Cultivating Integrity: Engaging Students about Absences, Make-Up Work, and Incompletes In the past year, there have been many questions about what it means to have verifiable documentation for excused absences related to Student Rule 7. Join us to discuss how we can foster integrity and navigate situations involving excused absences, make-up work, and incompletes -including consideration of when an academic leader may need to be contacted or engaged in the process.These discussions will be presented in come-and-go format through a partnership between the Division of Student Affairs and Faculty Affairs.

Cultivating Integrity: Engaging Students about Absences, Make-Up Work, and Incompletes In the past year, there have been many questions about what it means to have verifiable documentation for excused absences related to Student Rule 7. Join us to discuss how we can foster integrity and navigate situations involving excused absences, make-up work, and incompletes -including consideration of when an academic leader may need to be contacted or engaged in the process.These discussions will be presented in come-and-go format through a partnership between the Division of Student Affairs and Faculty Affairs.

In this learning experience, through discussion and role-play, participants explore:A new model for resolving workplace conflict through an intentional conversation with a workplace colleague Conditions that make a given workplace conflict appropriate for self-facilitated resolution How people perceive and respond during conflict and reconciliation to comprehend the conditions necessary to promote resolution Exploring the behavioral reflexes exhibited during conflict Setting expectations for a successful conflict conversation The predictable stages of workplace conflict resolution Please note the September 22 session registration is now closed. Register for other dates below!REGISTER TO ATTEND

Join us in welcoming our 2025-2026 leadership fellow cohorts featuring a keynote address by:Amy Waer, MD, FACS, MPSA '23 Jean and Tom McMullin Endowed Dean Naresh K. Vashisht College of Medicine Lunch Buffet Opens | 11:45 a.m.Welcome, Keynote & Discussion | Noon - 2 p.m.

Post-Tenure Review (PTR) Follow-Up: Lessons Learned and Common Misconceptions Presented by Dr. Blanca Lupiani, Dr. Heather Lench and Dr. Heather WilkinsonLearning Outcomes:Review the steps for PTR Explore data from the most recent PTR cycle Appreciate the most frequent issues encountered Recognize the best practices involved in the successful implementation of the approach, providing the accountability necessary to address performance issues in a timely manner Attend in-person (Rudder 301 (https://ruddertower.ucenter.tamu.edu/spaces/rudder-third-floor/#uc-facility-nav)) or virtually  (https://na.eventscloud.com/ereg/index.php?eventid=848086&;)REGISTER TO ATTEND

Teaching Self-Belief, One Student at a Time Presented by Wendi Zimmer, Ph.D. In the college classroom, self-doubt often hides behind silence, disengagement, or a perfectionist mindset. While we focus on content mastery and academic rigor, many of our students are quietly asking themselves, “Do I belong here?" or "Am I good enough?" This session invites faculty to consider a new lens: What if self-belief is a teachable skill, one we can model, nurture, and embed into our pedagogy? Drawing from her book, The Force Continuum, and years of research-backed work in mindset and motivation, Dr. Wendi Zimmer shares how belief-building can be seamlessly integrated into higher education environments without compromising academic expectations. Through the BELIEF Framework, participants will explore simple yet powerful ways to support students' self-efficacy, identity development, and resilience, especially during the high-pressure moments that shape their persistence. This interactive session provides tools, language, and strategies for helping students develop the internal confidence necessary to thrive, not just academically, but also personally and professionally. Before our students can lead, they must believe, and that belief often begins with us. This session is excellent for any faculty working or mentoring students no matter the learning environment.Learning Outcomes:Articulate the role of self-belief in student engagement, academic performance, and long-term success in higher education Recognize belief barriers (e.g., imposter syndrome, stereotype threat, fear of failure) that commonly affect college students, particularly first-generation, underrepresented, or high-achieving populations Apply the BELIEF Framework to intentionally reinforce self-efficacy, voice, and identity in the college classroom through instructional choices and relational practices Integrate belief-building tools into feedback, office hours, and course design to promote academic risk-taking and resilience Reflect on personal teaching philosophy and identify key opportunities to embed belief-building strategies into their discipline-specific instruction Leave with actionable strategies for creating a culture of belief, one that affirms potential, challenges fixed narratives, and helps students develop a durable sense of purpose and belonging Attend in-person (Rudder 301) or virtually (https://tamu.zoom.us/j/93237592580?pwd=opSKtWmkisY71aqVcJaVt1FDMk58Uk.1).REGISTER TO ATTEND

In this learning experience, through discussion and role-play, participants explore:A new model for resolving workplace conflict through an intentional conversation with a workplace colleague Conditions that make a given workplace conflict appropriate for self-facilitated resolution How people perceive and respond during conflict and reconciliation to comprehend the conditions necessary to promote resolution Exploring the behavioral reflexes exhibited during conflict Setting expectations for a successful conflict conversation The predictable stages of workplace conflict resolution REGISTER TO ATTEND

In this learning experience, through discussion and role-play, participants explore:A new model for leaders as impartial facilitators of conflict resolution Conditions that make a given workplace conflict appropriate for leader-facilitated conflict resolution How people perceive and respond during conflict and during reconciliation, to comprehend the conditions necessary to promote resolution Management of the behavioral reflexes exhibited by those in conflict to promote successful resolution Management of expectations for those who participate in leader-facilitated conflict resolution The predictable stages of workplace conflict resolution REGISTER TO ATTEND

In this learning experience, through discussion and role-play, participants explore:A new model for leaders as impartial facilitators of conflict resolution Conditions that make a given workplace conflict appropriate for leader-facilitated conflict resolution How people perceive and respond during conflict and during reconciliation, to comprehend the conditions necessary to promote resolution Management of the behavioral reflexes exhibited by those in conflict to promote successful resolution Management of expectations for those who participate in leader-facilitated conflict resolution The predictable stages of workplace conflict resolution REGISTER TO ATTEND

In this learning experience, through discussion and role-play, participants explore:A new model for leaders as impartial facilitators of conflict resolution Conditions that make a given workplace conflict appropriate for leader-facilitated conflict resolution How people perceive and respond during conflict and during reconciliation, to comprehend the conditions necessary to promote resolution Management of the behavioral reflexes exhibited by those in conflict to promote successful resolution Management of expectations for those who participate in leader-facilitated conflict resolution The predictable stages of workplace conflict resolution REGISTER TO ATTEND

In this learning experience, through discussion and role-play, participants explore:A new model for leaders as impartial facilitators of conflict resolution Conditions that make a given workplace conflict appropriate for leader-facilitated conflict resolution How people perceive and respond during conflict and during reconciliation, to comprehend the conditions necessary to promote resolution Management of the behavioral reflexes exhibited by those in conflict to promote successful resolution Management of expectations for those who participate in leader-facilitated conflict resolution The predictable stages of workplace conflict resolution REGISTER TO ATTEND

In this learning experience, through discussion and role-play, participants explore:A new model for resolving workplace conflict through an intentional conversation with a workplace colleague Conditions that make a given workplace conflict appropriate for self-facilitated resolution How people perceive and respond during conflict and reconciliation to comprehend the conditions necessary to promote resolution Exploring the behavioral reflexes exhibited during conflict Setting expectations for a successful conflict conversation The predictable stages of workplace conflict resolution REGISTER TO ATTEND