Does it matter who speaks and what they say?

What may rattle through your head when you’re lying awake.

No matter your role at your college or university, everyone experiences sleepless nights obsessing about one thing or another. Please give yourself a point for each thought you’ve ever had in the middle of the night.

• 1-10 points: You’re an adjunct, lecturer or staff member without enough experience to be angry or paranoid. Enjoy it.
• 10-25 points: You’re a junior faculty member worried about getting tenure. You are paranoid (rightfully so).
• 25-40 points: You’re a jaded tenured faculty member or you’ve spent your professional career working in higher ed. You’re on the verge of primal screams and storming out of a faculty or department meeting.
• 40-50 points: You’re an administrator and only sleep about three hours a night.

1. Why does it take four months to get reimbursed for travel?
2. Is the administration reading my emails?
3. How did those students fit 150 people in that two-bedroom apartment for a beer pong party?
4. I can’t remember … who was it that said, “Academic politics is the most vicious and bitter form of politics, because the stakes are so low?” If I open my computer, will it wake up my partner? Maybe I look it up under the blanket.
5. When is my puffy coat coming back from the dry cleaner?
6. Did that student wink at me?
7. Will my parking ticket appeal be approved?
8. Will the tenure committee consider RateMyProfessor’s comments?
9. Am I going to get fired for that?
10. They better have biscuits on the buffet for tomorrow’s meeting.
11. OMG. I forgot to do my golf cart safety training.
12. Did that alarm mean I was supposed to leave the building?
13. Is my Inside Higher Ed article trending?
14. Obviously, the department chair doesn’t respect me.
15. There needs to be a vote of no confidence.
16. Should I use a colon, dash or parentheses in the title of my essay?
17. Was that chicken or tuna salad I ate at that donor’s house today?
18. This would have never happened if I had been in charge.
19. I’m calling all the trustees in the morning.
20. Do they really think I’m that stupid?
21. I wonder if he’ll try to punch me in the faculty meeting.
22. Enrollment is tanking. Should I update my résumé?
23. There are far too many administrators.
24. I did meet my goals and objectives.
25. Why won’t my syllabus load on Canvas?
26. This place is crazy.
27. Those condoms really were an approved expense. Why is the business office hassling me?
28. I’m going to HR first thing in the morning.
29. I sent the vice president for advancement a great article on how to get big gifts, and she didn’t thank me. How ungrateful.
30. Can I do my community service at the art museum?
31. What am I going to do if the board chair says something racist in the meeting, again?
32. Should I fire him for the gallon bottle of vodka in his desk drawer? Is that addressed in the Faculty Manual?
33. Should I list reading Ceramics Monthly as research in my tenure packet?
34. How will I tell that donor we can’t accept the funerary urn filled with his dog’s ashes? I don’t care if it’s art.
35. Why can’t they run this college like a business?
36. Can they ban me from campus? It’s free speech!
37. Will they be serving Frito pie in the dining hall tomorrow?
38. How will I tell the provost that a student was arrested when I took the class to a strip club? The Faculty Manual doesn’t say I could be fired.
39. I need to have HR join me in that meeting tomorrow.
40. Will the students flip out if I talk about Karen Finley in art appreciation?
41. Was that student high in my class? I think they were high.
42. The administration is corrupt.
43. Why are the trustees always making my life hell?
44. I was misquoted in the student newspaper!
45. What does that acronym mean again?
46. We should survey the campus.
47. Should we ban scooters on campus?
48. How will I tell the president we must reprint the annual report because her teeth look green?
49. When are budget requests due?
50. I can say anything I want; I’m tenured!

Just because you have a camera on your phone doesn’t make you a photographer. Please let your marketing and communications colleagues do their jobs.

Making sense of demographic trends and their implications for institutional strategies.

Building relationships with donors makes sense—but it can create problems that result in the crossing of lines.

Explaining the language institutions use to describe their waxing and waning relationships with their religious connections.

Explaining or discussing faith can ignite heated, passionate and explosive debates in academia. And yet, faith has played and continues to play a large part in higher education. The manifestation of faith is a continuum ranging from adherence to specific practices associated with a particular organized religion to something more general, like faith in humankind’s ability to learn, prosper and contribute to the greater good.

In the U.S., the historical origins of many colleges and universities have been closely tied to faith, in particular Christianity. For example, Harvard University, the oldest U.S. institution, was founded in 1636 to train Congregational clergy. Numerous religious sects have supported higher education by establishing institutions large and small—Roman Catholics (Georgetown University), Methodists (Emory University), Presbyterians (Davidson College), Baptists (Baylor University) and Lutherans (St. Olaf College), to name a few. Over time, the degree to which institutions align themselves with a particular faith waxes and wanes. The language institutions use to signal these connections is nuanced and institutions carefully choose how they signal identity relative to religion and belief. Here are a few terms, very general definitions and some examples:

• Nonsecular: Privately funded institutions that align their identity and work with certain religious beliefs. These institutions can be further defined as faith-based and/or sponsored, affiliated and founded by a specific religion and sect.
• Faith-based: The beliefs of a particular religion and sect are foundational to the institution’s mission, vision and values and are integral to teaching and campus life. Examples include Liberty University (Baptist–Southern Baptist Convention), Brigham Young University (Church of Jesus Christ of Latter-day Saints) and Villanova University (Roman Catholic–Augustinian).
• Sponsored: A religious organization provides financial support for the institution with the expectation the beliefs are upheld and promoted. The degree of support and the manifestation of religious doctrines in the institution’s operation varies but typically is more significant than if the institution identifies as having an affiliation with a particular church. An institution can be faith-based and sponsored (as with the examples above) or historically supported but not solely focused on a faith-based identity. An example of faith-based and sponsored can be illustrated in the Roman Catholic Church, where subgroups, known as congregations, support several institutions. The Roman Catholic–Congregation of Holy Cross sponsors the University of Notre Dame, Holy Cross College, Kings College, Stonehill College, the University of Portland and others.
• Affiliated: This term may indicate a relationship between a sect and the institution exists, which may include some financial support. For example, the United Methodist Church founded many universities and colleges but may only offer support via scholarships today, such as with American University and Boston University. Here is a listing of other schools affiliated with the United Methodist Church in this manner.
• Founded: This term generally means that a particular religion or sect established the institution but the institution no longer receives significant (or perhaps any funding) from the founding entity and doesn’t subscribe to a faith-based identity. Indicating a founding status evidences an appreciative and respectful nod to its religiously based history but signifies a more secular approach to teaching and student experience.
• Secular: This term primarily relates to public institutions adhering to the separation of church and state where no particular organized religion finds root (some many celebrate all beliefs or none). Some private institutions identify in this way as well. These colleges and universities focus on institutional traditions and rituals, supporting service to a greater good via the pursuit of knowledge. Relative to nonsecular higher education, faith is expressed in the belief that humankind has a great capacity for growth, betterment and individual agency despite external conditions and identities.

The existence of faith finds evidence in declarations by numerous international human rights organizations insisting on equal access to higher education. One example is the United Nations’ Internal Covenant on Economic, Social and Cultural Rights, dated Dec. 16, 1966. Article 13, item 1 states,

“The States Parties to the present Covenant recognize the right of everyone to education. They agree that education shall be directed to the full development of the human personality and the sense of its dignity and shall strengthen the respect for human rights and fundamental freedoms. They further agree that education shall enable all persons to participate effectively in a free society, promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups and further the activities of the United Nations for the maintenance of peace.”

And in particular, Article 13, item 2. c. states,

“Higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means and in particular by the progressive introduction of free education.”

The answer is no, and here’s why that’s OK.