January 2025

Dear LINA,

I’m the department chair of a humanities department at a flagship public university. The department has 15 full time, tenure or tenure-track faculty members, as well as a number of contingent faculty members. We have a doctoral program with a rather tepid placement record, a Master’s program that has struggled to attract any students for the last four or five years, and an undergraduate major with declining enrollment numbers. There is a general worry that we are going to be on the chopping block the next time an administrator decides they want to be “efficient.” Our last several requests to hire have been denied.

Despite these clear warning signs and the worry about what might be coming, I’ve had a really hard time getting my colleagues to the table to talk about what we can do to solve some of these problems. I think we need to address different types of careers for our doctoral students, for example, but when I try to talk to my colleagues about that, they express discomfort because they themselves don’t know what else someone with a PhD in our field might do. Similarly, I have asked my colleagues to come up with ideas for exciting gen ed courses that might get undergraduates interested in taking more courses with us, but there has been very little uptake. I would like to eliminate the Master’s degree altogether and move toward a 4+1 model that seems to work well at some of our peer institutions, but again, I can’t seem to get anyone invested in the idea. 

I have a few colleagues, mostly younger ones, who show up consistently. They have energy but limited time, since they also tend to shoulder more than their fair share of advising and mentoring work. Some of them don’t have tenure yet, and I worry that none of this work will pay off for them, so I’m not sure I should even encourage more involvement. This really should be the job of their senior colleagues. 

When I’m feeling generous, I recognize how overworked everyone already is. When I’m not feeling generous, I want to yell about how much we’re all going to regret our inaction when the administration forces us to make changes we don’t want (or worse). I’m frustrated and probably burned out, and if I’m totally honest, I’m afraid I’m going to go down as the department chair who fiddled while Rome was burning, but I can’t seem to light a fire under anyone. 

I don’t know if I have a specific question other than “please tell me how to do this better.” So, please, tell me how to do this better?

Sincerely,
At Wit’s End

Dear At Wit’s End, 

It’s clear that you have thoughtful and actionable ideas to help address your department’s challenges, but the issue seems to be in fostering buy-in and engagement from your faculty. To motivate your colleagues and spark meaningful discussions, I recommend a combination of the following strategies:

  • Empower Faculty Through Committees. One approach that worked for me as a chair was to create task-specific committees with clear mandates and timelines. For example:
  • Curriculum Reform Committee: Tasked with exploring ways to revitalize undergraduate offerings, such as designing attractive general education courses or identifying areas where cross-disciplinary courses might bring in more students.
  • Graduate Programs Committee: Charged with evaluating the future of the Master’s program, exploring alternatives like a 4+1 model, and considering career pathways for doctoral students beyond academia.
Remember, even small wins can lead to significant cultural shifts over time. LINA in California

When faculty feel ownership over these discussions, they’re more likely to engage constructively. If possible, include an external member from a related department that has successfully navigated similar reforms to offer perspective and encouragement.

  • Host a Department Retreat. Organize a retreat focused on envisioning the future of the department. Retreats can provide a less formal and more collaborative environment than regular department meetings. Set the agenda around critical challenges (e.g., declining enrollments, career outcomes, and program structure) and focus on brainstorming actionable solutions. Bringing in a skilled facilitator who understands academic contexts can help keep discussions productive and prevent any one voice from dominating.  
  • Frame the Challenge as an Opportunity. Help faculty see the stakes in a way that feels motivating rather than punitive. Instead of framing it as “avoiding the chopping block,” present the situation as a chance to define the department’s future proactively. Highlight successful examples from peer institutions to show what’s possible and stress that inaction will leave decisions entirely in the hands of others.
  • Provide Data and Context. Faculty may resist change because they don’t fully grasp the gravity of the situation. Share clear, compelling data on enrollment trends, placement records, and resource allocation within your university. Comparative data showing the success of 4+1 programs or innovative gen-ed offerings at other institutions might also help build consensus. 

Open communication is important. Have a one on one listening session with your faculty to find out what is underlying the lack of motivation and what they want for the department.

Ultimately, the goal is to create a shared sense of responsibility for the department’s future. By empowering faculty through structured committees, fostering collaborative dialogue in retreats, and highlighting opportunities rather than threats, you can help move the department forward. Remember, even small wins can lead to significant cultural shifts over time.

Hope this helps!
LINA in California

Dear At Wit’s End,

First of all, you are definitely not alone in experiencing this. And it’s not even a humanities faculty problem. We all know that human beings are not great at proactively addressing the challenges their future selves will face.

There is no silver bullet solution to this problem. I have found, in my experience, that empathetic and transparent clarity is the best way to move forward. If there are difficult decisions that will have to be made in the future, do not keep that a secret. Emphasize that if they are dealt with now they can more readily be addressed on your terms, and with your timetable. Otherwise you will be reacting to solutions someone else has formulated.

I would also highlight that your campus may have allies that can help with a potential revitalization of your programs. Career centers can help formulate a response to ‘what to do with a degree in X. Once you have an answer, sharing this information with advising offices can help them make sure that students are aware, and that what may have felt like a niche field of study is in fact a career degree that teaches transferable skills widely applicable in a wide array of fields. Your marketing office may be able to help develop materials that center this information

Your faculty may not listen. They may not engage. And there may be consequences later. But at least you will have done what you could to forestall them.

Good luck!
LINA in Maryland

In my experience, faculty aren’t going to move until they hear from someone in their discipline they respect and trust. LINA in Virginia

Dear At Wit’s End,

I feel your pain. Have you thought about some interdisciplinary programs that your department could partner with to create new and attractive programs for students? Perhaps you can start with talking with a fellow chair in another department, maybe in a STEM or health sciences area. Also, you might tap one of your senior faculty who has express interest/understanding/

sympathy in the department’s situation to lead this effort. In my experience, faculty aren’t going to move until they hear from someone in their discipline they respect and trust.

You could also bring in (via Zoom if you don’t have funds for in-person visits) someone in the discipline from another institution who has experience in creating interdisciplinary or cross-disciplinary programs like this or in creating “next generation” PhD programs that prepare students for careers outside of academe.

Sincerely, 
LINA in Virginia

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