Gulf Coast State College

That reality has shaped much of my leadership philosophy, particularly in faculty development, professional learning and leadership development.

I lead with a blend of coaching, servant leadership and transformational thinking. If reduced to one core belief, it is this: people do their best work when they feel trusted, supported and challenged.

Relationships are the foundation. When you truly know your team, you understand what helps each person thrive and what holds them back. Some need encouragement to take risks. Others need room to experiment quietly. Some need reassurance that growth does not require perfection. Leadership becomes less about directing and more about creating conditions where people can stretch, stumble, learn and grow with confidence.

That means allowing people to try, fail, learn and try again.

In higher education, this can feel uncomfortable. Academia has long rewarded expertise and polished outcomes. Yet innovation rarely arrives polished. It often comes with sticky notes, half-formed ideas and brainstorming sessions that look more like detective boards than strategic plans. Some of the most meaningful progress I have seen has come from giving faculty and staff permission to explore before expecting mastery.

This mindset has deeply influenced my approach to faculty development. Effective professional development should mirror best practices in the classroom; learn something new, try it, apply it, reflect and identify what to carry forward. Faculty development cannot simply deliver information. It must create space for exploration, reflection and meaningful application.

When leading development initiatives, I try to remain mindful that innovation can easily feel like “one more thing” added to already full plates. Not every faculty member is eager to change longstanding practices and resistance is not always rooted in negativity. Sometimes it stems from exhaustion, uncertainty or fear of losing what has worked well in the past. One initiative I am especially proud of is a yearlong cohort model for faculty new to our campus. Beyond onboarding, it builds a sustained learning community where participants experiment, reflect and grow together. Alumni return to share lessons with newer faculty, creating a cycle of peer mentorship and knowledgesharing. Lesson-share moments throughout the year allow faculty to exchange classroom ideas and practical strategies. Some of the most meaningful professional learning happens peer-topeer.

“The leaders who make the greatest impact are often the ones willing to ask difficult questions, challenge assumptions and adapt alongside the people they serve.”

This collaborative spirit is even more vital as technology reshapes teaching and learning. Too often, institutions either avoid emerging technologies or rush to adopt every new platform. Neither serves faculty well. We must address technology directly while recognizing both opportunities and tradeoffs.

Most importantly, we need to teach the technology, not just talk about it. Faculty need time and space to experiment in low-pressure environments. Sandboxes, open labs, pilot lessons and progressive opportunities allow exploration without immediate mastery expectations. One-and-done workshops rarely produce real transformation. Ongoing conversations coupled with iterative practice do.

What is working? What is not? What are students responding to? What tools genuinely improve learning rather than add complexity? Much of our work follows a continuous pilot mindset to facilitate, gather feedback, refine and improve. Effective faculty development evolves alongside the educators it supports.

Some of the strongest ideas already exist within our institutions; they simply need space to surface. We introduced a call-for-proposals model for campus wide professional development days. Many faculty and staff have valuable practices to share but may not see themselves as presenters or experts. Broadening participation expands professional learning and strengthens shared ownership and continuous growth.

Higher education faces significant challenges in preparing educators for changing classroom expectations. Today’s learners consume information differently than a decade ago. At the same time, many faculty are disciplinary experts but were never formally taught how to teach. Supporting them requires intentional investment in modern pedagogy alongside the grace, time and support needed to adapt.

If I have one piece of advice for emerging education leaders, it is to stay curious and stay willing to be uncomfortable. Growth rarely happens inside certainty. The leaders who make the greatest impact are often the ones willing to ask difficult questions, challenge assumptions and adapt alongside the people they serve. Build strong, sustainable relationships. Listen deeply. Encourage experimentation. Remain relentless in the pursuit of teaching and learning, but also give yourself grace along the way.

In education, some of your greatest moments of impact may not reveal themselves immediately. They often appear later, in the confidence a faculty member discovers, the strategy a colleague finally tries or the classroom experience that changes because someone felt supported enough to grow. That kind of leadership may not always be loud, but it lasts.