Stuart Reifel, Professor in Curriculum and Instruction, University of Texas at Austin

Facilitator: Jacqui Wooley

Dr. Reifel began the workshop by stating the child care is not only a women's issue, that it is a family issue. He then outlined factors to take into account in planning a child care center. These include: (1) the institution's history, (2) support within the campus community, and (3) relations with the professional community. Dr. Reifel stressed the importance of gathering data regarding the need for child care in the campus community. He next outlined concerns regarding practice: (1) local politics, (2) policy decisions (e.g., what kind of center is needed--student/faculty, full-time/part-time), (3) physical setting, (4) program, and (5) personality. Much discussion centered on roadblocks encountered by the participants in attempting to get child care centers going at their institutions. Dr. Reifel stressed the critical role played by support in the upper administration for children's issues in attempts to develop a child care facility.

Carolyn R. Bacon, Executive Director, O'Donnell Foundation

Facilitator: Mary Wheeler

The enormous wealth being created in this country is transforming philanthropy. Administration of private foundations is a booming industry: between 1995 and 1999 the number of foundations doubled from 25,000 to 50,000 and foundation assets shot up from $226 billion to $450 billion. The New York Times reports that "ever-larger foundations [are] changing both the scale and the scope of American philanthropy." The U.S. is moving from traditional forms of charity to venture philanthropy. This will require major changes in the management of non-profit organizations. Venture philanthropists focus on big targets of opportunity; they take the long view. They want business plans and measurable results. Venture philanthropy is about outputs that make a difference.

The trend is a new type of foundation based on a simple, brilliant idea: turning stock options into philanthropy. Young companies put philanthropy into their business plans by granting stock options to "option" foundations. When the company goes public, the foundation turns the options into assets and creates a stream of income for charitable works.

Women, always an important influence in U. S. philanthropy, have made a difference in higher education, in science and the arts. In 1871, Sophia Smith gave the founding grant for Smith College. A few years later, Mary Garrett funded the creation of Johns Hopkins Medical School on the condition that women be admitted. Carrie Fuld and her brother gave $8 million to create the Institute for Advanced Study at Princeton, where Einstein was the first professor. Ellen Scripps was the benefactor for Scripps Institute and Scripps College for Women and Abby Aldrich Rockefeller was co-founder of the Museum of Modern Art in New York. When Clair Booth Luce gave $70 million for science education for women in 1989 that was a very significant sum of money.

In the future, more women will create the wealth. More women will distribute the wealth. In great numbers, women will become the CEO's of private foundations. By focusing their collective strengths, setting clear goals, developing strong plans, and investing in the best minds, women will increasingly have a highly beneficial impact on the work of non-profit organizations in the U.S. For examples of "venture philanthropy" to strengthen education, see www.odf.org/ .

Camille Lloyd, Director, Student Counseling Services, and Professor, Department of Psychiatry and Behavioral Sciences, University of Texas-Houston, Health Science Center

Facilitator: Janet Staiger

Camille Lloyd quoted a definition of mentoring from J. E. Blackwell as being: "a process by which persons of superior rank, special achievements, and prestige instruct, counsel, guide and facilitate the intellectual and/or career development of persons identified as ‘protégés.'" She and others in the group advised using multiple mentors for various parts of one's career, sharing information among peers, using a "committee" approach to mentoring, using organized workshops to provide routine information that a protégé might wish to know, and continuing the process through various stages and changes in one's life. Mentoring is particularly important for women because "women report greater social and intellectual isolation"; however, women should not assume that all women will be good allies and mentors. Moreover, men may serve this role as well. The important point is to establish a good working relationships to help understand the organizational culture, provide access to important networks, assist and guide in career goals, and provide practical advice on research, funding, and teaching. One way to reward the work involved with mentoring is to establish a mentoring award, perhaps even with an annual dinner for any organized mentoring program.

Karron Lewis, Associate Director, Center for Teaching Effectiveness, University of Texas at Austin

Facilitator: Annie Brooks

This experiential workshop focused on David Kolb's Learning Styles Inventory instrument. Dr. Lewis explained the instrument's dimensions and provided participants with the opportunity to fill it out in order to determine their own learning styles. Then, using the principle that each learning style is represented in almost every class, she demonstrated how content could be taught in a way that addresses in turn each learning style. Workshop participants then formed groups to develop a lesson to teach map reading in a way that addresses all four learning styles. Kolb's instrument has been used extensively in the engineering field. Researchers have found a high correlation between the prevalence of each learning style

and specific academic fields.

Amy Simpson, Medical Director, Women's Wellness Center, University of Texas Health Center at Tyler

Facilitator: Martha Hilley

Presenter Amy Simpson, M.D. is an Assistant Professor of Medicine and Medical Director of the Women's Wellness Center at the University of Texas at Tyler Health Science Center. Her presentation titled "Beyond the Hot Flash" dealt with the pros and cons of hormone replacement therapy.

Dr. Simpson is pro-hormone replacement therapy; however, she feels that the monitoring of many patients on such therapy is not taken seriously by many in the medical profession. Her presentation took the listeners through the following areas:

An extensive bibliography was provided for participants and has been posted on the FWO web site (also in PDF format).

Amy Hilsman Kastely, Professor of Law, St. Mary's University

Facilitator(s): Zipporah Wiseman and Janet Staiger

The group had a lively discussion about the distinctions among sexual harassment, sexual misconduct, and consensual relations. Amy Kastely provided the written policies for Southern Methodist University, the University of Texas at Austin, St. Mary's, and the University of Houston. UT lawyer Susan Bradshaw explained that UT-Austin used conflict of interest to deal with some matters because of the difficulty of pursuing problems under sexual harassment standards. Questions about what constituted "consensual relations" were raised because of the ambiguity of consent and the perplexities of power. The conflict between wanting to pursue individuals who are engaging in sexual harassment or misconduct but ensuring due process for those accused of these behaviors was also discussed. Breaking codes of silence about these problems was also strongly advocated. Suggestions included (1) being sure that sexual misconduct and University policies and procedures regarding these matters are explained to new faculty and new students during orientation; (2) training supervisors about sexual misconduct and harassment; (3) providing an independent faculty advocate outside of the chain of command for individuals who are victims; (4) providing statistics and data about sexual misconduct and sexual harassment to break the code of silence. Professor Kastely also summarized the views of Ann Lawton regarding good policies for sexual misconduct and harassment; these are: "(1) There must be a thorough and accurate record-keeping system; (2) Sexual harassment policies should not have provisions about false claims; (3) There must be a strong, effective protection against retaliation; (4) Mediation should almost never be used; (5) Procedures should be quick
the typical six months or more is way too long; and (6) There must be a genuinely independent advocate for victims."

Sharon Grady, Assistant Professor of Theatre and Dance, University of Texas at Austin

Facilitator: Karron Lewis

This was a very interactive workshop and the participants got to actually do the activities. The primary focus was on the difference in "learning about the arts vs. learning through the arts". In learning through the arts we can use: Games (as metaphores), Image work, SimpleImprovisation, Intensive situational role playing, "Hot Seating" (where the teacher becomes the person being studying or the student takes the role of someone who makes decisions), or "teacher in role" strategies (where the teacher plays someone who needs more info from the students). Getting the students "actively" involved in learning helps them remember and understand concepts that they might not get otherwise. Using the arts in learning transforms the learning environment. It becomes improvisational and students are "forced" to listen to each other to make it work.

Barbara Breier, Director of Development, University of Texas Systems

View Powerpoint Presentation.

Facilitator: Katie Arens

Grant-writing is an important skill, but it is not one that is easy to develop alone. Therefore, each entity should have a development office to help you match up your content with the how-to of grant-getting. The last five years have seen great changes in the granting process, particularly because of the on-line ability to access resources and apply. Sources of grants have not changed in 25 years, with individuals as the major source of money, with foundations and corporations behind. The grant landscape in Texas is different because we have many corporations that give to Texas only (which can work for or against other applications). Major money in the last five years has gone to K-12 education, probably because baby boomers who started their families late are noticing what's going on in the schools.

Note that it is important to specify what foundations actually do. They don't necessarily update their organizations, so your best deal is to look up their IRS forms, their 990-PFs (which requires you to know the state they are incorporated in) -- you can match amounts and causes much better there. Also check the "Foundation Center" <.org> online, which is a two-year-old resource. In San Antonio, there is a Center for Non-Profit Resources; Hogg Foundation in Austin. There is also a Foundation Directory online (paid subscription, one that every entity should have).

The process of applying is approximately the same, no matter the entity. You must not look like you're applying for money for yourself alone, but rather that you can produce tangible results with (preferably) national impact.

Don't circumvent your development office, but working in tandem with others, developing personal relationships (from grant officers to receptionists ) is crucial. Alumni, etc., can all put pressure on recalcitrant development officers and presidents, to get them to push your proposal. The days of the good ol' boy network that got you into doors is passing, but cultivating these contacts, finding friends, looking at footnotes in supported research and sharing information about contacts are your best bets for locating resources.

Dorothy Ettling, PhD Faculty, University of the Incarnate Word; Esmeralda de los Santos, Associate Professor of Business Administration, University of the Incarnate Word; and Binbin Jiang, University of the Incarnate Word

Facilitator: Janet Staiger

Esmeralda de los Santos provided extensive data regarding the changing diversity of the state of Texas as well as some indications of the implications of this for educators. In particular, as minorities increase in terms of the percentage of the whole population, we need to expect and encourage many more minorities into higher education. Hispanic women, Latino men, and African American men do not have the education for higher paying positions, and predictions for the future suggest potential growing disparities. Binbin Jiang discussed strategies she uses to introduction both international and domestic students to each other's cultures. These included surveying the needs of international students, holding conversation hours, doing presentations on cultural differences, and providing workshops where students and faculty could discuss U.S. teaching styles and expectations. Dorothy Ettling reminded us of white privilege, and asked everyone to examine our own assumptions about methods of instruction, curriculum, language, styles of teaching, and awareness of social location.

Darcy Hardy, Director, University of Texas TeleCampus

View Powerpoint Presentation.

Facilitator: Katie Arens

The focus of this presentation was the issues for faculty in general and women faculty in particular in the implementation and design of online courses and distance implementation. Of special interest: if you go to the home page of the UT Telecampus, under a link for Faculty Resources, there are online tutorials for Copyrights and for Library Research Online (TILT). There are generally accessible; the former can get you a certificate of compliance to the UT copyright law, and the latter can be used for students, with a provision for email notification to the teacher. If one contacts the Telecampus, one may be able to access (for limited review periods) sample courses as examples of model courses (the MBA and other courses there now are award-winning).

All faculty need to understand the new role of distance and online resources in teaching, learning, and education, especially if they are to have an edge in faculty arenas. This is much more than just posting syllabuses on line. At the very least, it means knowing the position and purpose of conference, chat, streaming media and audio in an instructional template. As it stands, women direct and staff many of the institutional initiatives like the Telecampus, but women do not design most of the courses. WITI.ORG is a good source for "women in technology" information (to be sure, mostly in industry, but very good for aggregates). See places like the Kentucky Virtual University Project, the Jones Institute for examples of curriculua. Right now, 32 of 85 faculty in development only re women.

The UT Telecampus is a virtual campus for all 15 schools of the UT system. It does not give credit for courses; it does not give degrees or hire faculty. What it does do is provide a core of services and resources which allow distance education options to be developed and delivered. In this case, the utility structure (library online, registration, evaluation, etc.) were developed before the content. The success of this approach is documented in an 85% completion rate for students taking courses on line. And they are looking for niche contents and high-demand and low-availability courses, certificate and degree cycles to develop. These courses will be fully online, with no actually address; they are scheduled

for a nine- to twelve-month cycle for development, because building as you go may be fine for pilots, but not for courses actually delivered. To make this arc, they use the instructional design model with faculty, and arrange course release and production assistance so that the development cycle can be completed. They have funding to buy course release, and TAs for the design team (it's best if there is a structured liaison between the developers and the helpers, and a TA works well). All courses must be competitive; right now, they are particularly interested in niches, and as part of the application process, they will require some sort of projections of need or use (e.g.: right now, they are developing a 2-yr criminal justice BA completion course for all those law officers with associate's degrees who are now being pressured to finish a bachelor's degree; a great success has been in a turf management certificate that is needed by every golf course professional in the country; they are focusing on a "First Year Online," as well).

Many of the issues discussed in this session were warnings about what a faculty member needs to develop and deliver such a course effectively. It seems inappropriate for an online course to be developed without course release or compensation. Your campus gets formula funding for online students, so a course release or a TA or other compensation is appropriate. The UT System presently can charge up to $240 in extra fees for the course, so the online delivery is not cheaper for the students. As to size, it seems that three or four FEWER students in an online version of a class than in a regular classroom is optimal. Again, above 25 students, the class probably needs a TA -- the economy of scale is formidable.

An optimal design process was described. After introductory workshops/ teleconferences, the Telecampus design team takes care of the design -- it's too easy for faculty course designers to spend all their time on the design and none on the course content, and then the product is almost unusable in terms of irregular format, colors, and code. In general, FACULTY SHOULD FOCUS ON CONTENT in development, and work with pros for the formatting. If your campus doesn't have money for these purposes, it should -- a central help agency makes all the difference in successful development, and avoids local reduplication. And Telecampus has discovered the need for a tutorial on actually teaching the class, beyond designing it; they are implementing it now, with topics like email management.

Many questions remain about intellectual property. Telecampus has profited from the work of Georgia Harper, the attorney for multi-media copyright and intellectual property for the UT System. It is her material that makes up that copyright site for UT. The fundamental question is who owns the courses. If it's fee for hire (you are paid to develop a course for them), it is the entity's property, not yours. If you provide the content, and the development team (or other entity within your school, like ACITS at UTAustin, the copyrights should generally be shared (as they are at UT). In a very few cases, a complete course is presented to be delivered by the Telecampus -- these belong to the instructor. Generally, a three-year contract for use of the course is in place; it will include the right to give the course without the designer, in case of program needs. What's described above is Harper's "best practices" at the moment, which are liberal toward the faculty. ASSUME NOTHING; GET IT IN WRITING as part of the development process.

Patricia Witherspoon, Chair, Department of Communication, and Director, Center for Communication Studies, University of Texas at El Paso

Facilitator: Martha Hilley

Presenter Patricia Witherspoon, is Chair of the Department of Communication at the University of Texas at El Paso. Dr. Witherspoon quickly set the atmosphere for the 75-minute session by informing participants that we would digress from the assigned format of formal presentation followed by participation and discussion. The entire hour and fifteen minutes was an interactive session among participants facilitated perfectly by Dr. Witherspoon.

The 20 participants were broken into several small groups and asked to respond to various queries. One such question was "What are effective communication behaviors?" Responses from the participants and facilitator yielded the following behaviors:

Two of the several books suggested were The New Leaders (Ann Morrison) and The Connective Edge (Jean Lipman-Blumen).

Ruthanne Thomas, Chair, Department of Chemistry, University of North Texas

View Powerpoint Presentation.

Facilitator: Betsy Greenberg

Jane Close Conoley, Dean, College of Communication, Texas A&M University

View Powerpoint Presentation.

Facilitator: Katie Areas

The session started with a stark set of facts:

The subsequent discussions ranged widely about factors in Texas education. Texas education is highly politicized; school boards are unusually single-issue and non-professional; students' home situations are increasingly bad; grade schools lack arts and science (they weren't tested; now science will be, which will help); professional development is lacking.

Recruitment, retention, and morale problems abound in the teaching profession, which is becoming increasingly feminized, and suffering from an old-fashioned organizational pattern of power (which is non-democratic). Women may be abandoning primary and secondary education; 20-30% of eligible candidates don't take the exam. Attitude may be the main factor: elitism against these positions, and low salary (Texas is 51st in the nation in health benefits . . . ).

Schools need a new sense of purpose, and new leaders, to remedy the fragmented situations of their lives and curricula.

Linda Schott, Director, Center for the Study of Women and Gender, University of Texas at San Antonio

Facilitator: Desley Deacon