway to stability, dignity, and upward mobility. That foundational belief—that all children should have the right to dream big and have real pathways to pursue those dreams—has stayed with her throughout her career.

Learning to Lead: Role Models, Reflection, and Growth

Vollendorf describes her leadership development as equally shaped by positive and challenging role models. She speaks openly about the power of observing what not to do, noting that ineffective leadership moments often offer some of the clearest lessons. Rather than focusing only on formal leaders, she emphasizes learning from people at all levels—listening closely to how individuals communicate, prepare, and rise to the moment.

As her career progressed, she became increasingly intentional about integrating what she learned into her own leadership toolkit. She describes leadership not as a static identity but as a continuous learning process—one that requires humility, observation, and self-reflection.

Looking back at her early leadership roles, particularly as a department chair, Vollendorf acknowledges that confidence did not come immediately. She reflects on how emotional reactions and ego can create unnecessary “noise” and how experience taught her to step back, listen, and view every interaction as an opportunity to learn. Her advice to emerging leaders is both reassuring and hopeful: leadership is learned over time, and growth comes from reflection, not perfection.

Gender, Ambition, and Leadership Framed by Impact

A significant portion of the conversation explores how gender has influenced Vollendorf’s leadership trajectory. She contrasts her early experience at research-intensive institutions with her later work in comprehensive universities, where teaching, inclusion, and broader definitions of excellence were more deeply valued.

She speaks thoughtfully about ambition, noting that while ambition is culturally accepted—even celebrated—in men, it often carries different expectations for women. For her, ambition has never been positional. Instead, it has been driven by a desire for greater impact: lifting more people up, serving broader populations, and advancing institutional missions aligned with her values.

Vollendorf reframes ambition as purpose-driven rather than ladder-driven, emphasizing that leadership paths are not always linear. Sometimes impact comes from lateral moves, sector shifts, or roles that allow for deeper alignment with one’s values. This perspective resonates strongly with women leaders who seek meaning and contribution over title alone.

How She Shows Up: Energy, Presence, and Connection

Asked what one would observe by following her through a typical day, Vollendorf describes herself as energetic, relational, and constantly in motion. She prioritizes being “boots on the ground,” connecting early in the day with colleagues, checking in, and staying close to the lived experience of her community.

Leading a highly distributed workforce at Empire State University—where many faculty and staff work remotely across New York and beyond—requires intentional connection. Vollendorf describes frequent phone calls, virtual check-ins, and a leadership style grounded in presence, even across distance. For her, relationships are not ancillary to leadership; they are central to understanding the institution and serving students well.

While she finds great joy in her work, she is equally candid about the weight of leadership—the difficult decisions, ethical dilemmas, and constant responsibility that come with the role. Leadership, she suggests, is sustained not only by purpose but by small rituals of renewal and reflection at the end of demanding days.

A Leadership Superpower: Listening and Decisiveness

When asked about her leadership superpower, Vollendorf deflects attention from herself, instead emphasizing her ability to identify and elevate the strengths of others. Still, she acknowledges two qualities that define her leadership: deep listening and decisiveness.

She views indecision as corrosive to institutional health and believes that leadership demands forward motion, especially in public higher education, where urgency matters. Listening carefully, integrating multiple perspectives, and then acting decisively allows institutions to move through complexity without becoming paralyzed. This balance—empathy paired with action—emerges as a defining feature of her leadership approach.

Leading Through Crisis: Integrity, Empathy, and Clarity

Vollendorf’s reflections on crisis leadership are among the most powerful moments in the conversation. Drawing from her experience leading through the devastating 2017 Sonoma wildfires, she recounts managing a 24/7 emergency operations center while students, faculty, and staff faced profound loss and trauma.

She emphasizes that crisis leadership is not only about navigating the emergency itself but about how leaders carry their communities into and out of crisis. Communication, empathy, and integrity must remain constant throughout. She is especially careful with language, reserving the word “crisis” only for moments when people or property are truly threatened—a discipline she believes helps institutions respond proportionately and thoughtfully.

Perhaps most striking is her reflection on integrity as the one thing leaders always control. In moments when faith in systems falters, integrity becomes the anchor—something leaders can wake up with, act from, and carry forward regardless of circumstance.

Trauma Lives On: Empathy as a Long-Term Commitment

Building on her crisis experience, Vollendorf speaks about trauma as something that lingers within communities long after events have passed. She describes how seemingly routine disruptions—such as power shutoffs—can retraumatize individuals based on prior experiences.

Her leadership response centers on empathy and inclusion: recognizing that people carry different histories, triggers, and responses. She advocates for intentionally cultivating multiple voices in decision-making processes, warning that convenience and comfort can lead institutions away from continuous improvement and toward exclusion.

Why Empire State University—and Why Now

Vollendorf’s decision to lead Empire State University was driven by both mission and possibility. She describes discovering an institution unlike any other—one designed from its inception to meet students where they are, recognize prior learning, embrace transferability, and serve adult learners historically excluded from traditional models.

Empire’s role as SUNY’s access arm and its commitment to affordability, flexibility, and student-centered design aligned deeply with her values. Under her leadership, the university has embraced its identity as a public online institution, invested in brand clarity, workforce-driven partnerships, and public engagement—resulting in remarkable enrollment growth.

Reframing Online Learning and Student Success

Vollendorf challenges lingering misconceptions about online education, noting that skepticism often reflects outdated assumptions rather than current realities. For Empire students—ranging in age from 14 to 89—online learning enables them to live full lives while pursuing degrees.

She highlights the richness of online learning communities, where students at vastly different life stages support one another, share experiences, and build meaningful connections. For her, quality is defined not by modality but by outcomes, access, and alignment with student realities.

Policy, Equity, and the Future of Public Higher Education

In closing, Vollendorf turns to systemic change. She critiques higher education’s reliance on narrow metrics that fail to capture the realities of open-access institutions and adult learners. She calls for data systems, funding models, and policies that center student success—not institutional prestige.

Her vision is collaborative and expansive: institutions working together to support learners across pathways, handoffs rather than dead ends, and a public education system worthy of its democratic promise.

Ultimately, Vollendorf hopes her leadership inspires others to imagine higher education differently—to widen the umbrella, remove barriers, and ensure that every learner knows they belong.

IngenioUs Interview Synopsis
“What Are You Going to Do About It?”: Rachelle Keck on Agency, Leadership, and the Power of Possibility

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In this episode of IngenioUs, Rachelle Keck, president of Grandview University in Iowa, reflects on a leadership journey shaped by curiosity, determination, and a deep belief in the transformative power of education. Her story moves from rural Missouri to the university presidency through an unconventional pathway that includes a legal career, fundraising leadership, and ultimately higher education administration. Along the way, Keck developed a leadership philosophy grounded in personal agency, collaborative decision-making, and a commitment to helping students discover purpose and possibility.

Several themes emerge throughout the conversation: the formative influence of early life experiences, the role of agency in leadership, the transferability of skills across careers, the complexity of the modern college presidency, and the evolving mission of higher education in an uncertain world. Together, these themes illuminate a leader who blends analytical rigor with empathy, energy, and a strong sense of institutional purpose.

Leadership Begins with Agency

Keck traces the origins of her leadership mindset to a formative experience from childhood. Growing up as one of nine children in rural Missouri, she remembers visiting the town library once a week with her mother. Books became her window to the wider world, but the library’s borrowing limit quickly became a frustration. When she complained, her mother posed a simple but powerful challenge: “What are you going to do about it?”

Instead of accepting the limit, nine-year-old Rachelle developed an argument and presented it to the librarian, asking for permission to check out more books. To her surprise, the librarian agreed.

That moment became an early lesson in leadership and self-advocacy. It showed her that systems are not always fixed and that individuals have the power to influence outcomes if they are willing to step forward. Reflecting on that experience today, Keck sees it as the beginning of a lifelong philosophy: leadership starts with agency. Until someone steps outside their comfort zone and claims their voice, they cannot fully develop the confidence or competence required to lead.

Growing up in a household of nine siblings reinforced additional leadership lessons. Negotiation, collaboration, and empathy were everyday necessities. Living in such a large family required teamwork and cooperation; if everyone pursued their own interests without regard for others, chaos would quickly follow. Those early experiences taught Keck the value of shared effort and the power of collective problem-solving.

Navigating Higher Education as a First-Generation Student

Another defining influence in Keck’s leadership story is her identity as a first-generation college student. Being the first in her family to pursue higher education meant learning to navigate systems that were unfamiliar and sometimes confusing.

She recalls how important it was to encounter mentors and educators who helped guide her along the way. Their encouragement and willingness to invest in her success shaped not only her educational journey but also her understanding of what institutions can mean for students who arrive without inherited knowledge about how college works.

Today, that perspective informs her work as a university president. Keck remains deeply aware that many students enter higher education without the same advantages or familiarity with institutional systems that others may take for granted. Her leadership reflects a commitment to creating environments where those students feel supported and empowered.

For Keck, the lesson is simple but profound: institutions change lives when they combine opportunity with compassion and guidance.

From Law to Higher Education Leadership

Unlike many college presidents, Keck did not begin her career in academia. Instead, she spent more than two decades practicing law. The idea of becoming a university president emerged unexpectedly during her service on the Board of Regents at her undergraduate institution.

While participating in a presidential search process, she noticed that some candidates held law degrees. That realization sparked a question that would reshape her professional trajectory: could someone with a legal background become a college president?

The possibility intrigued her. Over the next several years, she began exploring how such a transition might occur. Informal conversations with higher education leaders revealed a consistent theme—fundraising experience was often a key pathway into senior leadership roles. With her communication skills, professional network, and legal training, advancement work seemed like a natural fit.

What began as curiosity eventually became a deliberate career shift. Keck moved into higher education, bringing with her a set of skills that would later prove invaluable in the presidency.

Lessons from the Legal Profession

Keck identifies several elements of her legal training that continue to shape her leadership style.

The first is the discipline of analyzing issues from multiple perspectives. Lawyers are trained to examine every angle of a case—not only their own arguments but also the opposing side’s positions and potential questions from judges or juries. This habit of comprehensive preparation translates directly into leadership decision-making.

Second, legal training emphasizes managing emotion within analytical processes. While emotions are important and must be acknowledged, they cannot be allowed to overwhelm objective reasoning. Leaders must recognize emotions without allowing them to distort facts or cloud judgment.

Third, the legal profession is fundamentally evidence-driven. Attorneys rely on facts, evidence, and data to construct persuasive arguments. Keck notes that while higher education often speaks about “data-informed decision-making,” the concept is essentially the same as what lawyers have long called evidence-based reasoning.

Finally, mediation and conflict resolution became particularly valuable skills. Universities are complex environments where competing perspectives frequently collide. Keck’s background in mediation helps her identify emerging tensions and guide stakeholders toward constructive solutions.

Learning the Culture of Higher Education

Despite the strengths she brought from law, Keck quickly discovered that higher education has its own unique culture and norms. One of the most significant differences was the concept of shared governance.

In her legal practice, she had been accustomed to making independent decisions as the leader of her firm. Universities, however, operate through collaborative governance structures involving faculty, administrators, and boards. Decisions often emerge through dialogue rather than unilateral authority.

Learning to work within this system required adjustment. Over time, however, Keck came to appreciate shared governance as a mechanism for incorporating diverse perspectives and strengthening institutional decisions.

Another cultural difference involved communication style. In the courtroom, concise arguments are valued and expected. In academic settings, however, discussion often unfolds through extended deliberation. Adapting to this rhythm became part of her learning curve as a new higher education leader.

Embracing the “Rookie” Perspective

Keck’s first presidency came at Briar Cliff University, where she stepped into leadership under challenging circumstances. Having spent less than three years in higher education and lacking a traditional academic background, she initially experienced what many leaders recognize as imposter syndrome.

Rather than viewing her newcomer status as a disadvantage, she embraced the advantages of a “rookie” mindset. Being new to the field allowed her to remain curious, ask questions, and draw on the knowledge of others.

Her approach was simple but powerful: acknowledge what she did not know and invite collaboration. By asking colleagues across the institution what they knew and how their expertise could contribute to solutions, she created a leadership culture grounded in shared insight and collective problem-solving.

The Complexity of the Modern Presidency

One of the biggest surprises Keck encountered in the presidency was the sheer complexity of the role.

Before entering higher education leadership, she assumed the job primarily involved representing the institution publicly—giving speeches, cultivating donors, and serving as the public face of the university. While those responsibilities remain important, they represent only a small portion of the work.

Today’s presidents must navigate a wide range of responsibilities: regulatory compliance, legislative relationships, fundraising, student success initiatives, financial management, alumni engagement, and public perceptions about the value of higher education. The role requires balancing internal institutional needs with external pressures from government, industry, and society.

For Keck, this complexity underscores the importance of collaboration and adaptability in leadership.

Grandview University and the Power of Mission

Keck eventually became president of Grandview University in Des Moines, Iowa—an institution whose mission strongly resonated with her own values.

Grandview was originally founded as a two-year institution focused on access and opportunity. Over time it evolved into a university offering undergraduate and graduate programs, while maintaining a strong commitment to affordability and career readiness.

Its Lutheran heritage also emphasizes the concept of vocation—the idea that education should help students discover meaning and purpose in their lives and work. For Keck, this alignment between institutional mission and personal experience made Grandview feel like a natural fit.

Making Difficult Decisions with Compassion

Leadership inevitably involves difficult decisions, particularly those that affect people’s lives and careers. Keck acknowledges that the most challenging choices often arise during periods of financial pressure, when institutions must make difficult adjustments to maintain long-term sustainability.

In those moments, she emphasizes the importance of gathering complete information, communicating clearly, and approaching decisions with empathy. While leaders cannot eliminate the consequences of difficult choices, they can ensure that decisions are made thoughtfully and compassionately.

At faith-based institutions, these tensions can be especially pronounced because communities often expect decisions to reflect pastoral values. Keck addresses this challenge by emphasizing that financial health is essential to sustaining the institution’s mission. Without financial stability, universities cannot continue to serve students and communities.

Four Pillars of Leadership

Keck summarizes her leadership philosophy through four guiding principles: love, logic, listening, and learning.

Love represents commitment to the institution’s mission and to the people who make the community possible.

Logic ensures that decisions remain grounded in evidence and thoughtful analysis.

Listening reflects the recognition that leaders do not possess all the answers and must actively seek input from others.

Learning underscores the importance of continuous growth and curiosity.

Together, these pillars create a leadership framework that balances intellectual discipline with human connection.

Preparing Students for an Uncertain Future

Looking ahead, Keck sees several major challenges shaping the future of higher education. Public trust in the value of college has declined in recent years, requiring institutions to demonstrate their impact more clearly. At the same time, the boundaries between higher education and workforce preparation have become increasingly intertwined.

Technological change adds another layer of complexity, accelerating the pace at which industries evolve and careers emerge.

To help students navigate this environment, Keck encourages them to adopt a mindset of adaptability. Drawing on the concept of a volatile, uncertain, complex, and ambiguous world, she urges students to cultivate internal strengths such as versatility, curiosity, and resilience.

Leadership as Self-Development and Collective Impact

Reflecting on her leadership journey, Keck emphasizes the importance of self-leadership. Individuals spend more time with themselves than with anyone else, and investing in personal growth is essential for meaningful leadership.

At the same time, leadership is never a solitary endeavor. Collaboration, mentorship, and shared learning create communities where people support one another’s development.

Through her story, Rachelle Keck demonstrates that leadership is not defined by a single pathway.

IngenioUs Interview Synopsis
From Aeronautics to Academia: Dr. Andrew Hsu's Journey to Transforming Higher Education at The College of Charleston

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Introduction: In a world where higher education faces unprecedented challenges, the role of university presidents is more critical than ever. Dr. Andrew Hsu, President of the College of Charleston, brings a unique and influential perspective to this role. Born in China during the Cultural Revolution, Dr. Hsu’s journey to the presidency of one of America’s oldest universities is as inspiring as it is unconventional.

From China to Charleston: A Journey of Resilience and Growth Dr. Hsu’s early life in China was marked by the upheavals of the Cultural Revolution. With formal education disrupted, he navigated a path that eventually led him to the United States as a study abroad student. His academic journey in aeronautical engineering and a decade-long industry stint set the stage for an unexpected transition to higher education. Dr. Hsu’s rise through the ranks of academia, culminating in his current role as President, highlights a story of resilience, adaptability, and a passion for education.

College of Charleston: A Blend of Tradition and Innovation The College of Charleston, founded in 1770, is not just an institution steeped in history but also one that embraces innovation. Situated in the heart of Charleston, South Carolina, the university is recognized for its beautiful campus and comprehensive education that extends from liberal arts to professional programs. Under Dr. Hsu’s leadership, the College has focused on marrying its rich heritage with a forward-looking approach, preparing students for a rapidly changing world.

The Role of a University President: Challenges and Joys Dr. Hsu candidly discusses the multifaceted nature of a university president’s role, likening it to being a parent, principal, CEO, and even a mayor. While acknowledging the complexities and pressures of the position, particularly in today’s polarized climate, he finds joy in the progress and growth of students and in driving the university to national prominence. His positive outlook, shaped by his own life experiences, is a beacon of hope and a reminder of the transformative power of education.

An Engineer’s Approach to University Leadership: With a background in aerospace engineering and experience in high-profile organizations like Rolls Royce and NASA, Dr. Hsu brings a problem-solving mindset to university administration. His industry experience has instilled a sense of urgency and adaptability, recognizing the need for higher education to keep pace with societal changes. Dr. Hsu’s approach is data-driven and innovative, focusing on creating relevant, fusion-degree programs that prepare students for a dynamic future.

Enrollment Success: A Case Study in Rapid Adaptation Under Dr. Hsu’s leadership, the College of Charleston has seen a significant increase in applications and enrollments. This success is attributed to a series of strategic changes, including adopting the Common App, piloting test-optional admissions, enhancing marketing efforts, and being strategic in admissions placements. Dr. Hsu emphasizes the importance of adaptation and innovation in addressing enrollment challenges, a strategy that has paid dividends for the College.

Philanthropic Growth: Building Relationships and Momentum The College of Charleston’s record-breaking philanthropic achievements are another testament to Dr. Hsu’s leadership. He attributes this success to building strong relationships with alumni, parents, and friends of the university, and positioning the College as an institution on the rise. By demonstrating progress and potential, Dr. Hsu has been able to attract donors who are eager to contribute to the university’s upward trajectory.

Innovation and Industry Engagement: Preparing for the Future To further align the College with the needs of the modern workforce, Dr. Hsu created a new senior position for innovation and industry engagement. This role, filled by a former industry leader, signifies the College’s commitment to building partnerships with key industries and ensuring that education remains relevant and responsive to market demands.

Facing Future Challenges: Adapting and Innovating While acknowledging the challenges facing higher education, including public perception, demographic shifts, and the rise of AI, Dr. Hsu sees these as opportunities for innovation. He advocates for breaking down traditional academic boundaries and offering fusion degree programs that equip students with a broad range of skills and knowledge.

Conclusion: A Visionary Leader’s Perspective on Higher Education Dr. Hsu’s journey from a turbulent childhood in China to leading one of America’s historic universities is a narrative of determination, innovation, and visionary leadership. His approach to addressing the challenges and leveraging the opportunities in higher education serves as an inspiring model for leaders and educators alike. As the College of Charleston continues to evolve under his guidance, it stands as a testament to the enduring power of education to transform lives and societies.

IngenioUs Interview Synopsis
Trailblazing and Transformation: Impactful Leadership at DePauw University


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In a captivating conversation on the IngenioUs podcast, Dr. Lori White, President of DePauw University, shares her remarkable journey and insights into leadership, diversity, equity, inclusion (DEI), and the transformative power of higher education.This synopsis captures Dr. White’s personal experiences, her professional philosophy, and her strategic vision for DePauw University, providing a comprehensive overview of her contributions and aspirations in the realm of academia.

The Unforeseen Path to Leadership

Dr. Lori White’s ascent to the presidency of DePauw University is a narrative of unexpected twists and pivotal mentorship. Despite being born into a family with a rich academic heritage, Dr. White candidly admits that her career trajectory was not always clear. Her father’s suggestion to consider a career in higher education administration marked the beginning of a journey that would eventually lead her to become a college president. She highlights several critical moments in her career, such as the decision to pursue her Ph.D. at 33 and the encouragement from mentors to aspire to higher leadership roles, which culminated in her taking the helm at DePauw University.

A Commitment to Diversity, Equity, and Inclusion

A core element of Dr. White’s leadership philosophy is the unwavering commitment to fostering an environment that equally prioritizes freedom of expression and DEI. Drawing on her upbringing in a diverse San Francisco neighborhood, she emphasizes the enrichment that diverse perspectives bring to a community. This foundational belief guides her approach to addressing the potential tensions between free speech and inclusivity on campus. Through anecdotes and reflections on her leadership experiences, Dr. White illustrates her nuanced understanding of balancing these values to create a campus environment where all voices are heard and respected, in line with the liberal arts tradition.

Challenges and Vision for the Future

Dr. White discusses the unique challenges faced by women, especially Black women, in higher education leadership. Sharing her perspective on the sense of responsibility she carries not only to succeed but also to pave the way for future generations of diverse leaders, she offers advice to aspiring leaders about the importance of being driven by a compelling “why.” Looking ahead, Dr. White outlines her ambitious goals for DePauw University, including academic renewal, fostering an exemplary student experience, and ensuring institutional equity. Her vision includes raising DePauw’s endowment to over a billion dollars and elevating its national ranking, emphasizing her commitment to the institution’s long-term success and its role in shaping the future of higher education.

Balancing Leadership and Personal Well-being

Dr. White also shares personal insights into maintaining resilience and positivity amidst the demands of her presidency. From morning rituals of song and reflection to engaging with sports and travel, she highlights the importance of personal well-being and connection. Her leadership philosophy is deeply personal, reflecting a commitment to authenticity, mentorship, and the transformative power of higher education.

A Transformative Idea for Higher Education

In closing, Dr. White reiterates the transformative power of higher education, drawing on her family’s experience and her professional journey. She argues for the continued relevance and necessity of higher education in changing lives and shaping futures. Her parting piece of advice emphasizes the importance of remembering the transformative impact of higher education, even amidst contemporary challenges and criticisms.

In summary, Dr. Lori White’s interview with Melissa Morriss-Olson offers profound insights into the complexities of modern academic leadership, the critical importance of DEI, and the enduring value of higher education. Her story is one of overcoming doubts, embracing challenges, and leading with a vision of inclusivity and transformation, making her a true trailblazer in the academic world.

 

 

 

IngenioUs Interview Synopsis
Beyond Boundaries: Dr. Pam Eddinger's Quest for Inclusive Excellence at Bunker Hill Community College

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Introduction: Navigating the complex world of higher education requires leaders who can balance the tension between tradition and innovation. Dr. Pam Eddinger stands out in this regard, bringing a unique international perspective to her role as President of Bunker Hill Community College. Her interview reveals not just the depth of her experience, but also her profound dedication to the transformative power of community colleges.

Journey to the Presidency: Dr. Eddinger’s path to the presidency is as distinctive as it is inspiring. Her international roots and her transition from Hong Kong to the United States have imbued her with a global perspective and an appreciation for the diverse student body she serves. Her story is not one of linear progression but rather a rich tapestry of experiences that have equipped her with the empathy and insight necessary for her role.

Embracing Community College Leadership: It was not ambition that propelled her into leadership but a series of serendipitous events that led her from a faculty position to administrative roles. At the heart of her leadership philosophy is a belief in the community college as a crucial instrument for social mobility and justice. Her commitment to education as a right rather than a privilege has defined her tenure and initiatives.

Diversity and Inclusion: With a personal narrative that resonates with many of her students, Dr. Eddinger’s leadership is deeply informed by her experiences as an immigrant and a woman of color. She champions a campus environment that celebrates and supports diversity, ensuring that every student can see themselves reflected in their educational journey.

Innovative Initiatives: Under Dr. Eddinger’s leadership, Bunker Hill Community College has launched several programs aimed at increasing accessibility and relevance in higher education. Initiatives like MassReconnect and Early College programs are highlighted, showcasing her forward-thinking approach to education and her commitment to the economic and personal development of students.

Strategic Growth and Transformation: Throughout her presidency, strategic growth has been a hallmark of Dr. Eddinger’s approach. She has guided Bunker Hill Community College through changes designed to meet the evolving needs of the student population and the workforce. Her strategies underscore the role of community colleges in the broader narrative of education and societal advancement.

Advocacy and Systemic Change: Dr. Eddinger extends her influence beyond campus through her involvement with the U.S. Secretary of Labor Advisory Committee on Apprenticeship, advocating for expanded apprenticeship programs. This work represents her broader vision for systemic change in education and workforce development.

Future of Community Colleges: Dr. Eddinger’s insights into the future of community colleges reflect a blend of optimism and realism. She sees these institutions as critical to addressing educational inequity and as engines for economic growth. Her vision for the future is one where community colleges continue to adapt and serve as gateways to opportunity and empowerment.

Looking Ahead: As a leader, Dr. Eddinger remains committed to the mission of community colleges. She continues to advocate for policies and practices that will ensure these institutions remain responsive to the needs of an increasingly diverse and dynamic student population.

Conclusion: Dr. Eddinger’s narrative is more than a personal success story; it’s a blueprint for impactful leadership in the context of community colleges. Her journey underscores the importance of understanding and responding to the complexities of student needs, societal shifts, and the pivotal role education plays in both. Her work at Bunker Hill Community College is a testament to her belief in the power of education to change lives and her dedication to making that a reality for all students.

IngenioUs Interview Synopsis
Ancient Wisdom, Modern Leadership: Guiding Education into the Future

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Introduction: During an enlightening session on the IngenioUs podcast, President Georgia Nugent of Illinois Wesleyan University articulated her profound journey through the realm of academia, culminating in her leadership at multiple institutions. Her career trajectory, from an academic enthusiast to a transformative leader, showcases her innovative approach to higher education leadership and her commitment to advancing institutional and societal goals.

Early Beginnings and Career Evolution: Georgia Nugent’s academic aspirations initially aligned with teaching, reflecting her deep admiration for education from an early age. As she advanced through her own educational path, her ambitions evolved—shifting from teaching to aspiring for a college professorship, and unexpectedly veering towards academic leadership roles. Her early experiences at Princeton, where she encountered limited female representation in the faculty, sparked her interest in the organizational aspects of universities, which later paved the way for her entry into higher administrative roles. This segment of her career underscores the influence of her foundational experiences and the serendipitous nature of her progression to leadership positions.

Leadership Philosophy and Style: President Nugent’s leadership philosophy is deeply rooted in the classical studies, drawing parallels between ancient leadership paradigms and modern educational administration. Her approach blends traditional wisdom with contemporary challenges, creating a leadership style characterized by adaptability, strategic thinking, and a nuanced understanding of gender dynamics in leadership. This has not only allowed her to navigate the complexities of academic administration effectively but also positioned her as a pioneering figure for women in higher education, breaking new ground at several institutions by becoming their first female president.

Challenges and Achievements: Nugent’s tenure in various presidential roles has been marked by significant challenges, including her strategic responses to institutional crises and her initiatives to expand academic programs and infrastructures. Her leadership during the COVID-19 pandemic exemplifies her proactive and decisive approach, as she implemented measures that prioritized the health and educational needs of students and staff. Her achievements are not only reflected in the robustness of the institutions during times of crisis but also in the lasting improvements she has championed, such as the enhancement of academic offerings and campus facilities.

Reflections on Higher Education: With a critical eye on the evolving landscape of higher education, President Nugent discussed the shifting perceptions and values of society regarding education and expertise. She emphasized the vital role of academic freedom and the pursuit of truth as foundational elements of higher education, expressing concern over the growing skepticism towards educational merits and expert opinions. Furthermore, her critique of the tenure system highlighted its potential to stifle innovation and intellectual bravery, suggesting a need for systemic reforms to align academic environments with contemporary educational and societal needs.

Legacy and Future Perspectives: As she prepares to step down, President Nugent reflected on her hopes for her legacy, focusing on her contributions to mentoring and empowering the next generation of leaders, especially women. Her commitment to enhancing leadership capacities among emerging leaders and her efforts to foster environments that support personal and professional growth are central to her vision for her enduring impact on the academic community.

Conclusion: President Georgia Nugent’s insightful dialogue on the IngenioUs podcast provides a comprehensive overview of her impactful career in higher education. Her experiences, achievements, and reflections offer invaluable lessons on leadership resilience, adaptability, and the transformative power of education in shaping individuals and societies. As she transitions from her role, her legacy remains a beacon for future leaders aiming to navigate the complexities of academia with integrity and vision.

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Navigating Transformation: A Holistic Vision for Educational Innovation

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Introduction: A Unique Path to Leadership Dr. John Maduko, President of the Connecticut Community College System, brings a unique perspective to his role, having transitioned from a medical career to higher education leadership. As one of the few college presidents with an MD, Dr. Maduko’s journey reflects a blend of academic rigor and a deep commitment to serving diverse communities. This interview sheds light on his leadership philosophy, the challenges and opportunities of merging 12 community colleges, and his vision for the future of higher education.

From Medicine to Education: A Journey Driven by Family and Values Dr. Maduko’s journey began with his strong Nigerian heritage, where education was deeply valued. His late uncle, a physician who died in the Nigerian Civil War, inspired him to pursue a medical degree. After earning his MD from St. Matthews University School of Medicine, Dr. Maduko faced a personal decision when expecting his first child. He chose to prioritize his family over a demanding medical career, leading him to explore teaching. Teaching did not come easy initially, but with mentorship and perseverance, Dr. Maduko found his calling in education. He applied principles from medicine, such as “do no harm” and a holistic approach, to his new role. This foundation helped him transition from adjunct faculty to leadership positions, ultimately leading him to his current role as President.

Navigating a Complex Merger: Challenges and Strategies The merger of Connecticut’s 12 community colleges into one system is one of the most complex processes in higher education history. Initiated under former Governor Malloy’s administration, the merger faced immediate resistance from various stakeholders, including unions, faculty, and community members. Despite the challenges, the proposal was eventually approved in March 2022, with Dr. Maduko appointed to lead the transition.

Engaging with Stakeholders: Upon his arrival, Dr. Maduko quickly realized the importance of understanding the local context and the deep-seated resistance to the merger. He embarked on a 100-day listening tour, engaging with faculty, staff, students, and community members to understand their concerns and perspectives. This approach underscored his commitment to authentic leadership and servitude.

Structural Changes and Decentralization: Dr. Maduko recognized that the existing regional structure was not conducive to the merger’s success. He eliminated the regional president model, allowing campus CEOs to report directly to him, fostering a more cohesive and responsive leadership team. He also pushed for decentralization, ensuring that decision-making was more aligned with local campus needs and dynamics.

The Pandemic’s Impact: Adapting to a New Normal: The pandemic exacerbated existing challenges and forced higher education institutions to adapt rapidly. In Connecticut, the community college system experienced significant enrollment declines, social distancing, and remote work. Dr. Maduko emphasized the need to stabilize and build the institution, focusing on student-centered approaches and leveraging new technologies.

Mental Health and Student Support: Dr. Maduko highlighted the importance of addressing mental health and other barriers to student success. The college system invested in licensed mental health counselors and reduced the student-to-advisor ratio, ensuring personalized support for students. The introduction of a Guided Pathways advisor model and increased investment in affordability through programs like the PAC program have shown positive outcomes in student retention and success.

Workforce Development: Aligning with Industry Needs: Governor Lamont and Chancellor Terrence J. Cheng have expressed confidence in Dr. Maduko’s leadership in improving workforce opportunities for Connecticut residents. The community college system is the largest provider of workforce development training in the state, focusing on areas like nursing, health professions, manufacturing, and IT.

Collaborations and Employer Engagement: Dr. Maduko emphasized the importance of collaboration with state agencies, municipalities, and employers. The system works closely with regional workforce boards and the Office of Workforce Strategies to ensure that academic offerings align with industry needs. This two-way street involves educating employers about the challenges students face and adapting programs to meet workforce demands.

Challenges and Opportunities: Building a Sustainable Future

Addressing Systemic Inequities: Dr. Maduko is a strong advocate for equity by design, emphasizing the need to disaggregate data to identify and address inequities. By understanding the specific challenges faced by underserved groups, the college system can implement targeted interventions to support student success.

Creating a Stable and Inclusive Environment: Stabilizing the institution and creating an inclusive culture are top priorities for Dr. Maduko. He stresses the importance of professional development, collaborative decision-making, and ensuring that all stakeholders feel valued and heard.

Adapting to Changing Dynamics: Dr. Maduko acknowledges that higher education must adapt to changing dynamics, including financial challenges, enrollment shifts, and societal needs. He believes that the future of higher education depends on its ability to evolve and remain relevant to the needs of students and communities.

Personal Reflections: Balancing Leadership and Family Dr. Maduko’s commitment to his family grounds him in his leadership role. As a father of children with autism, he has learned the importance of patience, understanding, and personalized approaches. This perspective informs his leadership style, emphasizing the human element and the need to support students and staff holistically.

Advice for Emerging Leaders: People, Vision, and Culture Dr. Maduko advises emerging leaders to focus on three key elements: people, vision, and culture. Understanding the needs of the people they serve, articulating a clear vision, and fostering an inclusive culture are essential for effective leadership. He also emphasizes the importance of authenticity, collaboration, and adaptability in navigating the complexities of higher education.

Conclusion: A Transformative Journey Dr. John Maduko’s leadership journey is a testament to the power of adaptability, empathy, and a commitment to serving others. As he navigates the challenges of merging Connecticut’s community colleges, his focus on people, vision, and culture provides a strong foundation for building a sustainable and inclusive educational environment. His story offers valuable insights and inspiration for leaders in higher education and beyond.

IngenioUs Interview Synopsis
The Power of Perspective: Dr. Hilary Link on the Power of Perspective

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Leadership Journey and Philosophy: Dr. Hilary Link’s path to university leadership is as unique as it is inspiring. With a background in Renaissance Italian literature and art, Link’s journey exemplifies the power of interdisciplinary thinking in leadership. She reflects on how her academic passions, particularly her study of Renaissance theories of perspective, have shaped her approach to leadership. Link emphasizes the importance of changing one’s viewpoint to gain new insights, a principle she applies in her role as a university president. Link’s leadership philosophy is rooted in collaboration and authenticity. She believes in stepping into others’ shoes and seeing issues from multiple perspectives. This approach leads to a highly interactive and collaborative decision-making process, where all voices are valued. Link stresses the importance of being her authentic self in leadership, noting that this openness encourages others to speak up and contribute their voices as well.

Drew University: A Unique Institution: As president of Drew University, Link paints a picture of a special place characterized by a strong sense of community and kindness. Founded in 1867 as a theological school in the Methodist tradition, Drew has maintained its commitment to social justice and doing right by others. The university comprises an undergraduate college of liberal arts, a small graduate school, and a theological school, creating a unique blend of academic offerings. Link highlights Drew’s location as a significant advantage. Situated just 45 minutes from Manhattan but nestled in the safe community of Madison, New Jersey, Drew offers students the best of both worlds. The university’s “semester in the city” programs allow students to engage in experiential learning in New York while enjoying the tranquility of Drew’s forest campus.

Navigating the COVID-19 Pandemic: Link’s tenure as president of Allegheny College coincided with the onset of the COVID-19 pandemic, presenting unprecedented challenges. She shares insights from this experience, including the decision to keep Allegheny fully open for in-person living and learning during the 2020-21 academic year. This decision, while difficult, was based on careful consideration and expert advice. The pandemic experience taught Link valuable lessons about crisis leadership. She emphasizes the importance of trusting one’s instincts when making hard decisions, the need for overcommunication during times of uncertainty, and the value of having a supportive network of peers and experts. Link also highlights the importance of maintaining personal resilience in the face of adversity, drawing strength from family, friends, and a broader network of higher education leaders.

Reimagining Higher Education: Drawing from lessons learned during the pandemic, Link advocates for a reimagining of higher education. She discusses the potential of the “flipped classroom” model, where students engage with material independently before class and use class time for deeper discussion and problem-solving. Link extends this concept to suggest a broader restructuring of higher education itself. She envisions a more flexible, lifelong learning model that moves away from the traditional four-year degree structure. This new approach would allow students to dip in and out of education as needed throughout their lives, potentially mixing different types of educational experiences. Link sees this as a way to better serve the needs of Generation Z students, who are accustomed to having information at their fingertips and are eager to tackle big societal problems.

Women in Leadership: Reflecting on her experience as the first female president of Allegheny College, Link offers insights into the challenges and opportunities for women in leadership roles. She notes that while being a woman leader can present unique challenges, it also offers opportunities to bring different perspectives and leadership styles to the table. Link encourages emerging women leaders to embrace their authentic selves, including in how they present themselves visually. She sees this as an opportunity for creativity and self-expression that can enhance one’s leadership presence. Link also highlights the strengths that women often bring to leadership, such as collaborative decision-making and the ability to bring diverse voices into conversations.

The Future of Drew University: Looking ahead, Link expresses her aspiration to position Drew University at the forefront of innovation in higher education. She sees Drew as having all the right elements – location, community, faculty, and ethos – to become a leader in reimagining the liberal arts education for the 21st century. Link aims to maintain Drew’s strengths in mentorship, experiential learning, and intellectual rigor while exploring new models for delivering this education. Link appreciates the Drew community’s openness to new ideas and change, seeing this as a crucial asset in the university’s evolution. Her goal is for Drew to be recognized as an innovator in higher education, not just in terms of degree offerings, but in fundamentally restructuring how liberal arts education is delivered.

Transformative Advice for Higher Education: In her final reflections, Link offers a piece of transformative advice for higher education leaders: don’t be afraid to shift your perspective. She encourages leaders to step outside their comfort zones, to “be the other,” and to reconsider long-held assumptions about how education should be structured. Link challenges the sector to reflect deeply on the true mission of higher education and learning, and to be open to radically rethinking how this mission can be accomplished. She sees this willingness to change perspective as key to driving meaningful innovation in higher education.

Throughout the interview, Dr. Hilary Link emerges as a thoughtful, innovative leader who brings a unique blend of humanities scholarship and practical leadership to her role. Her vision for higher education – grounded in the liberal arts tradition but reimagined for the modern world – offers an inspiring glimpse into what the future of college education could look like. By emphasizing the importance of perspective, authenticity, and adaptability, Link provides valuable insights not just for those in higher education, but for leaders in any field navigating today’s complex and rapidly changing landscape.

IngenioUs Interview Synopsis
Beyond Incremental: Transforming Higher Ed Through Visionary Collaboration

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Bay Path University President Sandra Doran and Cambridge College Interim President Stephen Healey

Leadership Journey and Partnership Philosophy: The interview showcases the unique leadership journeys of Sandra Doran, President of Bay Path University, and Dr. Stephen Healey, Interim President of Cambridge College. Their paths to forming a strategic partnership between their institutions exemplify the power of collaborative thinking in higher education leadership. Both leaders reflect on how their professional experiences, particularly Doran’s background in mergers and acquisitions, have shaped their approach to this partnership. They emphasize the importance of student-centered decision-making and cultural alignment in driving institutional change. The leaders’ partnership philosophy is rooted in strategic planning, mission alignment, and a commitment to expanding opportunities for students, faculty, and staff.

Bay Path University and Cambridge College: A Strategic Alliance: Presidents Doran and Healy paint a picture of two institutions coming together to create a unique educational entity. Bay Path University, with its history of entrepreneurial spirit and commitment to women’s education, and Cambridge College, known for its diverse adult learning programs, form a complementary partnership. The alliance aims to leverage the strengths of both institutions, including Bay Path’s women-only programs and online learning expertise, and Cambridge College’s co-educational offerings and presence in Boston and Puerto Rico. This combination creates a diverse range of academic offerings that span multiple modalities and serve a wide array of student populations.

Navigating the Partnership Process: The leaders share insights into the complex process of forming their strategic partnership. They discuss the importance of thorough due diligence, including SWOT analysis and financial modeling. Doran and Healey emphasize the critical role of communication throughout the process, engaging with various stakeholders including boards, faculty, staff, students, and regulatory bodies. They highlight the challenges of maintaining confidentiality during initial discussions while ensuring transparency as the process progressed. The experience taught them valuable lessons about strategic decision-making, the importance of cultural alignment, and the need for flexibility in navigating unexpected turns.

Reimagining Higher Education: Drawing from their partnership experience, Doran and Healey advocate for a reimagining of higher education. They discuss the potential of combining different institutional strengths to create more comprehensive and flexible educational offerings. The leaders envision a model that can better serve diverse student populations, including traditional undergraduates, adult learners, and international students. They see their partnership as a way to expand opportunities, particularly in areas like Spanish-language programs and international education. This new approach aims to provide students with a wider range of choices and pathways, potentially mixing different types of educational experiences across the partnered institutions.

Cultural Integration: Reflecting on the challenges of merging two distinct institutional cultures, Doran and Healey offer insights into their approach to cultural integration. They emphasize the importance of starting with shared values and mission alignment. The leaders discuss their strategies for bringing the two communities together, including joint meetings, team-building exercises, and consistent communication. They acknowledge that cultural integration is a long-term process that requires ongoing effort and attention. Doran and Healy see this process as an opportunity to create a stronger, more diverse institutional culture that combines the best aspects of both Bay Path and Cambridge College.

The Future of the Partnership: Looking ahead, Doran and Healey express their vision for the future of their combined entity. They see the partnership as a platform for growth and innovation in higher education. Key focus areas include expanding online and in-person programs, growing their international presence (particularly in Latin America through the Puerto Rico campus), and developing more Spanish-language program offerings. The leaders aim to maintain the entrepreneurial spirit and commitment to serving diverse student populations that characterize both institutions. Their goal is for the partnership to be recognized as an innovator in higher education, offering new models for institutional collaboration and student success.

Transformative Advice for Higher Education: In their final reflections, Doran and Healey offer pieces of transformative advice for higher education leaders considering strategic partnerships:

  1. Stay focused on your strategic imperatives and the benefits to students.
  2. Be prepared for the process to require significant time, resources, and flexibility.
  3. Prioritize cultural alignment and integration from the beginning.
  4. Develop a comprehensive communication plan to engage all stakeholders.
  5. Seek advice from others who have gone through similar processes.
  6. Remain open to creative solutions and be willing to pivot when necessary.

Throughout the interview, Presidents Sandra Doran and Dr. Stephen Healey emerge as thoughtful, innovative leaders who bring a blend of strategic thinking and student-centered focus to their roles. Their vision for higher education – grounded in institutional collaboration and reimagined for the diverse needs of modern students – offers an inspiring glimpse into what the future of college education could look like. By emphasizing the importance of strategic planning, cultural integration, and adaptability, Doran and Healey provide valuable insights not just for those in higher education, but for leaders in any field navigating complex institutional changes and partnerships.

IngenioUs Interview Synopsis
Leading with Vision, Grace, and Grit: The Transformative Leadership of Tuajuanda C.Jordan

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In this engaging interview, President Tuajuanda Jordan of St. Mary’s College of Maryland offers an authentic glimpse into her inspiring leadership journey. Her unique blend of humility, resilience, and visionary thinking has guided her through transformative achievements at the institution and beyond. As she approaches retirement, President Jordan reflects on the forces that shaped her, the challenges she faced, and her hopes for the future. Her story is one of innovation, inclusivity, and a steadfast commitment to her institution’s mission. Below, we explore the key themes of the conversation.

The Unique Story of St. Mary’s College of Maryland

President Jordan began by introducing St. Mary’s College of Maryland, a public honors college with a rich history. Founded as a female seminary in the 1840s, the institution became a public honors college in 1992, offering a mission centered on academic excellence, accessibility, and affordability. While small, its history is rooted in innovation, liberal arts, and a commitment to diversity. This mission resonates deeply with President Jordan, aligning with her lifelong dedication to empowering students and creating opportunities for underrepresented populations.

Personal Influences and Early Life

Jordan’s leadership journey was profoundly shaped by her maternal grandmother, who instilled in her a sense of resilience, self-reliance, and dignity. As a first-generation college student, Jordan’s childhood experiences—from reading biographies in the library to discovering inspirational figures of color—fueled her aspirations to make a meaningful impact. These early lessons informed her belief in leading by example and creating pathways for others to thrive.

A Passion for Science and Curiosity

Despite initially disliking science, Jordan’s path to biochemistry was ignited by a high school chemistry teacher who made the subject come alive. Her intellectual curiosity and desire to connect chemistry and biology propelled her to become a biochemist. This journey exemplifies the power of exceptional teaching and the importance of curiosity in shaping personal and professional trajectories. Jordan’s ability to translate complex ideas into meaningful applications has informed her leadership style and decision-making.

Navigating Challenges as a Woman of Color

Jordan’s leadership journey has not been without challenges. She recounted experiences of bias, such as being mistaken for waitstaff at a professional event, and the broader resistance to change within higher education. Drawing on her grandmother’s wisdom to never show anger, she has navigated these moments with grace and humor. Her ability to maintain humility and resilience has been central to her success. Jordan’s insights into overcoming systemic barriers underscore the need for leaders to challenge the status quo and embrace innovation.

Transformative Achievements and Leadership Style

During her presidency, Jordan’s leadership has been marked by bold, transformative initiatives. From reducing tuition and increasing enrollment to fostering partnerships and expanding programs, her ability to “see the big picture” has driven success. Jordan’s consultative approach involves empowering her team to find solutions collectively. She listens deeply, prioritizes inclusivity, and ensures that her decisions are mission-driven. Her superpower, as described by colleagues, is her strategic vision and capacity to bring diverse voices together to achieve common goals.

Making the Invisible Visible: The Commemorative to Enslaved Peoples

One of Jordan’s most significant achievements is the establishment of the commemorative to enslaved peoples of Southern Maryland. This initiative honors the contributions of the enslaved individuals whose labor shaped the region. Rooted in extensive community engagement, the commemorative reflects Jordan’s commitment to inclusion, public service, and historical truth-telling. By integrating this history into the college’s curriculum and broader community, she has enriched the institution’s mission and strengthened its public identity.

Guiding Principles for Leadership and Legacy

Reflecting on her leadership journey, Jordan emphasized the importance of self-awareness, adaptability, and collaboration. She advises emerging leaders to seek mentors, build strong networks, and recognize the value of complementary skill sets. Her three guiding questions for leadership transitions—Have I left the institution in a better position? Have I done no harm? Can I leave whole?—highlight her focus on sustainability and self-care. These principles have informed her decision to retire on a high note, leaving St. Mary’s College in a position of strength.

Sustaining Energy and Resilience

Jordan’s strategies for sustaining energy include setting boundaries, prioritizing self-care, and carving out quiet moments for reflection. Whether it’s taking weekends away or playing backgammon during lunch, these practices help her recharge and maintain balance. Her story underscores the importance of preserving one’s well-being while navigating the demanding responsibilities of leadership.

Conclusion

President Tuajuanda Jordan’s legacy is one of courage, inclusivity, and visionary leadership. Her tenure at St. Mary’s College of Maryland has been defined by transformative achievements, a commitment to the institution’s mission, and an unwavering focus on student success. As she transitions into retirement, her story serves as a powerful reminder of the impact of leading with grace, grit, and an unwavering sense of purpose. Her contributions will continue to inspire future generations of leaders, particularly women and people of color, to push boundaries and create lasting change.

IngenioUs Interview Synopsis
The Inheritance of Courageous Curiosity: Cynthia Teniente-Matson’s Full Circle Journey

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A Leadership Journey Rooted in Identity and Purpose

President Cynthia Teniente-Matson’s leadership journey is shaped as much by her geographical and cultural roots as by her professional ascent through higher education. A first-generation college graduate, Teniente-Matson’s story begins in San Antonio, Texas, and winds through Alaska and California, before circling back to her birthplace in a profound full-circle moment of service and leadership.

Her parents’ journey—leaving a redlined neighborhood in San Antonio for opportunities in California and Alaska—set the foundation for her pursuit of higher education and, eventually, public university leadership. The middle-class stability her family achieved after moving to Alaska made college attainable, and she capitalized on this opportunity, earning both a bachelor’s degree from the University of Alaska Fairbanks and an MBA from the University of Alaska Anchorage. It was there that she entered the administrative ranks and launched her career in higher education leadership.

Teniente-Matson describes key inflection points—decisions guided not only by career ambition but by a deeply personal sense of fit and purpose. These pivotal moments were often supported by executive sponsors and mentors who saw potential in her, sometimes even before she saw it in herself.

Mentorship, Sponsorship, and the Power of Being Seen

Throughout her career, President Teniente-Matson has benefitted from relationships with mentors and, even more critically, executive sponsors. She makes a thoughtful distinction between the two: while mentors provide guidance, sponsors open doors. Her career trajectory—from vice chancellor in Alaska to vice president at California State University, Fresno, and then on to the presidency at Texas A&M University–San Antonio—was buoyed by sponsors who believed in her and actively supported her advancement.

Notably, she credits her boss at Fresno State for encouraging her to pursue a doctorate, which opened the door to presidential roles. These relationships reinforced the importance of surrounding oneself with people who not only advise but advocate—an especially vital lesson for women and leaders of color in higher education.

Returning Home to Lead: A Purpose-Driven Presidency

Perhaps the most emotionally resonant theme in Teniente-Matson’s story is her return to San Antonio to serve as the second president of Texas A&M University–San Antonio. She describes this moment not only as a professional milestone but as a deeply personal act of restoration. Leading an institution in the very zip code her parents once left in search of opportunity, she felt a powerful sense of mission and responsibility.

Her father’s map-guided recollection of their neighborhood history—where she was baptized, where her grandparents lived—became the emotional blueprint for her leadership. As she says, “It’s about fit.” And the fit, in this case, was perfect. She built a leadership narrative grounded in community, belonging, and transformation.

Transformational Leadership in Action

Under her leadership, Texas A&M–San Antonio transitioned from an upper-division institution to a comprehensive four-year university. This involved securing legislative funding for expansion, building out a first-year experience, hiring faculty, and crafting curriculum—all within an incredibly short time frame. Teniente-Matson notes the importance of designing wraparound services and culturally responsive practices that reflected the community’s predominantly Latino/a student population.

Her presidency was also marked by high-impact, equity-centered initiatives: the Mays Center for Experiential Learning and Community Engagement, and the Cisneros Institute for Emerging Leaders. These programs addressed the systemic gaps faced by first-generation students—like lack of access to professional networks—and infused civic engagement and leadership development into the student experience.

One of her most innovative and consequential legacies was a partnership with University Health, a public hospital system, to bring healthcare infrastructure to the underserved south side of San Antonio. The collaboration reflected her broader leadership philosophy: stewardship of place, deep community engagement, and systemic impact beyond the university’s borders.

Adaptive Leadership: From CFO to University President

Teniente-Matson is a leader who understands that the way one leads must adapt to the role and context, while core values remain constant. As a CFO, her role was to ensure fiduciary stewardship and enable the president’s vision. As a university president, her scope broadened dramatically: now responsible for shaping long-term vision, navigating complex systems, and stewarding institutional mission.

She shares a simple but powerful leadership mantra: “Honesty is always the best policy.” Her decision-making is grounded in clarity of purpose and unwavering integrity, particularly in times of crisis. Her leadership is not reactive but intentional—always returning to her “one-sentence purpose,” which at Texas A&M–San Antonio was “to help people change their lives.”

Navigating Change and Embracing Opportunity

Her transition from Texas A&M–San Antonio to San José State University wasn’t driven by ambition, but by openness. Though she was “deliriously happy” in San Antonio, a serendipitous series of conversations, especially with Interim Chancellor Jolene Koester—a leader she deeply admired—opened her up to a new possibility.

This openness, combined with her readiness to respond when opportunity knocks, reveals a key aspect of her leadership essence: a grounded confidence in her own value, but also a humility and curiosity about what might come next.

Equity-Mindedness as a Leadership Imperative

Teniente-Matson’s approach to diversity, equity, and inclusion is deeply reflective and continually evolving. Her initial awakening came from serving on a presidential diversity committee at Fresno State, where she learned to differentiate between diversity, equity, and inclusion—not just as buzzwords, but as concepts requiring cultural competence, structural awareness, and action.

At Texas A&M–San Antonio, her equity-minded leadership was not limited to demographics—it included where she chose to live, how she built systems to support first-year students, and how she embedded inclusive excellence into hiring, orientation, and professional development. She emphasized that leadership begins long before a student or employee ever steps foot on campus—it’s in the words used, the policies adopted, and the systems either maintained or dismantled.

Women in Leadership: Strategy, Self-Awareness, and Courage

When asked what advice she would give to aspiring women leaders, President Teniente-Matson emphasized the importance of intentionality. She encourages women to create a roadmap for their careers and engage in annual self-assessment—ideally around their birthday—as a way to stay accountable to personal and professional goals.

She underscores the need for self-care, especially in high-stress leadership roles. For her, physical exercise—especially cycling—is a form of both physical and emotional resilience. Eating well, setting daily priorities, and asking for help are part of her disciplined approach to sustaining her leadership over time.

And above all, she champions the “inheritance of courage”—a phrase borrowed from colleague Enrique Alemán—as an essential legacy from her family and a critical quality for women leading through change. Intellectual curiosity, she argues, is a form of courage, and this, too, is a place where women can lead boldly.

Building the Future: A Visionary for the Technological Era

Looking ahead, President Teniente-Matson sees her current presidency at San José State as an opportunity to redefine what a public university can be in the Silicon Valley era. She is committed to embedding technological fluency, AI innovation, and digital leadership into the university’s DNA—not only to respond to change but to shape it.

She believes women can and must be at the forefront of this shift, leaning into digital agility with confidence and creativity. Her hope is that San José State becomes a national model for integrating technological innovation with public university access and excellence.

Conclusion: A Legacy of Courageous Curiosity

Cynthia Teniente-Matson’s leadership is a powerful blend of personal authenticity, strategic vision, and unflinching courage. She leads with deep roots in place, a clear sense of purpose, and an unwavering commitment to equity. Her story affirms that great leadership is not about always having a plan—but about being prepared when purpose and opportunity intersect.

In her words and example, Teniente-Matson offers a model of how to lead with integrity, curiosity, and care—and how to leave every place better than you found it.

IngenioUs Interview Synopsis
Leading with Fearless Grace: A Woman President’s Playbook for Resilient Innovation

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A President with Purpose and Perspective

In this illuminating IngenioUs conversation, Dr. Elizabeth MacLeod Walls, the 14th president of Washington & Jefferson College (W&J), shares the story of her leadership journey, her deeply held convictions about the liberal arts, and the values that ground her presidency. What emerges is the portrait of a leader who blends bold strategy with authentic presence, resilience with joyful optimism, and a fierce commitment to relevance with a deep reverence for tradition.

W&J is one of the oldest higher education institutions in the U.S., with more than 240 years of history. But what drew Elizabeth to this storied college was not just its legacy—it was its appetite for innovation. In her words, “It’s a scrappy place,” filled with the same resilience and adaptability that have defined her own leadership journey. From faculty member to three-time president, Dr. MacLeod Walls has forged a path as both a trailblazer and a bridge-builder, grounded in an unshakeable belief in the power and potential of the liberal arts.

Leadership Rooted in Mentorship and Family Legacy

Elizabeth’s leadership is deeply shaped by the women who came before her—especially her mother, an immigrant from Scotland and Nebraska’s State Teacher of the Year in 2001. “She always educated me and my sister to believe that anything was possible,” Elizabeth recalls. Growing up in the ’70s and ’80s, when messages about women in leadership were less encouraging, her mother’s example and encouragement were transformative.

Throughout her career, she has continued to be mentored by remarkable women. These mentors not only opened doors—they shaped Elizabeth’s belief in her own capacity to lead and to lift others.

Her journey into administration wasn’t planned—it emerged organically, driven by both opportunity and instinct. While she originally aspired to be a lifelong faculty member, Elizabeth discovered that her true strength lay in synthesizing strategy, history, and innovation. “It surprised me,” she says, “but administration is where I can serve most effectively.”

The New Liberal Arts: Anchored in Adaptability

One of Elizabeth’s great gifts is her ability to translate institutional identity into a compelling, forward-looking vision. At William Jewell, she helped the college define itself as “the critical thinking college.” At W&J, a similar process led to the recognition of a different but equally powerful identity: adaptability.

In an era where the liberal arts are often questioned or misunderstood, Elizabeth makes the case not just for their survival—but for their reinvention. “Adaptability is the superpower that our students carry with them into the world,” she says. It’s what enables them to change, to create, to lead.

Rather than leading with the abstraction of “liberal arts,” she anchors W&J’s identity in something tangible: the capacity to pivot, evolve, and make an impact in real time. “That’s the mindset we embrace in every part of this campus,” she explains. “When people say, ‘We’ve always done it this way,’ we say, ‘Yes, but we’re about adaptability here. Let’s do it better.’”

Presence, Urgency, and the Power of a Dog Named Buckeye

Elizabeth’s leadership style is at once strategic and personal. She leads with a sense of urgency—born from a belief that time is precious and that higher education must move faster to stay relevant. Yet, she also leads with presence—walking the W&J campus each day with her dog Buckeye, who, she notes with a smile, has become a social media fixture and an unexpected facilitator of student engagement.

“Students may not stop to talk to the president,” she laughs, “but they’ll stop to talk to the president’s dog.” These unscripted encounters have become a way for her to listen deeply, connect authentically, and embody the community ethos she hopes to cultivate.

While her fast-paced approach can sometimes challenge the traditions of academia, Elizabeth sees this as essential. “The biggest threat to higher education,” she says, “is not adapting to our larger society. We’ve got to move—and move quickly.”

Resilience as Superpower

Elizabeth is quick to acknowledge that her sense of urgency can feel intense to others, but she balances it with a deep well of resilience and optimism—qualities she sees as core to her leadership identity.

“I was raised to believe that anything is possible,” she says. “And if you fall down, you get back up and try again.” This mindset has carried her through the inevitable challenges of leading small liberal arts colleges in a time of volatility and scrutiny. “This is a calling,” she affirms. “And when what you’re doing matters, nothing should scare you.”

This fierce devotion—to her institutions, to her students, and to the liberal arts themselves—has given her the resolve to lead through difficult moments. As she puts it, “The community looks to you to have an optimistic vision, because we all know how hard this is.”

Navigating Gendered Expectations in Leadership

As a woman in the president’s seat, Elizabeth is keenly aware of the double standards that persist. She shares a powerful story about expressing justified anger in a public setting on behalf of her institution—only to be judged harshly for it. “I had to apologize,” she says. “But I’ve reflected a lot on that moment. A male president would’ve been seen as strong. I was seen as too aggressive.”

This moment became a turning point in her understanding of the gendered expectations placed on women leaders—and a reminder of the tightrope they often walk. “We want to be strong and effective. But we’re also expected to be empathetic and agreeable. And finding that sweet spot is complicated.”

Still, she embraces the responsibility of naming these dynamics and mentoring the next generation of women leaders, helping them find their voice, claim their space, and prepare for what leadership truly demands.

Mentorship, Governance, and the Skills That Matter Most

Elizabeth pays forward what she received by actively mentoring emerging women leaders and creating opportunities for their development. Her advice? Master the fundamentals that often go unspoken—especially governance.

“Understanding the boundaries and overlaps of governance has been essential,” she explains. From board relations to faculty roles, clear lines create healthier, more effective institutions. Another non-negotiable skill? Fundraising—and more specifically, the ability to listen deeply. “Fundraising isn’t about persuasion,” she says. “It’s about understanding someone’s passion and finding synergy between that and the institution’s mission.”

Innovation and Partnership as Strategic Imperatives

Under Elizabeth’s leadership, W&J has moved quickly to launch new programs that reflect both mission and market. The college recently opened a nursing program in partnership with UPMC Washington, with more health sciences initiatives on the way. But what excites her most is the college’s innovation hub, Ignite—a small business incubator that’s already launched hundreds of ventures in economically challenged Washington County.

For Elizabeth, the opportunity is clear: “Partnering with business is one of the most important things liberal arts colleges can do right now.” As a nimble institution, W&J can both honor its liberal arts identity and meet the evolving needs of its community.

A Legacy of Translation and Fearless Devotion

As she looks to the future, Elizabeth defines her contribution in two words: translation and devotion. Her mission is not only to preserve the liberal arts—but to communicate their value in ways that resonate in today’s world. She is committed to helping the sector evolve by showing how liberal arts learning equips students for relevance, leadership, and lifelong contribution.

She hopes her leadership inspires others—especially women—to embrace the work with boldness and purpose. “When what you’re doing matters, nothing should be an impediment,” she says. “And I hope I convey that in how I lead.”

IngenioUs Interview Synopsis
Jumping Over the Waves: A Legacy of Leadership, Resilience, and Service

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Jumping Over the Waves: A Legacy of Leadership, Resilience, and Service

Dr. Sandra S. Harper, Celebrated Higher Ed Leader, Educator, and Strategic Visionary

Dr. Sandra Harper’s professional journey in higher education is a remarkable story of purpose discovered through symbolism, leadership shaped by unexpected opportunities, and enduring commitment to servant leadership. In this IngenioUs episode, she reflects on her career arc with humor, candor, and hard-earned wisdom, offering powerful lessons for leaders—especially women—navigating the complex terrain of today’s higher education landscape.

The Symbolic Spark: Discovering Her Calling

Dr. Harper traces her initial inspiration for a career in higher education to a surprisingly emotional moment—her own college commencement. Seeing the regalia of the faculty stirred in her a deep sense of intellectual curiosity and aspiration. While initially she pursued teaching at the high school level, the symbolism embedded in that academic ritual nudged her toward a lifelong pursuit of meaning through education. It was, as she now understands, a classic case of symbolic leadership at work—something she would later come to value as a critical dimension of institutional leadership.

Unexpected Opportunities: Stepping Up Before She Was Titled

Two major leadership assignments at McMurry University came to Harper not because she sought them, but because others were unavailable. In both cases—leading the academic reaffirmation process and then spearheading the transition from McMurry College to McMurry University—she was a full-time faculty member, with no formal administrative title at the time. These moments taught her to seize unexpected opportunities and expand their scope. Rather than treating the name change as a mere PR initiative, she redesigned it as a structural and cultural transformation, establishing advisory boards and rethinking the university’s organizational architecture. Her advice: when handed a task, do more than expected, and make it meaningful.

Returning as President: Leading Through Legacy and Change

Years later, after leaving McMurry for a VPAA role and then her first presidency at Our Lady of the Lake College, Dr. Harper returned to McMurry as its 10th—and first woman—president. The return came with symbolic and strategic power. Though the institution was in financial trouble, she brought with her both institutional history and presidential experience. The trust she had built with senior faculty gave her the capital to make difficult decisions, from restructuring athletics to balancing budgets.

Her presidency is remembered as a time of clarity and courageous decision-making. She tackled hard truths, made tough calls, and kept the focus on what mattered: “McMurry matters.” That statement, a central message in her inaugural address, became a rallying cry and a leadership anchor.

The Strength of Symbols and Frames of Leadership

Throughout the conversation, Harper references Richard Chait’s Frames of Leadership model and how she grew to appreciate all four frames—symbolic, structural, political, and interpersonal. While others sometimes pegged her as a political leader, she sees her strength as interpersonal, using relationships to achieve influence. Her deep respect for the symbolic frame is evident in her gestures—bringing a university chaplain onto the president’s cabinet, creating visible expressions of inclusion, and embracing the unique opportunity to be “the first woman president” in a way that reinforced institutional identity.

Servant Leadership as Ethos and Practice

For Dr. Harper, leadership has always been about service. She introduced McMurry’s first course in servant leadership in 1990—still going strong decades later—and infused this ethos into every layer of her presidency. Whether guiding strategic plans or responding to the COVID crisis, she modeled a steady belief that meaningful work, done collectively and ethically, moves institutions forward.

She emphasizes that servant leadership is not soft or passive—it’s purposeful, resilient, and grounded in trust. It’s also timeless, even if current trends might favor flashier leadership styles.

Women in Leadership: Lessons, Mentorship, and the Long View

As the first woman and the first non-Methodist president of McMurry, Dr. Harper encountered resistance—most of it unspoken but present nonetheless. Rather than shying away, she leaned into the symbolism and substance of her role, co-founding the university’s Women’s Leadership Luncheon and proudly claiming the niche that her leadership represented.

Her mentorship of women is intentional and informed. She encourages women to cultivate self-awareness—knowing what they’re good at and where they need to grow. She also challenges aspiring women leaders to stretch beyond perfectionism, resist taking rejection personally, and seek institutional fit. “Not everyone is right for Harvard—or a community college,” she says. “The fit matters as much as the credentials.”

She also stresses the need for women to understand and wield power thoughtfully. Preparedness and presence are her touchstones: show up, be seen, be engaged.

Presidency 2.0: From Reflection to Resilience

Having served in two presidencies, Dr. Harper knows what it takes to lead effectively—and what to let go of. With time, she became more decisive, more comfortable making calls without full consensus, and more disciplined about personnel decisions. She likens institutional leadership to jumping over waves. Each wave—whether small or large—demands strength and timing. There will always be another wave, but with stamina, perspective, and humor, leaders can keep jumping.

Her second presidency also allowed her to “skip the learning curve” and focus fully on solving problems. “I knew which meetings to attend and which ones to skip,” she laughs.

Resilience, Family, and the Practicalities of Leadership Life

Behind her professional achievements is a deeply grounded personal life. As a wife, mother, and now grandmother, Dr. Harper has navigated the pull of professional and personal demands with strategic intentionality. From volunteering for extra evening duties to “bank goodwill,” to honoring family birthdays with presence if not perfect timing, she offers practical insights on how leaders can maintain a life of meaning and connection.

Resilience, for Harper, comes from humor, faith, and knowing her own rhythms. She has cultivated physical and emotional stamina, and encourages other leaders to take this dimension seriously. “The physical stamina required for leadership isn’t talked about enough,” she notes.

Looking Ahead: Legacy and Purpose

Though she has retired from the presidency, Dr. Harper’s spirit of service and curiosity remains alive. She continues to serve on advisory councils, accreditation panels, and may soon join a university board of trustees. Her enduring hope is to be a visible and vocal advocate for the value of higher education in a world that increasingly questions its relevance.

Her legacy, she says, is not in the titles she held, but in the culture and ethos she helped shape—one where institutions believed they mattered, and people felt seen, valued, and empowered to lead.

IngenioUs Interview Synopsis
From El Salvador to the Presidency: The Transformative Leadership of Dr. Susana Rivera-Mills

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From El Salvador to the Presidency: The Transformative Leadership of Dr. Susana Rivera-Mills

Introduction: A Journey Shaped by Resilience and Purpose

Dr. Susana Rivera-Mills, president of Aurora University and the institution’s first Latina leader, embodies a style of leadership that is deeply personal, culturally grounded, and relentlessly student-centered. Her story begins during the Salvadoran Civil War, a period that forged her understanding of freedom, justice, and the power of education. Arriving in the United States at age 12 without speaking English, Rivera-Mills experienced firsthand the transformative potential of learning, perseverance, and community support.
In this conversation, she reflects on her journey from an “accidental leader” to an intentional, purpose-driven president whose work now centers on creating environments where students thrive, faculty feel supported, and institutions adapt quickly to the changing demands of higher education.

Academic Freedom Born in Conflict

Growing up in El Salvador during a time of political unrest, Rivera-Mills witnessed the suppression of universities and the silencing of faculty who risked their lives for the freedom to teach and learn.
This early exposure gave her a lifelong conviction: academic freedom is not an abstract principle but a core value worth defending. She connects this to her leadership today, emphasizing the importance of exposing students to diverse ideas and teaching them to engage in constructive dialogue—even when perspectives differ. In an era when open discourse is increasingly threatened, she sees her role as creating space for discomfort, disagreement, and growth.

A Surreal Milestone: Becoming Aurora’s First Latina President

Rivera-Mills never set out to become a president; her early ambition was simply to help her parents, who had sacrificed everything to provide their children with opportunity. Achieving the presidency was a full-circle moment—fulfilling her family’s dreams while becoming a visible role model for students who rarely saw leaders who looked like them.
Her inaugural ceremony was especially profound: seeing herself reflected in students and knowing they could now see themselves in her. This visibility, she notes, is both a privilege and a responsibility, one she carries intentionally to inspire the next generation of leaders.

Leading with Joy and Presence

If you shadowed Rivera-Mills on campus, you’d likely find her in the dining hall with students, cheering at athletic events, or celebrating academic achievements. She radiates joy in leadership—a quality she sees as essential for sustaining the work in a challenging time for higher education.
Her relational approach is rooted in the belief that people remember how they experience a leader more than what that leader says. At Aurora, a small enough campus to “wrap her arms around,” she fosters a culture of kindness, humanity, and authentic care.

The Two-Sided Superpower: Authenticity and Humanity

Rivera-Mills describes her leadership superpower as a “two-sided coin”:

  • Authenticity—the ability to bring her whole self to work without fear of judgment or exclusion.
  • Seeing the humanity in others—creating space for people to bring their authentic selves into the workplace.
    She attributes this to the unique cultural fit at Aurora and the freedom that comes from leading an institution whose values align with her own. Maturity, she adds, has sharpened her focus and clarified her non-negotiables as a leader.

Lessons in Building Legacy, Not Dependency

One of Rivera-Mills’ most formative leadership lessons came from creating a research and community engagement center early in her administrative career. While the project was successful during her tenure, it was overly dependent on her personal leadership—and it dissolved after she left.
This experience reshaped her definition of success: true success is when initiatives outlast the leader who started them. She now ensures that projects have broad ownership, diverse input, and campus-wide buy-in from the start.

Crossing Sectors: Public Commitment, Private Agility

Having spent her career in public higher education, Rivera-Mills initially resisted the idea of moving to a private university, believing it might lack the access and equity focus she valued. Aurora University changed her mind. With over half its students receiving Pell Grants and 40% first-generation, it blended the access mission of public education with the agility of a private institution.
This agility—fewer bureaucratic hurdles, faster decision-making, and the ability to pivot quickly—has allowed her to implement innovative approaches more rapidly than in the public sector.

Slowing Down to Go Fast

When she first arrived at Aurora, Rivera-Mills’ fast-paced, idea-driven style created some hesitation among her team. Recognizing the cultural transition following a 23-year presidency, she intentionally paused to listen, learn, and realign with the campus community.
She emphasizes that understanding and honoring institutional culture before pushing change ultimately enables faster progress, creating a “third space” where the leader’s style and the institution’s traditions merge.

Building a Career Ecosystem

One of Rivera-Mills’ signature initiatives is Aurora’s Career Ecosystem—a holistic approach to preparing students for professional success while embedding career competencies across the curriculum.
The model rests on three pillars:

  1. Student Career Design—helping students envision long-term paths in an unpredictable job market.
  2. Faculty Integration—training faculty to explicitly connect classroom experiences to workplace skills.
  3. Industry Partnerships—engaging corporate partners as co-creators of curriculum, providers of internships, and informants on emerging workforce needs.
    A standout feature is the faculty externship program, where professors spend time with industry partners to bring real-world insights back to their teaching.

The Power of Mentorship and Continuous Learning

Rivera-Mills credits mentors such as Dr. Larry Roper and leadership development programs with shaping her approach to authenticity and influence. She urges aspiring leaders—especially women and people from underrepresented groups—to seek multiple mentors, ask for guidance without hesitation, and continuously expand their skill sets.
Her advice is practical: develop financial literacy, volunteer for nonprofit boards, and actively pursue experiences that broaden perspective and capacity.

Preparing, Saying Yes, and Pushing Past Doubt

For women and first-generation leaders aspiring to higher roles, Rivera-Mills stresses preparation—removing any perceived barriers to advancement, such as lacking a terminal degree. Yet she also challenges the tendency to wait until feeling “fully ready” before accepting opportunities. “Say yes,” she advises, trusting in the toolbox of skills and experiences you’ve built.

Staying Grounded: Faith, Nature, and Perspective

Rivera-Mills’ resilience comes from her faith, daily practices of prayer and meditation, and time in nature. She seeks out moments that remind her of her place in a much larger whole—whether gazing at Lake Michigan or visiting a cathedral—anchoring her leadership in a sense of purpose and humility.

Conclusion: A Model for the Future of Higher Education Leadership

Dr. Susana Rivera-Mills’ leadership is a compelling blend of authenticity, relational connection, strategic vision, and a deep commitment to equity. She models how to lead with both heart and results—honoring the culture of an institution while building initiatives that endure beyond her tenure.
Her story is a reminder that higher education leadership, at its best, is about creating lasting impact in students’ lives, strengthening institutions for the long term, and embodying the values you wish to see reflected in the world. For women, first-generation leaders, and anyone seeking to navigate leadership with integrity, her journey offers both inspiration and a practical roadmap.

 

IngenioUs Interview Synopsis
Anything is Possible. Building Unshakeable Optimism in Uncertain Times: Dr. Patty Lynott's Leadership Journey

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Anything is Possible. Building Unshakeable Optimism in Uncertain Times:  Dr. Patty Lynott’s Leadership Journey

Introduction

Dr. Patty Lynott, President of Rockford University, offers a compelling narrative of leadership forged through unexpected pivots, personal resilience, and an unwavering belief that “anything is possible.” Her journey from aspiring community college instructor to university president illustrates how career setbacks can become catalysts for extraordinary growth. In this candid conversation, Lynott shares insights about navigating higher education leadership as a woman, the evolution of her leadership philosophy, and the courage required to lead during uncertain times.

Key Turning Points: When Rejection Becomes Redirection

Lynott’s career trajectory was fundamentally shaped by what she initially perceived as devastating failures. Her first major pivot occurred in her early thirties when she was rejected for a coveted community college teaching position—a job she “wanted so bad” and thought would be perfect for balancing motherhood with her passion for education. The rejection left her “crushed” and questioning her confidence, yet she now recognizes it as the defining moment that redirected her toward a completely different path in higher education leadership.

This experience taught her that losing confidence isn’t necessarily negative—it becomes valuable when it teaches you how to rebuild it. The rejection forced her to complete her PhD and eventually led to an adjunct teaching position at Elmhurst College, which converted to a full-time line where she spent 15 transformative years.

The second pivotal moment came when she transitioned from faculty to administration, driven initially by practical concerns as a newly single mother. Offered a dean position in adult continuing education, she initially resisted, preferring the faculty schedule’s flexibility. However, financial necessity led her to negotiate retreat rights and accept what she intended as a temporary administrative role. Within a month, she discovered her true calling: “I knew that I was meant to be in administration for some reason.”

Leadership Philosophy: The Power of Hands-Off Excellence

Lynott describes herself as “probably a better leader than a manager,” with a distinctly hands-off approach that emphasizes empowerment over micromanagement. Her leadership philosophy centers on working with “highly intelligent, motivated, independent people” whom she can “let loose” while providing support when needed. She admits to being impatient with those who require extensive nurturing or professional handholding, preferring to invest in individuals who show motivation and potential even if they lack confidence.

Her approach involves taking calculated risks on people, giving them opportunities to stretch beyond their comfort zones, and explicitly communicating that failure is not only acceptable but valuable for learning. This philosophy has yielded remarkable results, including promoting administrative assistants to senior leadership positions when she recognized untapped potential that others had overlooked.

Gender and Leadership: Adapting to Survive, Then Thriving Authentically

Lynott’s perspective on gender in leadership reflects both the challenges of her generation and optimism for current conditions. She acknowledges that women in higher education leadership today face more equitable treatment than when she began her career in the 1980s and 1990s, though she maintains that “it’s not a level playing field” yet, citing ongoing disparities in salaries and expectations.

During her formative leadership years, she adopted what she characterizes as “more male type of leadership behaviors” as survival strategies in male-dominated environments. She notes the double standard where male assertiveness was valued while female assertiveness was often poorly received. As a single mother, she also faced unique expectations to be perpetually available for institutional commitments—expectations that wouldn’t typically apply to single fathers.

Her current presidential role has afforded her unprecedented freedom from political maneuvering. Having achieved financial security and no longer needing to “build her resume,” she can focus exclusively on making decisions that serve the institution’s long-term interests without worrying about political repercussions or career advancement.

The Southern New Hampshire University Experience: Following Visionary Leadership

Lynott’s 15-year tenure at Southern New Hampshire University represents a masterclass in recognizing and aligning with transformational leadership. When she met President Paul LeBlanc at a conference, his declaration that he would “change higher education” initially struck her as arrogant. However, she was drawn to his combination of intelligence, curiosity, and optimism—qualities that mirrored her own values.

Her decision to leave tenure and relocate to New Hampshire required significant personal risk-taking, made possible by her son reaching college age and removing geographic constraints. The move exemplified her belief in following leaders who “believe anything is possible” and her willingness to bet on visionary leadership even when it requires substantial personal sacrifice.

Confidence as Leadership Foundation: Overcoming Internal Barriers

Central to Lynott’s leadership philosophy is the absolute necessity of confidence—not arrogance, but the ability to manage self-doubt effectively. She emphasizes that aspiring leaders must identify and address their core insecurities, which she believes often trace back to childhood experiences and family dynamics.

Her personal journey involved recognizing how critical parenting, though well-intentioned, had shaped her self-perception. Through self-reflection and direct conversations with family members, she learned to forgive past hurts and prevent others from wielding power over her confidence. This internal work became essential for surviving the inevitable challenges of senior leadership, where self-doubt can be particularly damaging.

She advocates for honest self-assessment and, when necessary, direct conversations with workplace individuals who undermine confidence. Her approach emphasizes personal agency in managing responses to difficult people rather than attempting to change others’ behavior.

Sustaining Joy and Connection: Students as Renewable Energy

Despite the high-pressure nature of presidential leadership, Lynott maintains her sense of purpose through direct connection with students. She describes walking on campus and interacting with students as consistently regenerative, finding profound fulfillment in witnessing their transformation from uncertain freshmen to accomplished graduates.

However, she candidly acknowledges the challenge of maintaining work-life balance, particularly as a single person whose family lives elsewhere. She recognizes the tendency to merge professional and personal life too completely and advocates for the necessity of disconnecting completely—even if only briefly—to focus on personal renewal.

Legacy and Influence: Informal Mentorship and Opportunity Creation

Rather than formal mentoring relationships, Lynott prefers what she terms “influence”—informal, conversational relationships that provide support and guidance organically. She takes particular pride in identifying and promoting women who others had overlooked, citing examples of administrative assistants who became senior executives under her leadership.

Her approach to developing others mirrors her leadership philosophy: identify potential, provide opportunities, offer support, and explicitly communicate that failure is part of learning. She acknowledges that not every investment in people succeeds, but maintains her commitment to taking these risks because the successes are so transformational.

Conclusion

Dr. Patty Lynott’s leadership journey offers a powerful counter-narrative to traditional career planning. Her story demonstrates how setbacks can become launching pads, how practical decisions can lead to unexpected callings, and how authentic leadership emerges from self-awareness and genuine care for others’ development.

Her “secret sauce” combines unwavering optimism with pragmatic risk-taking, hands-off empowerment with strategic investment in people, and hard-won confidence with genuine humility about ongoing learning. For women in higher education leadership, her message is both challenging and encouraging: anything is possible, but the journey will include difficult moments that test resolve and values. The key lies in maintaining hope, building genuine confidence, and never losing sight of the transformational purpose that drew one to education in the first place.

Most importantly, Lynott embodies the possibility of leading authentically while achieving significant institutional impact. Her current freedom from political constraints represents not just personal success, but a model for how leadership can evolve toward greater authenticity and institutional service when leaders have done the internal work necessary to lead from a place of genuine confidence and purpose.

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Kindle the Spark: Dr. Ann McElaney-Johnson on Creative Courage in Higher Education

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Kindle the Spark: Dr. Ann McElaney-Johnson on Creative Courage in Higher Education

From French Literature to Presidential Leadership: The Power of Saying Yes

Ann McElaney-Johnson’s journey to the presidency of Mount St. Mary’s University illustrates a fundamental truth about leadership development: the path is rarely linear, and often the most transformative opportunities come from unexpected invitations. As an 18th-century French literature professor specializing in revolutionary literature, McElaney-Johnson never imagined herself in a university president’s office. Yet her trajectory, now spanning 15 years in presidential leadership, reveals how saying yes to opportunities can unlock unanticipated potential.

The turning point came early in her faculty career when a senior colleague asked her to serve as faculty development coordinator shortly after earning tenure. Rather than dismissing the opportunity as outside her expertise, she embraced it and discovered something pivotal: she loved working at what she calls “the macro level,” helping people connect to resources they needed to excel in their work. This realization that she found joy in facilitating others’ professional development became the foundation for her administrative career. Each subsequent role—assistant dean, associate dean, and eventually president—emerged from mentors and colleagues who saw potential in her that she hadn’t yet recognized in herself.

McElaney-Johnson emphasizes that her path wasn’t unusual, but what distinguished her approach was her philosophy of embracing discomfort and saying yes to new experiences. For emerging leaders, she offers clear advice: don’t try to plan every step of your career. Life doesn’t unfold according to rigid plans, and the willingness to be uncomfortable and try new things creates the experiences that prepare you for opportunities you couldn’t have imagined at the outset.

The Informal Work of Leadership: Connection as Strategy

When asked what an observer would see if following her around campus, McElaney-Johnson’s answer reveals her distinctive leadership approach. People would likely describe her as energetic and passionate, but more importantly, they would see her in constant conversation. She views these seemingly informal interactions as among the most critical aspects of presidential work—talking with people, listening actively, gauging how they’re feeling, and understanding what they need.

This commitment to connection isn’t casual networking; it’s strategic intelligence gathering and relationship building. By engaging regularly with faculty, staff, and students across the campus spectrum, she maintains an authentic pulse on her institution. These conversations inform her understanding of where the community stands, what challenges are emerging, and what support people need to succeed.

Love as Superpower: Joy as the Foundation of Resilience

When pressed to identify her leadership superpower, McElaney-Johnson doesn’t point to strategic acumen or administrative prowess. Instead, she identifies something more fundamental: she genuinely loves what she does. While others might note her enormous energy, she believes that energy flows directly from her joy in the work itself. Even when facing the stress and difficulty inherent in presidential leadership, she finds genuine fulfillment in being part of students’ transformational journeys.

This isn’t naive optimism but rather a sustaining force that has enabled her longevity in a role where burnout and turnover have become increasingly common. She describes it as a privilege to work in an educational institution where faculty and staff collaborate to change students’ lives. In an era when higher education leadership faces unprecedented challenges, her emphasis on finding joy in the work offers a counter-narrative to the prevailing discourse of crisis management and survival mode.

Evolution Toward Authenticity: Growing More Relaxed and Confident

McElaney-Johnson candidly describes how her leadership style has evolved over 15 years. A faculty member’s observation that she had become “more relaxed” prompted reflection on her own growth. She attributes this evolution to growing confidence born from experience. As a new president, she felt the weight of responsibility and believed she needed to project certainty and possess all the answers. Over time, she learned that this expectation was not only unrealistic but counterproductive.

The recognition that none of us has all the answers—that questions keep changing along with circumstances—brought liberation. She became comfortable depending on the talented people around her and allowing them to depend on her in return. This mutual interdependence, rather than solo expertise, enables more effective leadership and makes the work considerably more enjoyable. She’s learned to be herself without feeling the constant pressure to “be on” in ways that create unnecessary stress.

Perhaps the most important advice she received came from her husband during her presidential interview process: “Just be yourself. You can’t fake your way into this job to get the job.” This wisdom has proven foundational. Authenticity isn’t just ethically important; it’s practically essential for sustainable leadership. You cannot maintain a façade indefinitely, and trying to do so makes the already demanding work exponentially harder.

Mission Fit: Responding to the Needs of the Time

The alignment between McElaney-Johnson’s leadership philosophy and Mount St. Mary’s University’s founding mission by the Sisters of St. Joseph represents a masterclass in the importance of institutional fit. The Sisters’ 375-year commitment to responding to community needs provides the institutional DNA that makes innovation not just possible but expected. This mission of flexible responsiveness to evolving needs aligns perfectly with 21st-century higher education imperatives.

McElaney-Johnson finds this mandate exhilarating rather than daunting. Where some see the sector’s rapid change as threatening, she views it as an invitation to creativity and innovation. The institution cannot educate students the way it did two years ago, much less decades ago. This requires constant flexibility, nimble thinking, and creative problem-solving—exactly the kind of dynamic environment where she thrives. The mission provides both permission and imperative for the kind of adaptive leadership the moment demands.

Leading Change: The Hardest Work is Internal

One of McElaney-Johnson’s most incisive observations concerns the challenge of organizational change. While institutions often focus on external transformation—new programs, revised structures, updated technologies—she identifies the real frontier of difficulty: personal change. Human beings are remarkably comfortable with the idea of others changing but find our own transformation disconcerting and difficult.

This insight extends beyond individual psychology to institutional dynamics. Higher education is called to change, and many institutions are actively doing so, but not always at the pace required to meet students’ evolving needs. The resistance isn’t primarily external but internal—the challenge of changing how we think and what we do. For leaders who choose to embrace innovation, this means choosing a more challenging path. It’s understandable why some leaders opt for less disruptive approaches, but McElaney-Johnson argues that the sector’s future demands the courage to pursue substantive transformation.

Kindle the Spark: When Creativity Matters Most

Perhaps McElaney-Johnson’s most distinctive contribution to contemporary leadership discourse lies in her nuanced perspective on creative courage and intuition. While acknowledging the importance of evidence-based approaches and the legitimate pride institutions take in analytical rigor, she cautions against allowing analysis to eclipse creativity. There are moments when leaders see a spark—an intuitive sense that a particular direction is right—and they must have the courage to ignite that spark.

She worries that an overemphasis on quantitative validation can suppress the creative genius that each person possesses. For emerging leaders, she offers direct counsel: when you see that spark, trust it. Have the courage to take the leap when everything within you says this is where you should go. These creative moments may be as important, or more important, than exhaustive analysis. The future of higher education and society depends on leaders willing to take calculated creative risks, not just follow prescribed formulas.

This metaphor of kindling the spark captures her signature leadership philosophy: the willingness to trust intuition, embrace creative risk, and act on insight even in the absence of complete certainty. It’s about recognizing that leadership requires both analytical thinking and the courage to pursue ideas that resonate at a deeper level of knowing.

Unexpected Longevity: Finding Home in Leadership

When asked what has surprised her most about herself as a leader, McElaney-Johnson’s answer is both humble and revealing: she’s surprised she’s still at Mount St. Mary’s. She never imagined staying more than a decade, knowing the work would be hard and assuming presidential tenure would be finite. Yet having established deep relationships with faculty, staff, the board, and especially students, she cannot imagine being anywhere else.

This surprise points to something profound about sustainable leadership. She stays not from obligation or inertia but because the community “hangs with” her, growing together through constant self-correction and mutual adjustment. They’ve built something together that continues to move her daily. This sense of being exactly where she belongs, doing work that fills her with gratitude and purpose, represents perhaps the ultimate measure of successful leadership—not just organizational outcomes, but the creation of conditions where both leader and community flourish together.

Legacy and Advice: Trust Your Creative Genius

Looking back, McElaney-Johnson wishes she had known to relax more at the outset—to trust herself, trust her colleagues, and simply be herself with confidence. For emerging women leaders, her message is clear: embrace discomfort, say yes to opportunities, don’t try to plan everything out, and above all, don’t lose sight of your creative genius.

Her hoped-for legacy centers on being remembered as someone willing to take chances and ignite sparks that needed kindling. In a sector often paralyzed by risk aversion and excessive caution, she models creative courage balanced with collaborative wisdom. Her leadership demonstrates that responding to the needs of the time requires both analytical rigor and the willingness to trust intuition, pursue innovation, and find joy in the journey of transformation. As she urges emerging leaders: when you see the spark, have the courage to kindle it. Trust your creative genius—it may be your most important contribution to the future.

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Behind the Starting Line: Purpose as a Leader’s Superpower

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Van Ton-Quinlivan, Founder and CEO of Futuro Health, brings a rare blend of moral clarity, systems intelligence, and lived experience to her leadership. In this IngenioUs conversation, she offers a deeply personal and practical reflection on what it means to lead across sectors, to move systems rather than maintain them, and to stay grounded in purpose while operating at scale. Her story is not simply one of professional success, but of intentional leadership shaped by displacement, resilience, and a lifelong commitment to expanding opportunity for others.

The Founding of Futuro Health: Meeting Urgent Need with a Systems Mindset

Futuro Health emerged in response to a persistent and growing crisis in the U.S. healthcare workforce: a severe shortage of allied health professionals. These roles—medical assistants, EMTs, imaging technicians, and others—constitute the majority of the healthcare workforce and are essential to patient care, yet they remain largely invisible and chronically understaffed.

After leading workforce development efforts within the California Community Colleges—where public investment expanded dramatically under her leadership—Van was approached by healthcare leaders who had been struggling for years to address this shortage. Rather than treating the issue as a narrow hiring problem, she recognized it as a systems challenge that demanded a fundamentally different approach. Futuro Health was founded to bring together best practices from public education, private industry, and community-based organizations to create reliable, equitable pathways into healthcare careers.

Launched at the beginning of the pandemic, Futuro Health grew rapidly, expanding into multiple states and earning national and international recognition. Its success reflects Van’s ability to respond to urgency without sacrificing design, equity, or long-term impact.

“Behind the Starting Line”: Leadership Shaped by Displacement and Opportunity

Despite her formidable credentials, Van describes her leadership journey as beginning “behind the starting line.” As a child, she and her family fled Vietnam following the war and arrived in the United States when she was six years old. Like many immigrant families, they had to rebuild their lives from the ground up. What made that rebuilding possible, she explains, was access to education.

This early experience profoundly shaped her sense of purpose. Education was not theoretical or abstract—it was the mechanism through which dignity, stability, and opportunity became possible. When Van later faced the decision to leave a secure leadership role to launch Futuro Health, it was this formative experience that anchored her. She describes purpose as the source of her “superpower,” the force that unlocks her energy, drive, and fierceness as a leader.

For Van, leadership courage does not come from the absence of doubt, but from grounding decisions in a mission that extends beyond personal risk.

Leading Across Sectors: Influence Over Authority

Having led in private industry, large public higher education systems, and now a national nonprofit, Van reflects on how leadership changes across contexts. Her most significant insight came when she realized that formal authority alone is rarely sufficient to accomplish meaningful change. In complex systems, influence matters far more.

Much of her work has involved building coalitions among stakeholders who do not report to one another—employers, educators, policymakers, and community organizations. By creating conditions where collaboration produces mutual benefit, she has learned to magnify impact far beyond what hierarchical authority would allow. This approach has become a defining feature of her leadership and a core principle underlying Futuro Health’s model.

Workforce Development as a Team Sport

A central theme in the conversation is Van’s insistence that workforce development should never be treated as a solo endeavor. Too often, organizations attempt to solve talent shortages independently, building isolated pipelines that are inefficient and fragile.

Vaughn advocates instead for ecosystem design. In her model, employers articulate workforce needs and provide real-world opportunities, educational institutions close skill gaps through relevant curricula, and community-based organizations connect deeply with untapped talent pools. Each partner focuses on what they do best, creating a pipeline that is both scalable and resilient.

Futuro Health exemplifies this philosophy. Rather than becoming an educational institution itself, the organization curates and integrates a broad network of partners. The results—high completion rates among diverse, adult learners—demonstrate what is possible when collaboration replaces competition.

Taming the Inner Voice of Judgment

One of the most personally resonant moments in the conversation centers on Van’s reflections about internal judgment. As a first-generation Vietnamese American woman, she grew up with strong cultural expectations around gender roles and family responsibilities. These expectations, she explains, often translated into an internal voice questioning whether she could—or should—pursue an ambitious professional path.

Through reflection and experience, Van learned to recognize and counter that voice. She gave herself permission to excel professionally without needing to be exceptional in every other domain. This act of self-forgiveness was liberating and clarifying. Leadership, she suggests, requires not only external competence but internal discipline—the ability to acknowledge self-criticism without being governed by it.

Her insight resonates broadly, particularly with women leaders navigating cultural, societal, and internalized expectations.

Failure, Feedback, and the Gift of Perspective

Van is candid about the role of failure and feedback in shaping her leadership. Early in her career, she received feedback that she was perceived as unapproachable—a critique that initially felt unfair and deeply frustrating. It took time for her to process, but ultimately it expanded her understanding of leadership presence and perception.

Over the years, she learned to receive feedback more quickly and with greater objectivity. What once required months of emotional processing now becomes an opportunity for immediate learning. This shift reflects her broader leadership philosophy: falling is inevitable, but resilience lies in how quickly and thoughtfully one recovers.

Feedback, she emphasizes, is a gift—not because it is always correct, but because it provides information that would otherwise remain inaccessible.

Credibility, Gender, and Navigating Power

Having often been one of the only women in leadership spaces, Van has developed a clear-eyed understanding of how credibility is built. Credentials and experience matter, but preparation matters just as much. She shares practical strategies: anticipating key questions, grounding contributions in data, and demonstrating command of the material through numbers.

Equally important is the cultivation of allies. Early in her career, Van experienced competition among women in male-dominated spaces. Over time, this shifted as she became part of networks where accomplished women actively supported one another. She now emphasizes the importance of building relationships before entering formal decision-making spaces—the “meetings before the meetings” that establish trust and understanding.

Moving Systems Rather Than Maintaining Them

When discussing systems change, Van highlights the importance of listening—especially to critics. During her time in the community college system, she engaged both formal leaders and informal influencers, surfacing uncomfortable feedback and resisting the urge to rush solutions. By allowing dialogue to mature and by carefully timing reforms, she was able to implement significant changes to funding structures, metrics, and program design.

Her approach reflects a sophisticated understanding of change leadership. Knowing what needs to change is not enough; leaders must also know when conditions are right for change to be absorbed and sustained. Even skeptics, she notes, can become powerful signals when the window for action opens.

Looking Ahead: Workforce, Care, and Redesign

As Van looks to the future, she identifies several underappreciated challenges. Demographic shifts—particularly the rapid growth of the population over 65 and the shrinking pool of working-age adults—will dramatically increase demand for care while reducing the available workforce. These realities demand new thinking about incentives, pathways, and the structure of work itself.

She also points to the impact of the pandemic and telework on how younger generations will enter and experience the workforce. Institutions, she argues, must rethink how they prepare learners for professional environments that are still evolving.

What gives her hope is disruption. Technologies such as AI are forcing organizations and individuals to reassess their value and role, creating opportunities to redesign education for today’s learners rather than yesterday’s assumptions.

Advice for Emerging Leaders

Van closes with two reflections for emerging leaders working at the intersection of education and workforce systems. First, she urges them to “go where the puck is heading”—to seek out spaces that are not yet crowded but will become increasingly important. Second, she emphasizes the necessity of grounding work in purpose. Skill and strategy matter, but purpose is what unlocks resilience, courage, and sustained impact.

Together, these reflections capture the essence of Van Ton-Quinlivan’s leadership DNA: purposeful, ecosystem-oriented, deeply human, and relentlessly focused on creating opportunity at scale.

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Introduction: A President Shaped by Creation, Not Inheritance

In this compelling conversation, Summer McGee, president of Lenoir-Rhyne University, reveals a leadership journey defined not by maintaining institutions—but by building them. From her earliest days in academia, she has been entrusted with creating new programs, shaping strategy, and driving growth. That instinct—to envision what does not yet exist and bring it to life—has become the throughline of her career and the hallmark of her leadership.

McGee’s story is not simply one of ascent through academic ranks; it is one of continuous reinvention, grounded in purpose, sharpened by experience, and sustained by a deep commitment to students. As a two-time college president navigating one of the most complex eras in higher education, she offers both a candid reflection on the challenges of the presidency and a hopeful blueprint for the future.

From Faculty to Founder: Leadership Begins with Building

Unlike many academic leaders whose administrative roles evolve gradually, McGee’s leadership journey began the moment she entered the professoriate. As a new assistant professor, she was simultaneously tasked with building a master’s program in bioethics—an experience that ignited her passion for academic innovation and institutional growth.

This early opportunity shaped her identity as a “builder.” At every institution she served—from Albany Medical College to the University of Kansas to Loyola University Chicago—she was asked to lead, design, and grow programs. These experiences culminated in her role as founding dean at the University of New Haven and ultimately led her to the presidency.

What stands out is not just her trajectory, but her orientation: McGee is drawn to the creative, generative side of leadership. She thrives in environments where she can ask, “What could this become?” rather than simply managing what already exists.

Learning the Presidency: Complexity, Growth, and Second-Time Wisdom

Transitioning from faculty to full-time administration required McGee to quickly master new domains—budgets, human resources, and institutional strategy. While mentors helped guide her, she emphasizes that much of leadership learning happens in real time, often through trial and error.

Her first presidency at Salem College proved to be a formative experience. Reflecting candidly, she acknowledges that missteps—whether in communication or decision-making—became critical sources of growth. Over time, these lessons translated into a more refined leadership approach.

Now in her second presidency, McGee describes a profound difference: experience brings clarity. She understands the rhythms of the role, anticipates challenges, and asks better questions. This “second-time presidency” advantage is particularly significant in an era marked by high turnover and unprecedented complexity in higher education leadership.

Choosing Lenoir-Rhyne: Fit, Opportunity, and Institutional Potential

McGee’s move to Lenoir-Rhyne University represents both continuity and new challenge. A small, 135-year-old Lutheran institution in Hickory, North Carolina, Lenoir-Rhyne offers a familiar scale but fresh opportunities for growth and innovation.

What drew her most was the institution’s potential: strong programs in health sciences, business, and STEM; deep community ties; and the chance to shape its next chapter. Her leadership is already focused on identifying pathways for growth and differentiation—hallmarks of her career.

Importantly, McGee emphasizes the concept of “fit.” For her, leadership effectiveness is deeply tied to alignment with institutional mission and culture—a theme she later returns to as critical advice for aspiring leaders.

The Defining Challenge: Reclaiming the Value of Higher Education

One of the most striking insights from the conversation is McGee’s framing of today’s central challenge: higher education must once again justify its value.

For decades, the importance of a college degree was largely assumed. Today, leaders must actively persuade students and families of its relevance amid rising costs, skepticism, and demographic decline.

For McGee, this challenge is deeply connected to enrollment—a space where she has consistently excelled. Her approach is rooted in a fundamental question she poses to her campus community:

Why does this institution exist, and what can it uniquely do better than anyone else?

The answer to that question, she argues, must drive strategy, differentiation, and ultimately growth. It is not enough to compete; institutions must clearly articulate their distinctive value.

The Invisible Work of Leadership: Weight, Loneliness, and Renewal

Beyond strategy and vision, McGee offers a rare glimpse into the “interior work” of the presidency—the emotional weight of responsibility, uncertainty, and high-stakes decision-making.

Her approach to managing this burden is both simple and profound: she reconnects with students. Walking across campus, engaging in conversations, and attending events serve as powerful reminders of purpose. These moments, she notes, help lift the weight and restore perspective.

Equally important is her support system. McGee underscores the necessity of trusted relationships—family, friends, mentors, and especially an executive coach. The presidency, she notes, cannot be navigated alone.

Humanizing the Presidency: Joy, Authenticity, and Pinball

One of the most refreshing aspects of McGee’s leadership is her commitment to joy. In a role often defined by stress and scrutiny, she intentionally creates space for fun—most notably through her passion for competitive pinball.

At Lenoir-Rhyne, she has introduced pinball machines and hosts tournaments with students, blending leadership visibility with personal authenticity. This seemingly small gesture carries a larger message: presidents are human, and human connection matters.

McGee’s perspective aligns with a broader movement to “humanize the presidency”—to move beyond the myth of the infallible leader and embrace authenticity. For her, this is not just a philosophy; it is a strategy for sustainability and connection.

A Distinct Leadership Style: Servant Leadership Meets Data-Driven Decision Making

McGee describes her leadership style as deeply rooted in servant leadership. No task is beneath her—whether picking up trash on campus or delivering a major speech. Presence, visibility, and communication are central to her approach.

At the same time, she brings a powerful analytical lens. A self-described lover of spreadsheets, she insists on data-informed decision-making. This combination—relational leadership paired with rigorous analysis—is one of her defining strengths.

She is particularly adept at translating data into narrative, helping boards and stakeholders understand the “why” behind decisions. In an era of heightened scrutiny, this ability to tell compelling, evidence-based stories is invaluable.

Transformational Leadership in Action: The Salem Turnaround

McGee’s tenure at Salem Academy and College stands as a testament to her capacity for institutional transformation. When she arrived, the institution faced significant enrollment decline and existential uncertainty.

Under her leadership, Salem underwent a remarkable turnaround: a redefined mission and vision, the addition of multiple academic programs, a near doubling of enrollment, and a dramatic increase in applications.

This transformation was not driven by resources, but by clarity, alignment, and will. For McGee, the lesson is clear: meaningful change is possible, even in the most constrained environments.

Women in Leadership: Authenticity, Boundaries, and Breaking Barriers

As the first woman president in Lenoir-Rhyne’s 135-year history, McGee is both a trailblazer and a thoughtful advocate for women in leadership.

Her advice is grounded and practical:

  • Be authentic—these roles are too demanding to sustain inauthenticity
  • Embrace vulnerability—leaders do not need to have all the answers
  • Set boundaries—sustainable leadership requires honoring personal priorities

She challenges the notion that strength requires invulnerability, instead arguing that authenticity enhances credibility and effectiveness.

Equally important is the need for support systems. McGee highlights the value of executive coaching and peer networks, particularly among women leaders, as critical sources of strength and renewal.

Mentorship and Coaching: The Power of Perspective

Throughout her career, McGee has benefited from a diverse network of mentors—often individuals from different industries and perspectives. These relationships expanded her thinking and provided critical support at key moments.

Her experience with executive coaching has been especially transformative. Initially skeptical, she now views it as one of the most valuable investments in her leadership. A coach provides a rare space for candid reflection, challenge, and growth—something she believes should be normalized for leaders at all levels.

A Leadership Legacy: Building People and Institutions

When asked what she hopes will endure from her leadership, McGee’s answer is both simple and profound: she wants to leave institutions—and people—better than she found them.

This philosophy encapsulates her identity as a builder. Whether developing programs, transforming institutions, or mentoring future leaders, her focus is on growth and sustainability.

Her legacy, she hopes, will not be defined by titles or achievements, but by the lasting impact of what she has created and who she has helped become stronger leaders.

Conclusion: Leadership for a New Era

Summer McGee represents a new model of higher education leadership—one that blends vision with pragmatism, data with humanity, and ambition with authenticity.

At a time when higher education faces existential questions, her approach offers a powerful reminder: the future belongs to leaders who can both build and connect, who can analyze and inspire, and who never lose sight of the students at the center of it all.

Her story is not just about leadership—it is about possibility.

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IngenioUs Interview Synopsis
Transforming Tradition: Revolutionizing Higher Ed

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Brian Rosenberg’s Leadership Journey: Brian Rosenberg’s transition from a tenured faculty member to the presidency of Macalester College marks a significant chapter in his career. Initially aspiring to be an English professor, Rosenberg’s curiosity about institutional operations and a desire for change propelled him into leadership roles. His tenure at Macalester College, lasting 17 years, was characterized by efforts to shift the institution’s culture from self-critical to one of pride and support. Rosenberg emphasizes the importance of understanding an institution’s culture and history before implementing changes, advocating for a deliberate approach to leadership that prioritizes listening and learning over immediate action.

Challenges of Cultural Transformation in Higher Education: Rosenberg discusses the intricate process of changing an institution’s culture, a task he undertook at Macalester College. He aimed to foster a sense of pride among the college community without ignoring the need for continuous improvement. This endeavor required balancing the celebration of achievements with the acknowledgment of imperfections, a nuanced approach that Rosenberg believes was crucial to his success. He highlights the importance of engaging with the institution’s history, faculty, students, and alumni to deeply understand the existing culture and effectively guide its evolution.

Critique of Traditional Higher Education Structures: Rosenberg offers a critical view of higher education’s reliance on traditional structures, such as lectures and tenure, which he argues inhibit transformative change. He challenges the effectiveness of lectures as a teaching method and questions the role of tenure in preserving the status quo. Rosenberg advocates for a reevaluation of these practices, suggesting that a more flexible and innovative approach could better serve the needs of students and institutions alike.

The Vision for Transformative Change: In his book, “Whatever It Is, I’m Against It,” Rosenberg reflects on the need for higher education to embrace transformative change in response to external pressures. He identifies economic challenges as a primary driver for reform, emphasizing the need for institutions to adopt more efficient and effective models of education delivery. Rosenberg points to technology and experiential learning as key areas for innovation, advocating for models that reduce costs while enhancing the quality of education.

Learning from the African Leadership University: Rosenberg’s involvement with the African Leadership University (ALU) offers a perspective on how innovative educational models from outside the traditional Western context can inform and inspire change in higher education globally. ALU’s focus on mission-driven education, affordability, and experiential learning presents a compelling alternative to conventional approaches. Rosenberg discusses the potential for ALU’s model to be adapted and applied in more developed regions, suggesting that such innovations could address the pressing challenges facing higher education in the United States and beyond.

The Role of Shared Governance and Innovation: The conversation turns to the topic of shared governance, with Rosenberg acknowledging its value in fostering a collaborative environment while also noting its limitations in enabling swift and substantive change. He advocates for a more nuanced approach to governance that allows for innovation and experimentation, suggesting that empowering smaller, more agile groups within the institution could lead to more effective outcomes.

Advice for Emerging Higher Education Leaders: Rosenberg offers guidance to the next generation of higher education leaders, emphasizing the importance of understanding the system they aim to change. He encourages aspiring leaders to prioritize student-centered decision-making and to seek positions in environments that are receptive to innovation. Rosenberg’s advice underscores the need for leaders to embrace the challenges of change, advocating for a persistent and strategic approach to transforming higher education for the better.

Centering Education on the Student and Social Good:  In his final remarks, Rosenberg reiterates the fundamental purpose of higher education as a social good, advocating for a student-centered approach in all aspects of decision-making and institutional planning. He calls on higher education professionals to remember the primary mission of serving students and contributing to the broader society, emphasizing that this focus is essential for the future health and relevance of the sector.

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Leading with Legacy: President Jo Allen on Transforming Meredith

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Introduction: In the landscape of higher education, where challenges and opportunities coexist, the role of a college president is pivotal. This truth is exemplified in the leadership of Jo Allen, Ph.D., the first alumna president of Meredith College. In a recent engaging interview on the IngenioUs podcast, President Allen shared her journey, her leadership insights, and her vision for the future of Meredith College.

From Alumna to President: The unique aspect of President Allen’s story is her deep-rooted connection with Meredith College, not just as its leader but as an alumna. This personal affiliation gives her a profound understanding of the institution’s culture and values, shaping her leadership approach. She acknowledges that becoming a college president was not a childhood dream, but rather a journey filled with diverse experiences, emphasizing that there is no single path to such a role.

Leadership Journey: President Allen’s leadership journey is marked by her intellectual curiosity and multifaceted experiences. With a background in English and a passion for communicating complex ideas, she brings a unique perspective to her role. Her journey through various academic and administrative positions, including a pivotal fellowship at the University of Virginia, has been instrumental in shaping her as a leader who values communication, empathy, and multitasking.

Women in Leadership: A significant theme of President Allen’s tenure is her focus on women’s leadership. She stresses the importance of having more female leaders and ensuring that women know there isn’t just one way to lead. By highlighting her own path, she inspires women to pursue leadership roles, leveraging their unique skills and perspectives.

The StrongPoints Program: At the heart of her presidency is the innovative StrongPoints program, an advising model that focuses on students’ strengths. This program is not just academic; it encompasses experiential learning, financial literacy, and career planning. It’s about flipping the narrative from fixing weaknesses to enhancing strengths, a philosophy that greatly empowers students, especially women.

Embracing Communication: President Allen emphasizes the importance of effective communication in leadership. In an era where misinformation can be rampant, clear and educated communication becomes vital. She advocates for consistent messaging that aligns with institutional values and priorities.

Meredith College: An Overview Under President Allen’s leadership, Meredith College, which is nearing its 133rd anniversary, continues to evolve while staying true to its roots as a women’s college. The college offers a comprehensive educational experience with over 90 majors, minors, and certificate programs, including distinctive post-baccalaureate programs.

Strategic Planning and Growth: The ‘Meredith Forever’ strategic plan under President Allen’s tenure has been a testament to her forward-thinking approach. This rolling plan, reassessed and reported annually, focuses on educational excellence, optimal enrollment, financial strength, and quality of life. The plan’s success is attributed to its flexibility and responsiveness to the changing needs of the college and its students.

Fundraising Success: A notable achievement of President Allen’s presidency is the successful completion of the ‘Beyond Strong’ campaign, which raised over $90 million. Her approach to fundraising involved understanding donor motivations and aligning their interests with the strategic goals of the college. She believes in celebrating every contribution, big or small, fostering a culture of gratitude and mutual respect.

Physical Transformations and Impact: Physical changes on campus, including renovations and new constructions, have been a part of the college’s transformation. These changes are more than aesthetic; they align with the strategic goals of providing better academic facilities, enhancing student life, and maintaining a campus where people want to be.

Future of Women’s Higher Education: President Allen is a staunch advocate for the future of women’s colleges. She believes these institutions play a crucial role in empowering women through education and leadership opportunities. The future, as she sees it, involves staying true to the mission while adapting to the changing educational landscape.

The Next Chapter: As she looks toward retirement, President Allen’s commitment to higher education remains unwavering. She plans to continue her advocacy for women’s leadership in education and work on a book about onboarding new presidents in higher education. Her next chapter promises to be as impactful as her tenure as president.

Conclusion: President Jo Allen’s journey at Meredith College is more than a story of personal achievement; it is a narrative of empowering others through education, strengthening community bonds, and leading with vision and empathy. Her leadership serves as an inspiration, not just within the realms of Meredith College, but across the broader landscape of higher education.

IngenioUs Interview Synopsis
A University President Unlike Any Other: Dr. E. Gordon Gee's Transformative Legacy in Higher Education

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Introduction: A Legacy of Leadership in Higher Education: Dr. E. Gordon Gee’s career is marked by his leadership across some of America’s most prestigious universities. His interview with Melissa Morriss-Olson offers a window into his profound impact on higher education, shaped by a deep commitment to community, innovation, and leadership. Dr. Gee’s reflections provide invaluable insights into the challenges and opportunities facing higher education today.

Reimagining the Land-Grant Mission for Modern Challenges: Dr. Gee’s tenure at various institutions is notably highlighted by his fierce advocacy for revitalizing the land-grant mission. This vision extends beyond traditional education and research roles to include a robust engagement with community needs, ensuring universities act as conduits of social mobility and innovation. Dr. Gee emphasizes the significance of universities maintaining a symbiotic relationship with their communities, fostering environments where academic achievements directly contribute to societal well-being.

Evolution of Leadership in a Changing Academic Landscape: Reflecting on the evolution of his leadership style, Dr. Gee underscores the transformative shifts in higher education over the decades. He discusses adapting leadership philosophies to meet the changing needs of institutions, emphasizing the importance of flexibility, resilience, and a forward-looking approach. Dr. Gee’s journey illustrates the dynamic nature of academic leadership, necessitating a balance between tradition and innovation to navigate the complexities of modern higher education.

The Critical Role of Governance and Shared Responsibility: Dr. Gee’s perspective on governance and shared responsibility calls for a reevaluation of university structures and cultures. He critiques the tenure system for sometimes stifling innovation and advocates for a meritocracy that recognizes diverse contributions to the academic enterprise. This vision for governance extends to a broader call for shared responsibility, where community engagement, academic freedom, and inclusive discourse are foundational values.

Navigating Challenges Through Transformative Leadership: The interview sheds light on Dr. Gee’s approach to addressing the significant challenges faced by higher education institutions. Through examples like addressing budget deficits and implementing structural changes at West Virginia University, Dr. Gee illustrates how adversity can be leveraged to enact meaningful transformations. His leadership philosophy is characterized by resilience, decisiveness, and an unwavering commitment to institutional improvement and accountability.

Anticipating the Future of Higher Education: Dr. Gee expresses concern about the growing disconnect between higher education institutions and the public’s trust. He emphasizes the existential need for higher education to realign with societal expectations and values, advocating for a recommitment to academic freedom, open discourse, and the democratizing mission of universities. Dr. Gee’s optimism for the future is firmly anchored in the potential of the next generation and the innovative capacities of the academic community.

Legacy and Advice for Future Leaders: As Dr. Gee contemplates his legacy, he hopes to be remembered as a transformative leader who left institutions stronger and more connected to their communities. His advice to emerging leaders is to embrace authenticity, cultivate resilience, and remain open to diverse paths of achievement. Dr. Gee’s career serves as a testament to the power of visionary leadership in shaping the future of higher education.

Conclusion: Dr. G. Gordon Gee’s Visionary Impact: Dr. Gee’s interview offers profound insights into the challenges, transformations, and enduring values of higher education. His reflections underscore the importance of leadership that is responsive, community-focused, and committed to innovation. As higher education continues to evolve, Dr. Gee’s legacy and philosophies provide a compelling roadmap for future leaders seeking to navigate the complexities of the academic landscape and forge pathways toward a more inclusive, impactful, and interconnected future.

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IngenioUs Interview Synopsis
Pioneering Latino Student Success: The Excelencia in Education Story and Impact

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Introduction: Excelencia in Education, a pivotal organization founded by Sarita Brown and Deborah Santiago, has made significant strides in advancing Latino student success in higher education over the past two decades. In an enlightening interview on IngenioUs, the co-founders delve into the origins, evolution, and future aspirations of Excelencia, sharing valuable insights into their strategic approaches and key achievements.

Founding Vision and Initial Goals: In 2003, Brown and Santiago launched Excelencia in Education with a profound commitment to redefining the discussion around Latino student success. Motivated by their government experiences and a shared passion for service, they aimed to address the unique challenges and potential of the Latino community in higher education. Their primary objective was not just to increase awareness but to foster substantial changes in how educational institutions cater to Latino students.

Growth and Evolution Over 20 Years: Over the years, Excelencia has maintained its core mission while expanding its scope and methodologies in response to the evolving educational landscape. Santiago emphasizes the organization’s consistent focus on accelerating Latino student access to higher education, backed by robust data-driven strategies. Their initial business plan continues to guide their efforts, emphasizing data and research, identification of effective community practices, and the creation of a network for shared knowledge and advocacy.

Strategic Impact and Achievements: Both founders reflect on the significant impact Excelencia has had on the education sector. From shaping national discussions on Latino education to influencing policy at various levels, their work has been instrumental in bringing about systemic changes. The introduction of the Seal of Excelencia marks a significant milestone, establishing rigorous standards for institutions to better serve Latino students and recognizing those that excel in these efforts.

Excelencia’s Approach to Research and Data: The organization’s research philosophy is action-oriented, focusing on translating data into practical strategies for institutional improvement. Santiago discusses how they leverage public data to inform and compel changes in educational practices and policies, ensuring their research is accessible and replicable, supporting a broad spectrum of educational stakeholders.

Future Directions and Leadership Reflections: Looking ahead, the co-founders anticipate further expanding their influence and adapting their strategies to meet the changing needs of Latino students. They envision Excelencia playing a critical role in setting benchmarks for educational excellence and inclusivity. Their personal reflections reveal a deep-seated commitment to their mission and a recognition of the ongoing need for intentionality and adaptability in leadership to drive meaningful change.

Conclusion: Excelencia in Education, under the stewardship of Brown and Santiago, has not only highlighted the educational inequities faced by Latino students but has also laid down a formidable blueprint for addressing these challenges through intentional, data-informed advocacy and practice. Their work serves as an exemplary roadmap for all educational leaders aiming to foster inclusivity and success for all students, particularly those from underrepresented communities.

IngenioUs Interview Synopsis
Marketing the Future: Allen Adamson on Experience Innovation and Higher Education

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In this episode of IngenioUs, we dive deep into the insights of Allen Adamson, a renowned marketing guru and author. With his latest book, Seeing the How: Transforming Products into Experience, Allen shares groundbreaking ideas that are particularly relevant to the marketing landscape of higher education. Join us as we explore the nuances of experience innovation and its critical role in distinguishing institutions in an increasingly competitive market.

The Shift from Product to Experience:  Allen Adamson begins by highlighting a significant shift in marketing focus—from product innovation to experience innovation. He explains how traditional marketing emphasizes unique product features, but as markets have evolved, the differences between products have diminished. Today, what truly sets a product or service apart is the experience it offers.

Adamson emphasizes that in the past, companies could rely on their products’ unique features to attract customers. However, as competition has increased and product differences have become less significant, the focus has shifted to how customers experience the product. This shift is particularly relevant for higher education institutions, where the experience of attending a university can be a crucial differentiator.

Experience Innovation in Higher Education: Melissa Morriss-Olson draws parallels between Adamson’s concepts and the field of higher education. Traditionally, universities have focused on the academic content they offer, assuming that the quality of education alone would attract students. However, Adamson argues that the overall experience of attending a university—including aspects such as campus life, support services, and technological integration—is becoming increasingly important.

He cites the example of the Genius Bar at Apple stores, which transformed the customer experience by providing accessible and personalized tech support. In the context of higher education, similar innovations could involve rethinking how universities support students both academically and personally, ensuring that every interaction enhances the overall educational experience.

Generational Shifts and Technological Expectations: Adamson acknowledges the role of generational shifts in driving the demand for better experiences. Younger generations, who have grown up with technology, have different expectations for their interactions and services. They value speed, convenience, and seamless integration, which should inform how universities design their student experiences.

He shares how the COVID-19 pandemic accelerated the adoption of online education, forcing institutions to innovate rapidly. Adamson discusses how some universities, like Stanford, adapted by creating interactive virtual classrooms that mimicked in-person interactions. This kind of forced innovation, driven by necessity, highlights the potential for ongoing improvements in educational experiences.

Understanding the Higher Education Customer: Adamson and Morriss-Olson delve into the complexity of identifying the primary customers in higher education. While students are the obvious focus, other stakeholders such as parents, faculty, and alumni also play crucial roles. Adamson stresses the importance of considering all these groups when shaping a university’s brand.

He shares an anecdote from Delta Airlines, where the CEO emphasized that their primary focus is on their employees. By ensuring that employees are motivated and engaged, Delta creates a better customer experience. Similarly, universities must ensure that their faculty and staff are aligned with the institution’s mission and committed to providing a positive experience for students.

The Challenges of Shared Governance: One of the significant challenges in higher education, Adamson notes, is shared governance. This system, which involves multiple stakeholders in decision-making, can make it difficult to maintain a clear and focused brand promise. Effective leadership is essential to navigate this complexity and ensure that the institution remains true to its core values while also being innovative.

Morriss-Olson and Adamson discuss how leaders can sometimes struggle to balance the diverse needs and priorities of different campus groups. Adamson suggests that having a clear, simple brand idea—like NYU’s “in and of the city”—can help unify efforts and provide direction.

Differentiation Strategies for Higher Education: Adamson offers specific strategies for differentiation in an increasingly competitive higher education landscape. He emphasizes the importance of focusing on what an institution can be truly great at, rather than trying to excel in everything. This requires a deep understanding of the institution’s strengths and the unique needs of its students.

He advises universities to map the student journey and identify key touchpoints where they can make a significant impact. Observational research, where leaders watch how students interact with different aspects of the university experience, can reveal areas ripe for innovation. Adamson provides an example from the automotive industry, where a simple innovation—sending customers videos of their car repairs—greatly enhanced the customer experience.

Reimagining Digital Experiences: Reimagining digital experiences is another critical area for innovation. Adamson explains that digital enhancements don’t always require massive investments. Simple, thoughtful changes can make a significant difference. He cites the example of Delta Airlines incorporating real-time TSA wait times into their app, providing valuable information to travelers before they even arrive at the airport.

For universities, similar innovations could involve using digital tools to streamline processes like class registration or providing virtual campus tours that offer prospective students a more engaging and informative experience.

Conclusion: As the conversation wraps up, Adamson underscores the importance of execution in bringing any innovative idea to life. Having a clear vision is essential, but without effective implementation, even the best ideas can fall flat. For higher education leaders, this means not only having a compelling vision for their institutions but also ensuring they have the support and resources needed to make that vision a reality.

In this enlightening episode, Allen Adamson provides valuable insights into how higher education institutions can leverage experience innovation to differentiate themselves and better meet the needs of their students. His ideas challenge traditional approaches and offer practical strategies for creating more engaging and impactful educational experiences.

 

IngenioUs Interview Synopsis
Dr. Mark Reed: Leading With Jesuit Principles and Innovative Vision

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Introduction: In this episode of IngenioUs, Dr. Mark Reed, President of Loyola University Chicago, shares his dynamic leadership journey, the influence of Jesuit values on his approach to education, and his vision for the future of Loyola. This narrative synopsis explores the key themes discussed during the interview, offering a deep dive into Dr. Reed’s experiences, insights, and aspirations for higher education.

The Path to Leadership: From Service to Academia. Dr. Reed’s journey to the presidency of Loyola University Chicago is marked by diverse experiences and a steadfast commitment to Jesuit education. Initially contemplating careers in law and management consulting, he found his calling in education through a year of service teaching high school. This experience solidified his passion for education, leading him to teach high school for three years while pursuing graduate studies. An unexpected opportunity transitioned him into higher education, where he spent 15 years at Fairfield University in various roles before becoming president of St. Joseph’s University in Philadelphia. After more than seven years at St. Joseph’s, he accepted the presidency at Loyola University Chicago, continuing his career-long dedication to Jesuit higher education.

The Jesuit Influence: Personal and Professional Impact. Throughout his career, Dr. Reed has been profoundly influenced by Jesuit values and mentors. His encounters with influential Jesuit priests and educators have shaped his approach to leadership and education. He shares personal anecdotes, such as his visits to retired Jesuit priests who significantly impacted his life. These relationships underscore the importance of mentorship and the human connections that define Jesuit education. Dr. Reed emphasizes that the mission of Jesuit institutions is integral to his leadership, blending academic excellence with ethical and moral responsibility.

Leading as a Lay President: Integrating Jesuit Values. As the first lay president of St. Joseph’s University and now Loyola, Dr. Reed integrates Jesuit values into his leadership approach. He reflects on the challenge of embodying these values without the extensive formation that Jesuit priests undergo. Through participation in programs designed for lay leaders, he gained a deep understanding of Jesuit traditions, Ignatian spirituality, and the mission of Jesuit institutions. Dr. Reed articulates that Jesuit universities exist to integrate academic excellence with a commitment to the greater good, emphasizing the formation of well-rounded individuals who contribute positively to society.

Loyola University Chicago: A Distinctive Jesuit Institution. Dr. Reed describes Loyola University Chicago as a significant anchor institution in Chicago with a broad impact that extends globally. Loyola is one of the largest and most complex Jesuit universities, with a diverse array of programs, including a medical school and law school. The university’s mission to provide educational opportunities to underserved populations remains central to its identity. Dr. Reed highlights Loyola’s unique integration of academic excellence with ethical responsibility and its commitment to forming students who are not only knowledgeable but also driven to make a positive impact in the world.

The Role of Arrupe College: Living the Mission. Arrupe College, Loyola’s two-year associate degree program, exemplifies the university’s mission to provide educational opportunities to underserved students. Founded nearly a decade ago, Arrupe College offers a high-touch, supportive environment that helps students achieve their academic goals and pursue further education. Dr. Reed is proud of Arrupe College’s success and its role in embodying Loyola’s founding mission of serving those who may not have seen college as an option.

A Unique Papal Audience: Reflections on Faith and Leadership. Dr. Reed recounts the remarkable experience of meeting Pope Francis during an Ignatian pilgrimage with Loyola trustees. This private audience, his second encounter with the Pope, was an opportunity to reflect on the profound connection between Jesuit education and leadership. Dr. Reed shares his personal interactions with Pope Francis, emphasizing the significance of this experience for his role as a leader of a Jesuit institution.

Strategic Growth and Future Aspirations for Loyola: As Dr. Reed concludes his second year as president of Loyola, he outlines his strategic vision for the university’s future. He discusses the importance of expanding academic programs, exploring opportunities in new geographic locations, and enhancing research capabilities. Loyola’s status as an R2 research institution positions it well for future growth and impact. Dr. Reed emphasizes the need for strategic planning, comprehensive campus development, and a major capital campaign to support scholarships, financial aid, and enhanced facilities.

Navigating Higher Education Challenges: Insights and Advice. Dr. Reed addresses the broader challenges facing higher education, particularly the economic model’s sustainability. He advocates for a renewed investment in higher education, akin to the impact of the GI Bill, to support future generations. He also highlights the critical role of public higher education and the need for a balanced approach that includes both public and private institutions.

Conclusion: Dr. Mark Reed’s leadership journey, deeply rooted in Jesuit values, reflects his commitment to academic excellence, ethical responsibility, and the transformative power of education. His vision for Loyola University Chicago is one of growth, innovation, and unwavering dedication to the university’s mission. This episode of IngenioUs offers a compelling look at how Dr. Reed is guiding Loyola into a future that honors its rich heritage while embracing new opportunities.

 

 

IngenioUs Interview Synopsis
Listening, Leading, and Breaking Barriers: The Transformative Leadership of Dr. Carol Christ

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Dr. Carol Christ’s leadership journey is grounded in principles of empathy, authenticity, and decisiveness. Her ability to listen deeply, make bold decisions, and lead with integrity has defined her tenure as a transformative leader in higher education. From her historic role as the first woman chancellor at UC Berkeley to her impactful presidency at Smith College, Dr. Christ exemplifies the kind of leadership that resonates across generations. She shares candid reflections on the defining moments, challenges, and lessons that shaped her extraordinary career in this conversation.

Defining Leadership Through Empathy

Dr. Christ began her reflections with a story that encapsulates one of her foundational leadership principles: the power of empathy. Early in her career, she encountered a frustrated student who felt unheard. By simply acknowledging his feelings and expressing understanding, she defused the tension and gained an enduring insight—listening and validating others is often more impactful than solving their problems. This moment became a cornerstone of her leadership approach, emphasizing the importance of connection and understanding in navigating conflict.

Leadership in Crisis: Lessons from the Pandemic

The pandemic provided a unique test of leadership, requiring swift decisions and adaptability. At Berkeley, Dr. Christ established a network of interlocking work groups to ensure effective communication and coordination across the university. This experience reinforced her belief in the necessity of making decisions with imperfect information, prioritizing action over hesitation. Her reflections highlight the critical role of communication and decisiveness in leading through crises.

Empowerment Through Women’s Colleges

Reflecting on her transformative tenure at Smith College, Dr. Christ described how working in a predominantly female leadership environment was liberating and empowering. This experience allowed her to align her authentic self with her leadership style, increasing her confidence and clarity. When she returned to Berkeley, she brought with her the lessons learned at Smith, including a strengthened sense of purpose and leadership authenticity. Dr. Christ emphasized the enduring relevance of women’s colleges in fostering leadership potential, even as their presence in higher education declines.

Resilience and Balance in Leadership

Dr. Christ shared her strategies for maintaining resilience in demanding roles. She underscored the importance of setting priorities, delegating effectively, and preserving personal passions like music and reading. For her, music served as a metaphor for leadership, teaching her the value of collaboration and listening as part of a broader ensemble. Maintaining space for personal fulfillment, she argued, is essential for sustained leadership success.

Navigating the Changing Demands of Leadership

The rapid evolution of communication in the digital age has transformed the landscape of leadership. Dr. Christ contrasted the slower-paced decision-making of her early career with today’s high-speed, high-stakes communication environment. She stressed the growing importance of authenticity and storytelling as tools for building trust and navigating the complexities of modern leadership.

Balancing Free Speech with Community Values

During her tenure at Berkeley, Dr. Christ faced significant free speech challenges, from ensuring controversial speakers’ rights to managing student and faculty conflicts. She described how her perspective on free speech evolved to balance the legal obligations of a public institution with the need to consider the impact of speech on the community. Her nuanced approach underscores the importance of fostering thoughtful dialogue and empathy in addressing contentious issues.

Fundraising and Entrepreneurial Thinking

Dr. Christ reframed fundraising as an opportunity to align institutional goals with donors’ aspirations. By focusing on the motivations of donors, she transformed what many perceive as a burdensome task into one of the most rewarding aspects of leadership. She also emphasized the growing necessity of entrepreneurial thinking in diversifying income streams and driving innovation while staying true to institutional values.

Advice for Emerging Leaders

Dr. Christ offered thoughtful advice for aspiring leaders: take opportunities to lead, develop execution skills, and focus on tasks that matter personally. She stressed the importance of understanding organizational dynamics, learning from mistakes, and building leadership capacity through local impact before pursuing broader change. Her advice reflects her belief in leadership as a continuous learning journey, grounded in authenticity and purpose.

Shaping a Legacy and the Future of Higher Education

Reflecting on her legacy, Dr. Christ highlighted her efforts to prioritize student housing at Berkeley, rethink financial models, and serve as a role model for women leaders. Looking ahead, she identified cost, access, and the need for innovative financial models as the most pressing challenges for higher education. Even in retirement, her commitment to advancing education and mentoring others remains unwavering, as she continues to support causes close to her heart.

Dr. Carol Christ’s story is a powerful testament to the impact of listening, leading with authenticity, and breaking barriers. Her insights offer a masterclass in navigating the complexities of leadership, making this conversation a valuable resource for anyone aspiring to lead with purpose and confidence.

IngenioUs Interview Synopsis
Breaking Barriers and Building Futures: The Inspiring Leadership of Annette Parker

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In this episode of IngenioUs, we had the privilege of sitting down with Dr. Annette Parker, president of South Central College in Minnesota, to explore her extraordinary journey from an auto worker at General Motors to a nationally recognized leader in higher education.

Annette’s story is one of resilience, reinvention, and a deep commitment to education as a pathway to opportunity. Throughout our conversation, she shares insights on navigating leadership as a woman in a male-dominated field, the critical role of partnerships between industry and education, and how community and technical colleges must evolve to meet the demands of a rapidly changing workforce.

As she prepares for retirement, Annette reflects on the legacy she hopes to leave behind and why mentoring the next generation of leaders remains one of her greatest passions.

Here are the major themes from our conversation:

From the Assembly Line to the Presidency: A Journey of Reinvention

Annette Parker’s path to leadership is anything but conventional. She began her career working at General Motors in Lansing, Michigan, a job that, at the time, promised long-term stability and a solid middle-class life. But as the auto industry evolved and uncertainties loomed, Annette and her husband faced a difficult question: What would their future look like if the industry changed?

Determined to secure a new path, Annette leaped and enrolled at Lansing Community College in her mid-20s. At first, she doubted whether she belonged in a college classroom, but excelling in her coursework quickly changed her perspective. She discovered a passion for learning—and later, for teaching—that would shape the rest of her career.

This turning point ultimately led her to Ferris State University, where she earned degrees in education administration and vocational education. Her success as a student fueled her belief that education has the power to transform lives, a belief that continues to guide her leadership today.

Annette’s story is a testament to the power of reinvention. She demonstrates that career paths are rarely linear, and that it’s never too late to pursue new opportunities, especially when driven by a strong sense of purpose.

Leading as a Woman in a Male-Dominated World

From the manufacturing floor to the college presidency, Annette has spent much of her career in spaces where women—especially women of color—are underrepresented. Early on, she learned that she would often have to prove herself in ways that her male counterparts did not.

As an instructor teaching drafting at Lansing Community College, many of her students—mostly young, white men from rural Michigan—initially doubted her ability to teach them. Instead of letting their skepticism deter her, Annette saw it as a challenge. Her goal was to earn their respect through her expertise and commitment to their success.

She faced similar skepticism when leading corporate training programs for engineers. Annette recalls how attendees would underestimate her at the start of a training session—until she began teaching. She knew she had earned their trust by the first break when they started following her to the coffee pot, eager to ask more questions.

Her advice to women aspiring to leadership roles in technical fields? Be prepared, know your craft, and never let others define your potential. Annette emphasizes the importance of seeking mentors, surrounding yourself with supporters, and, most importantly, lifting others as you climb.

Building Bridges: The Power of Industry-Education Partnerships

Throughout her presidency at South Central College, Annette has been a national leader in forging partnerships between education and industry. She understands that for community and technical colleges to remain relevant, they must stay connected to the workforce needs of the future.

One of her proudest accomplishments is her work with the Automotive Manufacturing Technical Education Collaborative (AmTech). This groundbreaking initiative brought together competing automotive companies and educational institutions to create a shared vision for workforce development.

Annette shares a key lesson from this experience: True partnerships take time. It wasn’t enough for companies and colleges to be in the same room—they needed to develop trust, a common language, and a shared understanding of their long-term goals. Over time, these efforts created sustainable career pathways, bridging the gap between technical education and high-demand careers.

At South Central College, Annette has continued this work by strengthening partnerships with businesses and local government, ensuring that programs align with employer needs. She believes that higher education institutions must move beyond traditional advisory boards and engage industry leaders as curricula and workforce solutions co-creators.

Innovating for the Future: The Evolution of Technical Education

As a leader in technical education, Annette has been at the forefront of innovation, implementing initiatives such as stackable credentials, competency-based education, and apprenticeship programs.

One of her key insights is that education must become more flexible and responsive to the needs of both students and employers. Stackable credentials, for example, allow students to earn industry-recognized certifications that can lead to immediate employment while also stacking toward a degree if they choose to continue their education.

She also emphasizes the importance of preparing for Industry 4.0, the next wave of automation and digital transformation in manufacturing. The rapid pace of technological change means that community colleges must not only teach today’s skills but also anticipate future skills.

Annette believes that innovation in technical education isn’t just about new technologies but new ways of thinking. Faculty, administrators, and employers must collaborate closely, ensuring educational programs remain aligned with workforce demands.

Equity, Access, and Student Success: A Personal Mission

For Annette, student success is not just a professional goal—it’s personal. She knows firsthand what it means to navigate college as a nontraditional student, which is why she has dedicated her leadership to making higher education more accessible for all.

One of her proudest achievements is South Central College’s work with Achieving the Dream, a national initiative focused on closing equity gaps in higher education. Under her leadership, the college developed innovative student support programs, including proactive advising, mental health counseling, and food insecurity initiatives.

A defining moment in this journey came when South Central College successfully closed the equity gap for Black students—an achievement that remains a point of deep pride.

Annette’s philosophy is simple but powerful: If every faculty and staff member commit to helping just one more student each day, the collective impact will be transformational.

Looking Ahead: A Legacy of Leadership and Mentorship

Annette reflects on what comes next as she prepares to step down from her presidency. While she looks forward to returning to Michigan and spending more time fishing—a long-held dream—she remains deeply committed to mentoring future leaders.

She believes that leadership isn’t just about personal success; it’s about bringing others along with you. Throughout her career, she has prioritized supporting women and people of color in higher education leadership, ensuring that the next generation has the guidance and encouragement they need to succeed.

For Annette, this is the heart of her legacy: showing others that leadership is possible, no matter where you start.

Conclusion

Dr. Annette Parker’s journey is a powerful reminder of what’s possible when resilience, vision, and a commitment to others come together. She has dedicated her life to education, innovation, and equity from the factory floor to the college presidency.

Her leadership has transformed South Central College, strengthened workforce development nationwide, and created opportunities for countless students. And while she may be stepping away from her formal role, her impact will continue to be felt for generations.

Her parting advice? If you’re not at the table, you’re on the menu. Stay engaged, stay committed, and always look for ways to lift others up.

IngenioUs Interview Synopsis
Rooted, Responsive, and Relational: A Community College President’s Blueprint

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Introduction: A Leader Shaped by Values, Purpose, and Community

Tracy Hartzler’s leadership story is one of alignment—between personal values, institutional mission, and community needs. As president of Central New Mexico Community College (CNM), the largest undergraduate institution in New Mexico, Hartzler leads with a deep sense of vocation and a pragmatic grasp of complexity. Her journey to the presidency is non-linear, grounded in experience across education, law, finance, and public policy, and shaped by formative experiences at a women’s college that emphasized social justice and liberal learning. Hartzler leads not only with strategy and skill but also with heart, humility, and an unwavering commitment to public service.

Grounded Leadership: A Style Shaped by the Pandemic and Community

Hartzler describes her leadership style as one that has evolved—shaped significantly by the crucible of the pandemic. “The president I thought I was going to be turned into something else,” she reflects. COVID-19 forced a rethinking of hierarchy, leadership, and decision-making, emphasizing the importance of collaboration and proximity to the learner. Rather than positioning herself as the sole problem-solver, Hartzler embraces inclusive leadership, valuing the insights of those closest to the work and the student experience.

What hasn’t changed is her values-driven approach. She works where her values align with those of the institution and community, holding herself and her team to high standards of ethics, care, and connection. “Be ethical. Be connected. Be caring,” she shares—values embedded in CNM’s culture and her own. This clarity of purpose provides a steady compass, allowing her to navigate ambiguity with confidence and grace.

CNM: A Mission-Driven Institution Serving Adult Learners

At the heart of Hartzler’s leadership is a profound belief in the power of community colleges to transform lives. CNM serves over 25,000 learners annually, many of whom are adult students returning to education after earlier struggles. With an average student age of 27 and a robust offering of career, technical, and workforce programs, CNM represents the best of what community colleges can be—accessible, relational, and responsive.

Hartzler sees the college as a place of second chances and new beginnings. “We’re known for being very small and relational,” she says with pride. Her passion for the mission is palpable, as is her respect for those who came before her, including Kathy Winograd, CNM’s first female president. Hartzler builds on this legacy while positioning CNM for the future.

Seeing Around Corners: The Superpower of Strategic Foresight

One of Hartzler’s self-described “superpowers” is her ability to assess situations, synthesize information, weigh options, and lead others forward—skills honed through her training in law, finance, operations, and policy. She’s comfortable in the gray, adept at pivoting when necessary, and always thinking a few steps ahead. “The ability to weigh information, read the tea leaves, and iterate as needed—that’s probably my superpower,” she says.

This strategic foresight allows her to lead CNM through large-scale transformation initiatives and to embrace complexity with confidence. Her comfort with ambiguity sets her apart and has made her especially effective in a post-pandemic environment that demands adaptive and imaginative leadership.

Collaborative Innovation: Leading CHESS and UnMuddle

Two of the boldest initiatives under Hartzler’s leadership demonstrate her commitment to shared problem-solving and cross-institutional collaboration.

The Collaborative for Higher Education Shared Services (CHESS) is a multi-institutional effort to streamline administrative systems—starting with finance, HR, and payroll—and ultimately student information systems. While CHESS began before Hartzler became president, her leadership helped scale and sustain it. “It’s hard, it’s challenging, and yet we’ve shown we can improve what we do,” she says. The effort has yielded compliance improvements, cost savings, and increased staff collaboration across colleges.

UnMuddle, another initiative Hartzler champions, is a skills-to-jobs marketplace that connects learners, employers, and colleges. CNM’s participation has enabled the college to partner with national employers like Amazon and General Mills, expanding reach and accelerating innovation. For Hartzler, UnMuddle is not just a tech solution—it’s a way to rethink how colleges deliver value and create pathways that are transparent, stackable, and student-centered.

Driving Economic Development: CNM Ingenuity

CNM Ingenuity, a 501(c)(3) economic development arm of the college, reflects Hartzler’s entrepreneurial spirit and pragmatic problem-solving. Though launched by her predecessor, Hartzler has expanded its scope and impact. Ingenuity allows CNM to pilot workforce and entrepreneurship programs with flexibility, speed, and risk tolerance beyond what traditional college structures allow.

Whether launching short-term upskilling programs, supporting entrepreneurs in bioscience and aerospace, or investing in new ventures, Ingenuity acts as CNM’s “skunkworks,” testing what’s possible and scaling what works. The CEO of Ingenuity sits on Hartzler’s cabinet, ensuring alignment between the college and its innovation engine. For Hartzler, it’s all about responsiveness—meeting community needs in real time with real solutions.

Women in Leadership: Representation, Networks, and Generosity

As a woman president in a state where female leadership is increasingly common, Hartzler feels supported and encouraged. “New Mexico is led by a matriarchy,” she jokes, noting the high number of women in leadership across sectors. Still, she doesn’t take this progress for granted. “I stand on the shoulders of giants,” she says, honoring the trailblazers who made her journey possible.

Her advice to emerging women leaders is to take risks, seek support, and build strong networks. For Hartzler, resilience is not a solo pursuit—it’s fostered by a supportive board, a trusted team, and a shared sense of purpose. She emphasizes the power of relationships, drawing strength from her long-standing connections, including mentors from her time at St. Mary’s College. “The investment they made in me was so important,” she says, referencing the formative influence of her women’s college experience.

The Future of Community Colleges: Agility, Access, and Personalized Learning

Looking ahead, Hartzler sees community colleges as central to the nation’s economic and social well-being. Their agility, inclusivity, and workforce focus make them uniquely positioned to meet the challenges of today and tomorrow—from demographic shifts to employer demands.

She’s especially excited about innovations that help learners tell their educational and career stories through a unified, validated record of competencies and experiences. “That would radically change how we do our work,” she notes. Whether it’s digital credentials, badges, or portable learning records, Hartzler believes the future lies in personalization and transparency—empowering learners to navigate an increasingly complex education and employment landscape.

Conclusion: Legacy as Shared Progress

When asked about her legacy, Hartzler reflects with humility. For her, it’s not about personal recognition but institutional progress. “I hope my legacy is that I’ve led in a value-led way… to better serve more learners in our community,” she says. She sees herself as a transitory leader, part of a continuum that includes those who came before and those who will follow.

More than anything, Hartzler hopes her leadership expands the circle—broadening who is seen as capable of leading complex institutions. By leading inclusively, responsively, and with deep-rooted integrity, she is indeed inspiring the next generation—not only of women leaders but of leaders who believe in the transformative power of education to serve the common good.

IngenioUs Interview Synopsis
Unshakable and Unstoppable: Leading with Heart and Fire with Dr. Kate Smith

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Introduction: A Leader Born in the Classroom

Dr. Kate Smith didn’t plan to become a college president. She began her professional journey in a math classroom, fueled by a lifelong passion for teaching and a belief in the transformative power of education. Today, as president of Rio Salado College—known as “America’s Online Community College”—Kate leads with authenticity, compassion, and a tenacious commitment to equity and access. Her story is a testament to how deeply personal values, when paired with visionary leadership, can transform not only institutions but the lives of tens of thousands of learners.

The Rio Salado Difference: Equity Through Innovation

From its inception in 1978, Rio Salado College has been different by design. With no physical campus and a founding mission to remove barriers to higher education, the institution has been at the forefront of flexible, accessible learning. Under Kate’s leadership, Rio continues to pioneer new approaches for serving diverse adult learners, incarcerated individuals, and high school students through dual enrollment. With asynchronous courses and rolling start dates, the college offers nearly continuous entry—addressing the realities of learners who can’t afford to wait for traditional semester timelines.

But for Kate, Rio’s uniqueness is about more than structure—it’s about mindset. “We were designed to ask: Who are we missing? And how do we reach them?” she says. That guiding question is a hallmark of her leadership.

A Teacher at Heart: How the Classroom Shaped Her Leadership

Kate credits her time in the classroom as her best preparation for leadership. In teaching, she discovered the importance of truly seeing each person, understanding diverse life experiences, and adapting communication styles to meet people where they are. “In a classroom with 25 students, you say one thing and it’s heard 25 different ways,” she explains. That insight—paired with a deep respect for the potential within every individual—has become the foundation for her inclusive, human-centered leadership style.

Leading at Rio, Kate brings this same sensibility to her team and her campus. “We build community here,” she says. “We lead with strength and heart.”

Guiding Principles: Culture, Accountability, and Joy

At the heart of Kate’s leadership is a set of non-negotiable principles. First and foremost: students come first. Whether making strategic decisions or managing internal conflict, the needs of learners remain the north star. Equally important is fostering a respectful, supportive community where every voice matters.

She insists on civility and kindness, but not at the expense of rigor. “Accountability with all the support in the world” is how she describes it. She believes in joy as a leadership value—hiring people who bring humor and light, because “otherwise, you’ll burn out.”

Her commitment to culture is not just lip service. New employees often tell her—sometimes tearfully—that they’ve never worked in such a healthy environment. For Kate, that’s a critical measure of success: “If the culture we’ve built endures, that means we really did something right.”

Standing Alone: The Courage of Conviction

While Kate is all heart, she’s also fire when needed. She recalls one of her earliest lessons in leadership: standing alone in a public forum to oppose a decision that she—and many others—believed was wrong. Despite widespread private support, she stood alone when it mattered most. That moment taught her the importance of having clarity on your values before taking a stand.

Now, she embraces that clarity as a strength: “People know the buck stops with me. That I have their back. That we have guiding principles, and that creates consistency.” For her team, this consistency offers comfort and safety in a fast-moving, sometimes uncertain institutional environment.

The Emotional Weight of the Presidency

Becoming a college president was not only unexpected—it brought a startling realization: when you speak as president, people stop hearing “Kate” and start hearing “authority.” The implications of that power became real when an offhand comment triggered a full-blown operational response—or when a well-intentioned meeting led to a whistleblower complaint. “People are watching all the time,” she reflects. “It was a shock.”

For Kate, that realization also comes with the burden of invisibility. As she navigates personal crises, like caring for an aging parent in another state, she remains ever-present for her community. “It’s not anyone else’s job to care about what I have going on outside of work,” she says. “As the leader, I’m here to care for them.”

Navigating Leadership as a Woman

Kate is refreshingly candid about the gendered double standards that persist in higher education leadership. From scrutiny over clothing choices to perceptions of strength and emotion, she’s faced it all. She’s been told she listens too much, shows too much empathy, or even apologizes too readily. But rather than conform, she reframes these traits as strengths: “I want people to see me own mistakes, because then they know they can too.”

Still, she acknowledges the challenges of balancing caregiving with public leadership, a common thread she’s seen in conversations with other women presidents. “Men rarely talk about work-life balance,” she observes. “But for women, it’s always there. We’re used to carrying it all.”

Resilience and the Inner Work of Leadership

So where does her energy come from? For Kate, resilience is both practice and purpose. She grounds herself in personal beliefs—whether through prayer, gratitude, or compartmentalizing stress—and remains centered on the mission: “We get to do this. What an honor.”

That sense of purpose is what allows her to compartmentalize during crisis, show up with presence and authenticity, and keep her eyes on the long game. “Live it,” she says. “The good, the hard, the wonderful—you get to live it.”

Scaling Impact: Innovation in Action

Under Kate’s leadership, Rio Salado is leading ambitious, equity-centered innovation. Among the most impactful is the Integrated Education and Training (IET) initiative, which supports adult learners in earning high school equivalencies while simultaneously gaining job-ready college credentials. With over 700,000 Arizonans lacking a high school diploma, this model directly addresses workforce needs and generational poverty.

She’s also helped usher in a groundbreaking online program for incarcerated students—an effort years in the making that required collaboration, trust, and patience with the Department of Corrections. “It changes lives,” she says. “They’re learning digital literacy, gaining credentials, and coming out with skills they can use.”

All of this, Kate insists, is only possible because of a culture that allows experimentation and accepts failure as part of learning. “We don’t encourage failure,” she clarifies, “but we encourage trying.”

Mentorship and the Power of Emotional Intelligence

Kate is a fierce advocate for mentorship, especially for women and diverse leaders. While she didn’t always have formal mentors, she recognizes the value of trusted, safe spaces to ask hard questions and get honest feedback. “Sometimes,” she says with a laugh, “you just need a work therapist.”

Emotional intelligence, too, is essential. Leaders must be self-aware, able to read a room, and willing to listen deeply. “If people are hearing something different than what I intend, I need to know that. I need to fix it.”

Defining Success and Legacy

When asked how she defines success, Kate doesn’t hesitate. First: culture. If the inclusive, joyful, accountable environment she’s cultivated can outlast her presidency, that’s a legacy she’ll be proud of. Second: student stories. “The impact they’re making in the world—that’s the real measure.”

She also finds joy in knowing people are happy at work, because she believes happy employees are freer to serve others. That belief underscores the holistic, human-centered vision she brings to every aspect of leadership.

Conclusion: Going Big, Together

Kate Smith leads with heart, joy, and conviction. She believes in lifting people up, seeing potential, and never shrinking the mission to fit the mold. “Stop limiting yourself,” she says. “Go big. Think big. Fail big if you have to—but keep going.”

Through her leadership at Rio Salado, Kate is showing us that the future of higher education is not about hierarchy or tradition—it’s about empathy, equity, and innovation. And when you lead with heart and fire, you don’t just change systems. You change lives.

IngenioUs Interview Synopsis
From Inner-City Classroom to Founding a College—A Radical Act of Empathy. The Eileen Moran Brown Leadership Story.

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From Inner-City Classroom to Founding a College: A Radical Act of Empathy

Eileen Moran Brown, founding president of Cambridge College, is not your typical higher ed visionary. There were no grand proclamations or sweeping institutional mandates in her story—just a deep, unwavering belief in people. In this IngenioUs episode, Eileen shares the remarkable arc of her journey—from growing up in a small Pennsylvania town without television to founding one of the most progressive and inclusive institutions of higher learning in America. Her reflections offer an extraordinary masterclass in purpose-driven leadership, radical empathy, and the sheer grit required to build something that matters.

Humble Beginnings and a Deep Curiosity

Eileen’s leadership story begins not with ambition, but with curiosity. Growing up in a modest town nestled in the Pennsylvania mountains, her world was shaped more by books than by modern distractions. The public library, a small basement room, became her window to the world. She describes reading her way through its entire collection, developing an expansive imagination and an innate openness to people and ideas that would shape her approach as an educator and leader.

It was, as she says, a different time—before television, before the distractions of modern life. Her childhood was filled with love, reading, and a strong sense of self-worth untethered to status or hierarchy. That grounding would later inform her deeply democratic view of education: that every person, regardless of background, deserves respect, opportunity, and belief.

The Inner-City Classroom: A Calling is Born

Eileen didn’t initially set out to transform higher education—her journey began in a public high school classroom in Philadelphia. From her first year of teaching at John Bartram High School, it was clear that she had a gift not only for teaching but for seeing her students fully.

As she recalls, “Almost from the beginning, I saw the students as my partners, my helpers in being a good teacher.” That sense of partnership—of shared purpose and mutual growth—became a foundational theme throughout her career. She taught students who had been labeled, marginalized, or deemed unworthy of academic success. Yet Eileen saw in them brilliance, resilience, and untapped potential.

One particularly poignant story involved a student named Robert, a gang member who nonetheless showed immense emotional intelligence and loyalty. When another student, Ernest, had a bad morning and seemed on the verge of lashing out, Robert intervened by breaking Eileen’s handbag so Ernest could fix it—giving him something to feel proud of. These were not just survival tactics; they were acts of care and solidarity, cultivated in the classroom culture Eileen built.

Another student, James, didn’t know how to read and hid it out of shame. When she discovered this through a student’s anonymous note, Eileen quietly arranged peer tutors. Eventually, James excitedly told her he’d decoded a street sign—his first real moment of literacy. These moments, she says, were not exceptions. They were daily reminders that transformation was possible when you believe in your students.

Seeing and Lifting Others: The Patti LaBelle Story

This theme of seeing potential where others might not is perhaps best illustrated in a now-famous story involving a young Patti LaBelle. During a student talent show tryout, a nervous teenage girl walked onto stage and belted out “You’ll Never Walk Alone.” Eileen turned to the student judges beside her and asked, “She can be in the show, can’t she?” Their answer was a resounding yes.

That young woman was Patti LaBelle. Their connection would last a lifetime. Patti later described Eileen as more than a teacher—she was a mentor and a friend who helped shape her confidence and identity. In one particularly moving moment years later, Patti dedicated a performance of “Wind Beneath My Wings” to Eileen from the stage, tears streaming down her face. The story is more than touching; it’s a reflection of Eileen’s gift for recognizing people’s light before they’ve even discovered it themselves.

Founding Cambridge College: Purpose Over Prestige

The founding of Cambridge College did not arise from a position of institutional power—it came from a deeply-felt recognition that too many people, especially working adults, were being left behind by traditional higher education. Eileen’s goal was simple yet radical: to create a college that welcomed those who hadn’t been able to complete their degrees when they were younger, and to do so in a way that honored their life experience.

She first piloted this model while working at Newton College of the Sacred Heart. But when Newton merged with Boston College, the program was no longer supported. Rather than let it die, she and a few trusted colleagues set out to build something entirely new. With little more than their passion and networks of support, they launched what would become Cambridge College.

From the beginning, the college was structured to meet students where they were—geographically, intellectually, and emotionally. Its learner-centered model provided evening and weekend classes, recognition of professional experience, and a culture grounded in respect. Faculty were selected not only for their academic credentials, but for their commitment to teaching nontraditional students.

Yet building this institution was anything but easy. Eileen tells of navigating accreditation challenges, skeptical bureaucrats, and shifting federal regulations under the Reagan administration that nearly shut them down. At one critical point, they were denied federal financial aid eligibility because they didn’t have enough assets. Eileen, through a connection to the Rockefeller family, managed to get a call placed to the Department of Education—one that led to the fateful words, “I’ll fix it.”

These behind-the-scenes stories reveal just how precarious and courageous the founding truly was—and how much determination and diplomacy it required to see it through.

Radical Empathy as Leadership Strategy

What set Eileen apart as a leader was her radical empathy—an unwavering belief in her students and a refusal to see them through a deficit lens. While Cambridge College didn’t offer credit simply for life experience, it did help students name and value what they had learned from their journeys. As Eileen puts it, “It really comes down to what extent do you believe in the capacity of your students to learn, and how willing are you to work with them until they do learn?”

This belief extended to her team and her leadership style. Eileen never felt the need to compete for attention or acclaim. “I don’t have a great need to be validated,” she explains. “I just need to do what I think is important to do and hope for the best.” She attributes some of that internal focus to being an only child—never having to compete for approval growing up. But it’s also a reflection of her grounded, purpose-driven approach to leadership.

Leading as a Woman, on Her Own Terms

Though Eileen doesn’t dwell on gender in her reflections, she does share a story that illustrates the era in which she led—and her refusal to accept double standards. When applying for a mortgage with her female colleague Joan Goldsmith, a banker questioned what would happen if “one of you gets pregnant.” Eileen’s response was swift and fearless: “If you turn us down for any other reason than the financials, be prepared for a lawsuit.”

Her matter-of-fact style—”let’s tell the truth and have the devil take the hindmost”—served her well in countless rooms where she was the only woman or the only person championing nontraditional students. She didn’t ask for permission. She saw a need and took responsibility for addressing it.

Legacy and Lessons for Today

When asked how she hopes to be remembered, Eileen responds simply: “As someone who did her best, did something that mattered, and gave others the belief that they could do it too.” That belief—that transformation is always possible, that leadership is ultimately about creating opportunity—resonates across every part of her story.

And her advice for today’s leaders? “Just go ahead and do it. You have to have the courage to work through it and say, I know better and I’m not giving in.”

This episode is not just an inspiring conversation—it’s a roadmap for anyone who wants to lead from a place of courage, humility, and conviction.

IngenioUs Interview Synopsis
Beyond Perfect: How Embracing Vulnerability Became a University President's Superpower: A Conversation with University of Bridgeport President Danielle Wilkins

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Beyond Perfect: How Embracing Vulnerability Became a University President’s Superpower: A Conversation with University of Bridgeport President Danielle Wilkins

In a candid and inspiring conversation, University of Bridgeport President Danielle Wilkins shares her remarkable journey from a 20-year career at Goodwin University to leading one of higher education’s most compelling turnaround stories. Wilkins offers rare insights into transformational leadership, the power of authentic communication, and the delicate balance of being both a mother and a university president. Her story reveals how personal loss, professional growth, and unwavering commitment to mission can shape a leader who builds bridges between tradition and innovation.

Early Leadership Influences and Personal Foundation

Wilkins traces her leadership journey back to elementary school, where others recognized her natural abilities even when she didn’t feel particularly smart. The most profound influence on her leadership development was her father, who made daily morning calls during her commute to work for years. These conversations became a cherished ritual where they discussed everything from family and politics to work challenges.

“My dad often had a leadership role, and he would love to poke at my thinking,” Wilkins recalls. Her father’s passing over a year ago created a profound void, but his legacy lives on through a scholarship they established in his honor while he was still alive. This scholarship represents more than financial aid—it embodies the values of mentorship and intellectual curiosity that shaped Wilkins’ approach to leadership.

The creation of this scholarship also reflects Wilkins’ long-term commitment to institutions and communities. Rather than making decisions based solely on career advancement, she demonstrates how personal investment and family legacy can intertwine with professional purpose.

Two Decades at Goodwin: Building Leadership Foundation

Wilkins spent nearly 20 years at Goodwin University, describing it as her “professional childhood home.” This extended tenure, unusual in today’s mobile academic culture, provided her with comprehensive exposure to higher education operations, from pedagogy and accreditation to financial management and institutional leadership.

Her time at Goodwin taught her several crucial leadership lessons. First, the importance of owning mistakes and apologizing—a skill she notes many leaders never develop. Second, that growth comes through challenge, not comfort. “It’s sort of like working out that it has to feel a little bit of pain for you to get better,” she explains.

Perhaps most significantly, Goodwin taught her that no one has all the answers and that effective leadership requires blending diverse voices. A pivotal moment came when she became vice president for academic affairs and inadvertently frustrated faculty by making decisions without their input. When Faculty Senate wrote her a letter requesting representation on her leadership team, she initially refused but then engaged in regular meetings that transformed the institutional culture.

This experience led to a fundamental shift in her leadership philosophy. Rather than creating adversarial relationships, she learned to position herself as a conduit between different campus constituencies, facilitating communication and understanding across traditional silos.

The University of Bridgeport Transformation

The relationship between Goodwin University and University of Bridgeport represents an innovative model in higher education partnerships. Rather than a traditional merger or acquisition, the 2021 “transaction” created what Wilkins describes as sister institutions with shared governance structures but distinct identities.

When Wilkins assumed the presidency of UB in 2021, she inherited an institution facing multiple challenges: COVID-19 impacts, leadership instability, and financial pressures. The uncertainty was so significant that she and Goodwin’s president hosted bi-weekly town halls during the transition, fielding difficult questions about everything from faculty tenure to athletic programs.

“We were building the airplane while we were flying it,” Wilkins acknowledges. “And every once in a while, a piece would fly off and you’d have to rebuild a new piece.”

Her approach to transformation centered on three key strategies: establishing clear vision, improving communication, and fostering cultural change. She initiated quarterly “UB Shark Tank” sessions where any faculty or staff member could pitch ideas to increase revenue, decrease costs, or improve student experience. This innovation has led to concrete results, including student-led companies, new athletic programs, and expanded academic offerings.

Operational Excellence and Strategic Growth

Under Wilkins’ leadership, University of Bridgeport has demonstrated measurable progress across multiple dimensions. The institution has experienced enrollment growth, particularly in undergraduate programs, driven partly by strategic additions to athletic offerings including track, swimming, diving, wrestling, rowing, and lacrosse.

The university’s financial health has improved significantly, culminating in participation in Connecticut’s first socially designated bond—a reflection of both fiscal stability and mission alignment. Investment priorities have focused on areas with clear return potential: engineering labs, health sciences facilities, and athletic infrastructure.

Wilkins emphasizes the importance of transparency in these decisions. “We have a lot of honest, transparent conversations about what’s working and what’s not working so that we can all row in the same direction,” she explains. This approach has created unusual institutional alignment, where faculty and staff understand and support administrative decisions even when they don’t always agree with them.

Leadership Philosophy and Style

Wilkins’ leadership style emphasizes presence and accessibility over administrative isolation. A cabinet advisor once told her she’s “miserable when at her computer” and encouraged her to spend more time engaging with the campus community. This advice has become central to her approach.

She regularly eats lunch in the student dining hall, creating informal office hours where community members can share wins, concerns, and ideas. These seemingly casual interactions often generate the most valuable insights for institutional direction and improvement.

Her self-identified superpower is the ability to listen deeply and connect seemingly unrelated ideas into innovative solutions. However, she’s learned to articulate her thought processes explicitly, helping others understand how she moves from initial concepts to creative implementations.

Universal Design for Learning and Educational Philosophy

Wilkins’ commitment to Universal Design for Learning (UDL) represents more than academic theory—it embodies her fundamental belief in education’s transformative power. Her doctoral dissertation on UDL has evolved into a decades-long initiative spanning two institutions.

UDL appeals to Wilkins because it moves beyond labeling and categorizing students, instead focusing on leveraging individual assets and requiring active student engagement. “I cannot think of a better way to provide access to education and to elevate a student’s life experience than making them an empowered learner,” she states.

This philosophy extends to her broader educational mission. Through initiatives like the “Bridgeport’s Brightest” scholarship for local students, she sees higher education as fundamentally changing not just individual lives but families and communities.

Mentorship and Professional Development

Wilkins credits three women at Goodwin—Judy Zimmerman, Clark, and Janet Jefford—as her professional mentors. She describes being “raised by the three sisters,” learning different leadership styles and operational approaches from each.

This mentorship experience shaped her understanding of how women can lead differently while achieving similar objectives. The opportunity to observe varied leadership approaches allowed her to develop her own authentic style while learning from proven models.

Work-Life Integration and Authentic Leadership

Perhaps most refreshingly, Wilkins speaks candidly about the challenges of balancing executive leadership with motherhood. She rejects the notion that women can “have it all” simultaneously, instead advocating for honest acknowledgment that different moments require different priorities.

“Every time I talk to a group of women on this issue, especially younger women who are struggling… I’m like, ’cause you can’t, like you really, there’s going to be moments where work is going to need you more or your family’s going to need you more,” she explains.

Her children have become barometers for her well-being and sources of perspective on her career choices. When her son questioned why he should be upset about having a working mother who loves her job and contributes to their family, it reframed her understanding of professional guilt. Similarly, her daughter’s matter-of-fact acceptance of women in leadership roles suggests the normalizing effect of visible female leadership.

Personal Grounding and Motivation

Wilkins finds personal renewal through nature and family time at her home, complete with flower and vegetable gardens, large trees, running water, two dogs, and twenty chickens. This connection to nature provides essential balance to the electronic overwhelm of executive leadership.

Professionally, she draws energy from institutional wins and recognition of impact. Recent messages from alumni and community members celebrating the university’s four-year transformation provide crucial motivation during challenging periods.

Vision for Women in Higher Education Leadership

As a woman leading in higher education, Wilkins hopes her most important contribution is normalizing the experience of imperfect but effective female leadership. Her willingness to discuss struggles, mistakes, and the ongoing juggling act of professional and personal responsibilities provides permission for other women to be authentic rather than perfect.

“Nobody thinks I’m the most unprofessional person on the planet because I’m trying to figure all this out and just giving people a space to say, it’s okay, we’ll get through this and everybody’s sort of feeling it. You’re not alone,” she reflects.

Her daughter’s casual acceptance that “this is what women do” suggests the ultimate success of visible female leadership—making it unremarkable rather than exceptional.

Conclusion

Danielle Wilkins represents a new model of authentic, mission-driven leadership in higher education. Her journey from a 20-year institutional commitment to successful turnaround leadership demonstrates how deep roots, genuine relationships, and transparent communication can drive transformation even in challenging circumstances.

Her story offers hope for higher education institutions facing uncertainty while providing a roadmap for women seeking to balance authentic leadership with personal fulfillment. Most importantly, her example suggests that the most effective leaders are those who remain grounded in purpose while adapting courageously to change.

Through vulnerability, vision, and unwavering commitment to student success, Wilkins has not only transformed an institution but modeled a leadership approach that prioritizes human connection and sustainable growth over quick fixes and individual advancement.

IngenioUs Interview Synopsis
Living Your Best Self: Dr. Sheila Lange on Legacy, Leadership, and Liberation

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Living Your Best Self: Dr. Sheila Lange on Legacy, Leadership, and Liberation

Growing Up in the Movement: Civil Rights and Community Foundations

Dr. Sheila Lange’s leadership journey began in the most formative of contexts—a small rural community in Mississippi during the 1960s civil rights movement. Spending her first decade in Mississippi before moving to South Central Los Angeles after her parents’ divorce, Dr. Lange’s early years were marked by witnessing pivotal moments in American history, including the assassination of Dr. Martin Luther King Jr. Her experience attending Head Start in the basement of the church her grandfather founded—during a time when Head Start programs in Mississippi were under intense political attack—planted the seeds of her lifelong commitment to educational access and equity.

Dr. Lange’s family home served as a haven for civil rights workers traveling from the North, creating an environment where young Sheila developed what she describes as a profound awareness that African Americans’ access to education and employment required constant vigilance and active advocacy. This early immersion in community activism and the struggle for justice shaped her understanding that meaningful change doesn’t simply happen—it must be fought for, protected, and sustained through dedicated leadership.

Finding Voice in Faith: The Church as Leadership Incubator

Growing up in a conservative Southern Baptist faith community, Dr. Lange discovered and cultivated her leadership voice within the church walls. She describes truly “growing up in the church,” participating in plays before large audiences, serving as a youth choir leader, and maintaining involvement in church choirs throughout her college years. These experiences provided not just spiritual grounding but practical leadership development—the ability to speak publicly, to lead peers, to perform under pressure, and to connect with diverse audiences.

This faith foundation continues to inform her leadership style today, offering a model of servant leadership, community focus, and moral clarity that permeates her approach to higher education administration. The church wasn’t merely a place of worship but a training ground for the authentic, values-driven leadership that would become her hallmark.

The Path Less Obvious: From Gifted Student to College Aspirant

Despite being identified as a gifted child and participating in predominantly white junior high and high school programs, Dr. Lange didn’t seriously consider college until her junior year of high school. With parents who hadn’t finished high school, she lacked a family model for higher education, even as afterschool programs and gifted tracks discussed college as a possibility. The abstraction of college remained just that—abstract—until Mrs. Calhoun, a high school teacher, took a special interest in her future.

Mrs. Calhoun didn’t just encourage Dr. Lange to attend college; she made it her personal mission. She helped with applications, paid for necessary fees, and provided crucial information that Dr. Lange’s family couldn’t offer. Nearly fifty years later, Dr. Lange speaks of Mrs. Calhoun with profound gratitude, expressing regret that she wasn’t articulate enough to properly thank her mentor while she was still alive. This relationship exemplifies the transformative power of educators who see potential in students and take concrete action to help them realize it—a lesson Dr. Lange has carried throughout her career.

The Auntie Network: Strong Women as Leadership Models

Dr. Lange’s concept of mentorship extends back even further than Mrs. Calhoun, to her “aunties” in Mississippi—some blood relatives, most not, but all influential community women who served as her early teachers in Head Start. These women were vocal, strong, and deeply engaged in community building, providing young Sheila with models of female leadership that emphasized both power and service. Her mother’s best friend, Josie Wilborn, remains a connection to Mississippi and those formative relationships.

This pattern of strong, authentic, community-focused women mentors continued into her professional life. At UC Irvine, where Dr. Lange attended college, her first professional mentor was Lisa Cornish, the director of housing who hired her as a work-study student. Dr. Cornish, whom Dr. Lange describes as a strong Black woman who was “just so authentic,” saw something in her young employee that Dr. Lange hadn’t yet recognized in herself. When Dr. Lange stopped out of school for two years, Cornish supported her return and ultimately encouraged her to attend graduate school, planting the idea that higher education could be not just a setting but a career. Dr. Lange credits Cornish with the explicit suggestion that transformed her trajectory: “You should really think about this as a career. You could do this work, but you need a master’s degree.” This advice came at a time when Dr. Lange was “barely functioning getting by paying for this undergraduate degree,” making graduate school seem impossibly out of reach. Yet Cornish’s belief in her potential proved prophetic.

The Work-Study Revelation: Recognizing Student Leadership Development

Dr. Lange’s experience as a work-study student profoundly influenced her approach to leadership development. She recognizes that those of us in higher education aren’t always aware of how influential our leadership can be for students working in our offices. This awareness has driven her consistent practice of hiring students—particularly students of color—in every office she’s led, from the president’s office at Western Washington University onward.

When questioned about hiring practices that resulted in students of color filling work-study positions, Dr. Lange’s response was simple: “I’m just hiring students.” Her commitment to providing formative work experiences reflects her understanding that these positions offer more than administrative support—they provide mentorship, skill development, and career pathway modeling. Notably, she remains connected to every student she’s hired throughout her career, evidence of the lasting impact of these relationships.

Evolution of Leadership: From Doing to Embodying

Over her extensive career spanning roles from diversity officer to community college president to university chancellor, Dr. Lange has evolved significantly as a leader. She describes a crucial shift in her approach: becoming more explicit about values and mission alignment with her institutions. Early in her career, she focused on simply doing the work, caring about it privately without feeling it necessary for others to know her personal investment.

However, as she progressed into senior leadership, Dr. Lange recognized that creating shared vision and mission requires leaders to be visible in their values. People need to see the leader’s authentic commitment to understand and embrace institutional direction. This evolution represents a movement from competent execution to inspirational leadership—from doing the work to embodying the mission in ways that invite others to join.

The Small World Principle: Reputation as Career Currency

Dr. Lange offers crucial advice to emerging leaders, particularly women of color: build your personal reputation and brand with the understanding that the professional community is remarkably small. Her stories illustrate this principle vividly—encountering a former student in a line in Frankfurt, Germany; meeting a job competitor on a rooftop deck in Ipanema, Brazil; discovering that her new UW president remembered meeting her as a graduate student twenty years earlier.

These encounters reinforce her core message: you never know who is watching or who you’ll encounter later in your career. Professional relationships matter, and the ability to disagree without being disagreeable preserves options and opportunities. Dr. Lange was tapped on the shoulder for both her vice president role and her first presidency based on reputation alone—people had faith in her ability and wanted to work with her. This pattern continued throughout her career, demonstrating that authentic relationship-building and consistent excellence create opportunities that might never appear through traditional application processes alone.

Living in the Fishbowl: The Public Nature of Leadership

One aspect of senior leadership Dr. Lange wishes she’d understood earlier is how profoundly public these roles are. Presidents and chancellors truly live in fishbowls, recognizable in unexpected places around the world. She describes being called out by name at a party in Brazil, encountering former students internationally, and realizing that her “wild child” first year of college—a natural response to growing up with a “mean old mama” who was very strict—had been witnessed by people who later became professional colleagues.

This visibility requires a different level of self-awareness and professional consistency than many aspiring leaders anticipate. Dr. Lange has learned to be grateful for her strict upbringing, recognizing that it provided guardrails even when she tested boundaries, and that the consequences of youthful indiscretions can echo unexpectedly throughout a public career.

Balance as Leadership Practice: The Twelve-Hour Rule

Despite the demanding nature of senior leadership, Dr. Lange emphasizes the critical importance of work-life balance, wellness, and self-care. She’s explicit with her team about her needs, insisting on twelve hours between the end of one commitment and the start of the next. If a dinner ends at nine o’clock, the next morning’s meeting cannot begin before nine.

This boundary-setting isn’t selfish—it’s strategic. These roles are sustainingly demanding, requiring leaders to have outlets and lives outside of work that keep them grounded. Dr. Lange encourages her team to watch out for her wellbeing, even noting with humor that they order gluten-free meals she claims to hate but knows she should eat. This modeling of self-care and clear boundaries gives permission for others to prioritize their own wellbeing while managing intense professional demands.

Legacy of Liberation: Leading While Being Yourself

When asked about her hoped-for legacy, Dr. Lange focuses not on institutional achievements or policy changes but on the people she’s mentored. She identifies her greatest accomplishment as the incredible human beings her mentees have become, expressing hope that she’s given them the freedom to be themselves in their roles and to follow their passions wherever they lead.

Her message to the next generation is to stay grounded in what matters personally, regardless of role. Jobs come and go, but meaning and passion endure. She hopes to have contributed to developing leaders who are living their best selves, on point and on purpose, while maintaining the commitment to help others as they were helped. This vision of legacy emphasizes authenticity, purpose, and generative leadership—creating not followers but independent, empowered leaders who will continue the work of opening doors and creating pathways for others.

IngenioUs Interview Synopsis
How an Army Brat Became a University President with Dr. Christina Clark, President, La Roche University

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How an Army Brat Became a University President with Dr. Christina Clark, President, La Roche University

THE CALL TO LA ROCHE: MISSION AND VALUES ALIGNMENT

Dr. Christina Clark’s path to becoming the eighth president of La Roche University exemplifies the power of authentic institutional fit. Despite never having visited Pittsburgh before her presidential search, Clark found herself drawn to La Roche through its leadership profile, which revealed a deep commitment to mission and core values. As she explains, “for me, it’s all about mission and core values and how authentically you live that as an institution, as a leadership team, as a community.”

What particularly struck Clark was the university’s commitment to forming students as global citizens through a strong liberal arts education focused on developing good citizens who serve their communities and work for justice and peace. The creation of the Pacum in Terris program in the 1990s under Monsignor Kerr served as compelling evidence of institutional authenticity. This program brought students from war-torn and developing countries to campus on full-ride scholarships with the explicit goal that they would return home to rebuild their nations using their transformative education. Clark saw this as “a real big example of putting your money where your mouth is,” finding La Roche to be genuinely authentic in living its mission and core values.

The alignment extended beyond mission to practical leadership needs. Clark found that the leadership agenda matched her own experience and that she could serve the institution’s needs at this particular moment in its history. Perhaps most telling was her experience throughout the interview process—from the semi-finalist Zoom interview to the all-day campus experience, she found herself energized rather than exhausted, enjoying every conversation and interaction. This was markedly different from the typically grueling presidential search process, signaling that she had found the right pathway.

MILITARY UPBRINGING: THE FORMATION OF A LEADER

Understanding Christina Clark’s leadership requires understanding her identity as an “army brat.” Both of her parents were first-generation college students who raised their daughters with shared values rooted in their Catholic upbringings: education, service, and ethics. Her father’s morning ritual of whistling Reveille and proclaiming “it’s another day in which to excel,” balanced by her mother’s gentler “just do your best,” established early expectations for excellence while maintaining perspective.

The military environment provided unique leadership training that continues to shape Clark’s approach today. Living in Alaska and the Philippines, moving every few years, she learned that everyone serves in a military family—not just the service member. This awareness came with significant responsibilities: behaving in ways that would not bring shame or dishonor to her serving parent, understanding that her behavior would reflect on her family, and when abroad, recognizing that she represented America itself.

From age four, Clark learned the fundamentals of representing her family and community—answering the phone properly, shaking hands, making eye contact, showing respect. These weren’t lessons she remembers learning; they were simply expectations she always knew existed. The frequent moves taught her invaluable skills in assessing new environments and integrating successfully within them—skills she took for granted until encountering children in regular public schools who lacked these abilities.

Watching her parents model leadership and service proved equally formative. Her father brought her along to review troops during winter maneuvers in Alaska before she started kindergarten. Her mother performed extensive service as an army wife, eventually returning to work in the Philippines. Both parents instilled the expectation that their children would stand up for what was right, “even if you’re the only one standing.” This foundation of service, ethics, accountability, and the courage to stand alone when necessary has proven invaluable in her leadership journey.

CLASSICAL SCHOLARSHIP AND INTELLECTUAL FOUNDATIONS

Clark’s training as a classicist scholar provides distinctive intellectual foundations for her leadership approach. Through the Clifton Strengths assessment during the Council of Independent Colleges Executive Leadership Academy, Clark discovered that “context” ranks as her number one strength. This revelation made perfect sense given her classical training: studying the literature, history, philosophy, and archaeology of ancient Greece and Rome requires deep understanding of historical, cultural, political, and social contexts.

This contextual thinking shapes how Clark approaches leadership challenges. She naturally seeks to understand the fuller picture, asking critical questions about institutional environment, circumstances, and needs. Seeing beneath surface issues to underlying factors enables more comprehensive problem-solving. Her classical training also instilled habits of rigorous analysis, critical thinking, and drawing connections across disciplines—skills that prove essential in navigating complex institutional challenges.

THE JOURNEY FROM FACULTY TO PRESIDENCY

Clark’s path from faculty member through various leadership roles to the presidency reflects intentional career development and strategic positioning. She credits mentors, particularly her dissertation director, with opening doors and creating opportunities. Equally important was her willingness to say yes to opportunities even when uncertain about her capabilities—taking on department chair and associate dean roles that stretched her comfort zone but built crucial experience.

Professional development proved essential to her advancement. Clark actively sought leadership training programs, even paying for them herself when necessary. She conducted honest self-assessments, inventorying her skills, identifying gaps, and determining where development was needed. This intentional approach to growth distinguishes her journey.

STRATEGIC ADVICE FOR ASPIRING PRESIDENTS

For those considering presidential paths, Clark offers hard-won wisdom grounded in realism and self-awareness. She emphasizes the importance of knowing where you want to lead and in what environment you can flourish. Having friends who serve as public university presidents, she recognizes that pathway isn’t for her—she prefers independent institutions without direct political control through politically appointed boards. The Catholic environment offers the values-based and mission-based experience she finds fulfilling.

Clark stresses that aspiring presidents must understand their own talents and what would make the experience worthwhile, because “it’s going to be hard. It’s really hard because the times are really hard.” Presidential candidates must be able to handle criticism, willing to accept being disliked, and ready to take risks. Life stage matters significantly—pressures differ depending on career phase, family responsibilities, and partner support. She notes that knowing she could be fired at any time for any reason is acceptable at her current life stage, but would be more constraining when responsible for children’s education.

The discernment process requires honest self-assessment about what makes the challenges worthwhile, given the inherent precariousness of the role.

PERSONAL SUSTAINABILITY AND GROUNDING PRACTICES

Clark sustains herself through multiple interconnected practices and relationships. Her husband, family, and long-term friends keep her grounded, ensuring she doesn’t take herself too seriously and providing opportunities for laughter and connection to her authentic self beyond the presidential role. She speaks with her mother nightly and focuses on daily gratitude, refusing to take anything for granted.

Music plays a significant role in her morning routine—she spends an hour to an hour and a half listening to music while getting ready. As a trained ballet, tap, and jazz dancer, she prioritizes regular movement to get out of her head and into her body, reconnecting with who she was before becoming an academic. These practices help her maintain connection with different parts of her identity and experiences that make her fully human.

Importantly, despite dealing with difficult challenges, Clark genuinely enjoys coming to work and the people she works with. She maintains focus on the core purpose: serving students and helping them navigate the “unimaginably complex time we live in.” This sense of purpose makes everything worthwhile.

VISION FOR THE FOURTH INDUSTRIAL REVOLUTION

Clark articulates an uncompromising vision for preparing students for contemporary challenges, particularly regarding technological fluency and AI literacy. She frames this as a “sine qua non”—there’s no other option if La Roche is to prepare students for lives of purpose in careers requiring 15 jobs across five different sectors, as the World Economic Forum predicts.

While acknowledging ethical problems with AI regarding bias and environmental impact, Clark argues that institutions have a responsibility to ensure students understand these issues while also developing necessary skills for employment. She considers it “irresponsible and unethical” not to prepare students adequately for entry-level positions in this technological landscape.

La Roche has taken concrete action under Vice President of Academic Affairs Gregor Tuswoldner’s leadership, who testified before state legislators about their approach. The university has embedded AI literacy throughout the curriculum, requiring all students to earn an AI literacy certificate through their digital literacy class, covering ethical use of AI. Additionally, every capstone major course includes an assignment requiring AI use, ensuring students can demonstrate competency.

LEGACY AND LONG-TERM IMPACT

Looking ahead ten years, Clark envisions multiple dimensions of institutional impact. Primarily, she hopes to have mobilized La Roche’s “amazing community” to successfully navigate unprecedented challenges facing higher education, establishing long-term financial sustainability. She aims to raise the university’s profile while building faculty and staff pride, moving them beyond thinking of themselves as “this little unknown gem” to recognizing and celebrating the transformational education they deliver.

Clark wants to ensure a legacy of strong, healthy shared governance and to maintain the strength of La Roche’s mission—its commitment to global citizenship, education for citizenship, ethics, service, and working for justice and peace. She hopes La Roche’s innovative approaches can serve as models for higher education more broadly, recognizing that smaller institutions can often move more nimbly than large state flagships.

Her vision encompasses both institutional sustainability and educational innovation, grounded in authentic mission-driven leadership that prepares students not just for careers, but for lives of meaning and contribution in an increasingly complex world.

CONCLUSION

Dr. Christina Clark’s journey from military child to classical scholar to university president reveals a leader formed by service, grounded in values, and committed to authentic mission-driven leadership. Her story demonstrates how diverse experiences—from learning to review troops as a young child to studying ancient civilizations to navigating academic leadership roles—converge to create a distinctive leadership approach suited for contemporary higher education challenges. At La Roche University, Clark has found an institution whose mission and values align with her own, creating the conditions for transformative leadership at a critical moment in higher education history.

IngenioUs Interview Synopsis
The Power of Place: Carol Quillen on Leadership, History, and Reconnecting Communities

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In this episode of the IngenioUs Leadership podcast, Carol Quillen—former president of Davidson College and now President and CEO of the National Trust for Historic Preservation—offers a deeply reflective perspective on leadership, history, and the power of community.

Her story is not one of linear career planning or traditional leadership ambition. Instead, it is the story of a historian shaped by community, intellectual courage, and a lifelong belief that leadership is fundamentally about helping people create the conditions needed to live up to their highest aspirations.

Across the conversation, Quillen returns to several powerful themes: leadership as context-building, the formative influence of place, the humility required of institutional leaders, and the role of history in helping a polarized society rediscover shared purpose.

Leadership as Context: Helping Communities Become Who They Aspire to Be

At the heart of Quillen’s philosophy is a definition of leadership that departs sharply from conventional notions of authority or hierarchy.

For her, leadership is not primarily about titles, positions, or personal influence. Instead, it is about creating the conditions that enable a community to become the best version of itself.

Leadership, she explains, is the work of helping an organization create the context it needs in order to make the changes required to fulfill its highest aspirations.

This framing reflects a profoundly collaborative view of leadership. The leader is not the hero of the story; the community is. The leader’s responsibility is to help the community see where it wants to go—and to build the environment in which that change becomes possible.

Quillen emphasizes that this work is highly contextual. Leadership is always grounded in the specific institution, community, or moment in which it occurs. Effective leaders must understand the history, culture, and aspirations of the place they serve.

Two qualities, she says, are essential for leaders navigating this work: courage and humility.

Courage is necessary to move forward despite uncertainty and resistance. Humility reminds leaders that they do not have all the answers—and that their role is to enable others rather than dominate the process.

Together, these qualities allow leaders to keep moving forward even when the path is unclear.

Early Influences: Community, Quaker Education, and the Power of Place

Quillen traces the roots of her leadership philosophy to her childhood in New Castle, Delaware—a small, historic town where community life was deeply interconnected.

Growing up there gave her an early experience of what it means to belong to a place where people look out for one another. The town’s historic architecture, walkable layout, and sense of continuity also gave her an appreciation for the ways in which physical environments carry stories across generations.

Equally formative was her education in Quaker schools. Quaker educational traditions emphasize community decision-making, consensus-building, and the belief that there is “something divine in every person.”

This belief profoundly shaped her understanding of leadership.

If every individual possesses inherent dignity and insight, then leadership must involve drawing out those contributions rather than imposing answers from above. The leader’s responsibility becomes helping a community listen to itself.

This early formation created the foundation for Quillen’s later work in academia and beyond.

The Intellectual Awakening: University of Chicago and the Courage to Question

Quillen’s path shifted dramatically when she arrived at the University of Chicago as an undergraduate.

Originally intending to pursue law, she fell in love with history and the intellectual life of the university. The experience challenged her assumptions and introduced her to a style of inquiry grounded in rigorous questioning.

One particularly influential experience was her Western Civilization course, which did not present historical ideas as settled truths but rather as part of an ongoing conversation spanning centuries.

Instead of reinforcing consensus, the course encouraged students to question inherited assumptions and engage critically with ideas that had shaped societies over time.

For Quillen, this intellectual environment fostered a deep respect for the courage required to ask difficult questions.

It also reinforced her belief that education should not simply affirm what students already believe—it should expand their capacity to think more deeply and differently about the world.

This perspective would later shape her approach as both a professor and a college president.

Becoming a Leader: Saying Yes to the Work in Front of You

Unlike many leaders, Quillen did not follow a carefully mapped career trajectory.

Her leadership journey emerged through a series of opportunities where she simply chose to be useful.

If she saw something that needed to be done, she stepped forward. If someone asked for help, she said yes.

This mindset—doing the work in front of you rather than pursuing a predetermined ladder—became one of her core leadership lessons.

In higher education especially, she notes, leadership often emerges organically. Those who demonstrate competence and willingness to serve frequently find themselves invited into increasingly larger responsibilities.

At Rice University, where she spent many years on the faculty and in administrative roles, Quillen gradually discovered that institutional leadership offered an opportunity she found deeply compelling: the ability to enable others.

While faculty life can be enormously fulfilling, administrative leadership offers the chance to shape an institution in ways that allow many more people—faculty, staff, and students—to pursue their work effectively.

That realization ultimately drew her toward the presidency.

Leading Davidson College: From “I” to “We”

When Quillen became president of Davidson College, she took on the role without having served as a dean or provost—positions many consider traditional stepping stones to the presidency.

Her approach to the role reflected her historian’s mindset: study the institution, listen carefully, and learn from the people who know it best.

Rather than assuming authority based on her title, she focused on understanding the culture, traditions, and values that defined Davidson’s identity.

She also embraced a crucial leadership shift—from thinking in terms of personal accomplishment to thinking in terms of collective impact.

The real work of a president, she realized, is not to personally manage every aspect of an institution. Instead, it is to help set direction, empower talented people, and ensure that the organization moves forward in alignment with its mission.

This requires recognizing that others often possess deeper expertise in specific areas—and trusting them to lead.

For Quillen, that humility was not a limitation but a leadership strength.

Navigating Crisis: Transparency and Trust During COVID

One of the most challenging periods of Quillen’s presidency came during the COVID-19 pandemic.

Like leaders across higher education, she faced decisions with enormous consequences—often made with incomplete information and under intense scrutiny.

She discovered that many leadership decisions are not about choosing between right and wrong but between multiple imperfect options.

In these situations, she relied on radical transparency.

She explained the reasoning behind decisions, acknowledged uncertainty, and emphasized that plans might need to change as new information emerged.

This openness helped maintain trust within the Davidson community during a time when expectations and risk tolerance varied widely among students, faculty, and staff.

Grounding decisions in the institution’s mission also proved essential. Davidson’s purpose—to develop humane instincts and disciplined, creative minds for lives of leadership and service—provided a compass for navigating unprecedented circumstances.

When leaders remain anchored in mission, Quillen believes, even difficult decisions can be understood within a shared framework.

The Personal Challenge of Leadership

Quillen also speaks candidly about one of the most difficult aspects of leadership: being defined by others in ways that may not reflect how you see yourself.

Public leadership inevitably invites criticism and labels. Leaders must learn to hear these judgments without allowing them to derail their sense of purpose.

For Quillen, this meant examining criticism carefully—asking whether there might be truth in it—while also refusing to accept caricatures that did not align with her values.

She acknowledges that this process can be particularly challenging for women leaders, who often face intensified scrutiny and conflicting expectations.

To navigate this complexity, she relied on trusted advisors and a leadership coach who provided an external perspective.

Having someone outside the institution with whom she could speak candidly proved invaluable, especially given the isolation that often accompanies presidential leadership.

The Power of Trust and Listening

Another central theme of the conversation is trust.

Quillen argues that trust cannot be assumed—it must be defined and cultivated intentionally.

Different people understand trust in different ways. For some, it means honesty. For others, loyalty or follow-through. Effective leaders must surface these differences and create shared expectations for how people will work together.

Equally important is listening.

Early in her leadership career, Quillen admits she focused primarily on getting things done. Over time, she learned that building relationships and understanding perspectives were just as important as achieving outcomes.

Creating the right context for collaboration—where people feel respected and heard—is essential if teams are to work effectively together.

A New Chapter: Preservation and the Power of Historic Places

After eleven years as president of Davidson College, Quillen stepped down with the intention of returning to teaching.

Instead, she found herself drawn to an unexpected opportunity: leading the National Trust for Historic Preservation.

At first glance, the move might seem surprising. Yet the role connects deeply with her identity as a historian and her interest in how societies understand themselves.

Quillen believes historic places possess a unique ability to foster meaningful dialogue.

Standing in locations where history unfolded—Gettysburg, Monticello, the Tenement Museum, or Manzanar—confronts visitors with the complexity of the past in ways abstract debates cannot.

These places challenge simplistic narratives and encourage deeper reflection about the tensions and aspirations that shape American history.

Preservation, she argues, is not about freezing the past. It is about activating places so they can serve as catalysts for conversation, learning, and community renewal.

In a moment of deep polarization, these spaces offer opportunities to reconnect Americans with the shared ideals that underpin democratic life.

Advice for Emerging Leaders: Do the Work in Front of You

As the conversation concludes, Quillen offers advice to younger leaders who may feel overwhelmed by the complexity of today’s world.

Her guidance is refreshingly simple: focus on the work in front of you.

Rather than obsessing over long-term career plans, she encourages people to pay attention to the needs around them and step forward where they can make a contribution.

This mindset not only opens unexpected opportunities but also fosters a sense of purpose grounded in service.

Leadership, in her view, is less about ambition and more about attentiveness.

When individuals remain present, curious, and willing to help, they often discover paths they could never have planned.

And perhaps most importantly, they remember that collective possibility is always greater than individual fear.

IngenioUs Interview Synopsis
The Listening Strategist: Leading with Courage, Clarity, and Conviction in Times of Change: President Krista Newkirk

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President Krista Newkirk’s leadership story is one shaped by resilience, sharpened by complexity, and defined by a deeply human approach to decision-making. Across this conversation, several powerful themes emerge—early formative experiences, the unlikely path to the presidency, the realities of leadership, the discipline of listening, and the courage required to lead institutions through transformation.

Formative Hardship and the Roots of Leadership
Newkirk’s leadership journey begins not in a classroom or boardroom, but on a cattle ranch in Missouri. At just eight years old, following the sudden death of her father, she stepped into responsibilities far beyond her years—helping to sustain her family alongside her mother and siblings. This early experience instilled in her a powerful combination of work ethic, independence, and confidence. Just as importantly, it gave her a nuanced understanding of life’s impermanence—both hardship and success are temporary. This perspective becomes a throughline in her leadership: a capacity to endure difficult moments without losing sight of the broader arc.

Her early exposure to inequity—watching her mother navigate financial and legal systems with limited access and support—also shaped her professional aspirations. The image of a female estate attorney who “had all the answers” became a defining influence, inspiring Newkirk to pursue law as a means of gaining clarity and agency in complex situations.

From Law to Higher Education: Purpose as a Guiding Force
While her path into law was intentional, her transition into higher education was more serendipitous—but deeply aligned with her values. Influenced by her grandfather, an educator who knew every student by name even decades later, Newkirk carried a deep respect for the transformative power of education. Her entry into higher education law at the University of North Carolina at Charlotte marked a turning point. She describes the university as “the best client I ever had,” reflecting an immediate connection to purpose. The environment—curious, mission-driven, and intellectually dynamic—resonated deeply and ultimately redirected her career trajectory. This shift underscores a key theme in her story: leadership is often less about linear planning and more about recognizing alignment when it appears.

The Power of Sponsorship and Unlikely Opportunity
Newkirk’s ascent to the presidency illustrates the critical role of mentorship and sponsorship. A defining moment came when the university chancellor invited her to serve as chief of staff, explicitly stating he would “train [her] to be a college president.” This moment is significant not only because it opened a new pathway, but because it reflects a leader recognizing potential beyond traditional credentials. As someone without an academic background, Newkirk did not see the presidency as a likely destination. Yet through this opportunity, she gained exposure to high-stakes decision-making, institutional strategy, and leadership under pressure. Her training came not through theory, but through experience—handling crises, leading investigations, and navigating complex organizational challenges. These experiences honed her ability to synthesize complexity, communicate clearly, and lead with integrity—skills that would become central to her leadership style.

The Reality of the Presidency
Her transition to her first presidency at Converse College revealed the stark difference between preparation and lived experience. Moving from a large public institution to a small private college required significant adjustment—not just in scale, but in relational expectations. One of the most striking insights she shares is the loneliness of leadership. The presidency often involves making consequential decisions without certainty or guaranteed support, all while operating under intense visibility. In a small community, that visibility becomes even more pronounced, creating what she describes as a “fishbowl” effect.

She also had to adapt her personal leadership style. Naturally reserved, Newkirk learned that effective leadership in a small college context required a more outwardly visible and engaging presence. She had to grow into the role of institutional “cheerleader,” intentionally demonstrating enthusiasm and accessibility. This shift did not come naturally, but it became essential to her effectiveness.

Communication, Change, and the Human Dimension of Leadership
A major lesson from her early presidency was the importance of communication—particularly repetition and clarity. Newkirk emphasizes that leaders must communicate messages multiple times before they truly resonate, and even then, people often interpret messages through the lens of their fears. Her phrase, “people hear what they fear,” captures the challenge of leadership communication: it requires not only clarity of message, but sensitivity to emotional response. Leaders must anticipate concerns and address them directly.

Equally important is her recognition that change requires time. Leaders must allow space for individuals to process, grieve, and adapt. This understanding reflects a deeply empathetic approach to change management—one that balances urgency with patience and acknowledges the human dimension of institutional transformation.

Growing into Authentic Leadership
Over time, Newkirk has become more comfortable leading as her authentic self. Early in her career, she felt pressure to project perfection, but she has since embraced vulnerability, humor, and humility as strengths. This shift has allowed her to build stronger relationships and foster a more collaborative leadership environment. She notes that authenticity not only enhances personal fulfillment, but also improves leadership effectiveness, particularly in relationship-driven contexts like higher education.

Her approach to working with boards has similarly evolved. Rather than viewing them as overseers, she engages them as partners—leveraging their expertise, assigning them meaningful roles, and involving them in strategic initiatives. This reframing transforms governance into collaboration and strengthens institutional alignment.

Listening as a Leadership Superpower
If there is a defining superpower in Newkirk’s leadership, it is her commitment to listening. She describes listening not simply as hearing words, but as understanding emotions, context, and what remains unsaid. Drawing on her legal training, she employs a disciplined approach—asking open-ended questions, allowing others to speak without interruption, and revisiting conversations to uncover deeper insights. This method enables her to access more complete information and build trust across constituencies.

Her decision-making process reflects this same philosophy. She actively seeks diverse perspectives, encourages dissent, and remains open to changing her mind. For Newkirk, the goal is not to be right, but to arrive at the best possible outcome. One of her guiding questions is, “What is the question we’re afraid to ask ourselves?”—a reflection of her willingness to confront difficult truths.

Decision-Making with Courage and Clarity
Newkirk approaches decision-making with both rigor and courage. She gathers data, consults stakeholders, and carefully considers the implications of action—and inaction. She emphasizes that avoiding a decision is itself a decision, often with significant consequences. Perhaps most notably, she underscores that true leadership sometimes requires risking one’s position. Acting in the best interest of the institution—even at personal cost—is, in her view, essential to leading with integrity.

Leading Transformation and Institutional Change
At the University of Redlands, Newkirk has led significant transformation, including mergers and program expansion. Her approach is both strategic and deeply attentive to culture. She emphasizes the importance of alignment—shared values, educational philosophy, and mission—when considering mergers. Equally critical is clarity about the end state, including leadership structure and institutional identity.

She is particularly attuned to the cultural dimensions of integration. Successful transformation requires honoring the history and identity of merging institutions while creating opportunities for connection and shared experience. She focuses on preserving what matters most—the student experience—while building toward a stronger, more unified future.

Women in Leadership: Navigating a Complex Landscape
Newkirk offers candid reflections on the experience of women in leadership. She notes that resistance can sometimes come from unexpected places, including other women, and highlights the broader societal context in which narratives about gender roles are evolving. In this environment, representation becomes even more critical. Leaders must model possibility—not only for young women, but for young men as well.

Her advice to emerging women leaders is practical and insightful: seek both a mentor and an advocate, recognizing that these roles serve different purposes; invest in coaching early; and carefully assess organizational fit. Leadership is not just about advancement, but about alignment with values and purpose.

The Future of Higher Education Leadership
Looking ahead, Newkirk identifies a central challenge for higher education: rebuilding trust. She argues that the sector has shifted from being viewed as a public good to a private commodity, and that leaders must actively work to change this narrative. Higher education must once again be seen as essential to national prosperity, democratic vitality, and societal progress.

To achieve this, leaders must focus on relationships, integrity, and transparency. Without this recalibration, institutions risk continued decline and diminished impact. Her call to action is clear: higher education leaders must reclaim the narrative and reaffirm the value of education as a cornerstone of the public good.

President Krista Newkirk’s leadership is defined by a rare combination of analytical rigor and emotional intelligence. She is a strategist who listens deeply, a decision-maker who embraces complexity, and a leader who is willing to take risks in service of a greater good. At her core, she embodies a leadership philosophy grounded in integrity, curiosity, and care—reminding us that the most effective leaders are not those with all the answers, but those who ask the right questions and listen closely enough to hear them.