Clocktower | Franklin Features
19
Dr. Jennifer Lame’s path to Franklin was sparked 
by an innovative initiative at her own institution. 
When the president of Southwest Wisconsin 
Technical College proposed a doctoral cohort 
for faculty and staff, Lame saw an opportunity 
she couldn’t pass up. She initially considered 
focusing her research on online education 
engagement — a topic she was well versed 
in as Southwest Wisconsin Tech’s first online 
employee and architect of its online medical 
coding program. However, as her experience in 
the doctoral program broadened her perspective, 
she began to look beyond the classroom to the 
administrative structures that support learning.
Throughout her doctoral journey, Jennifer found 
herself surrounded by the very kind of support 
she aimed to study. As an online student, 
she felt a strong connection to her professors. 
She specifically credits faculty members like 
Dr. Patrick Bennett and Dr. Yuerong Sweetland 
for their unwavering availability and mentorship.
RESEARCH WITH 
REAL-WORLD IMPACT
Lame’s dissertation, “Leveraging Transformational 
Leadership at a Midwestern Two-Year College 
to Create a Culture of Care and Improve Student 
Success: A Case Study,” became a validation 
of the work happening at her own college. 
She investigated why her institution felt different 
from others — why students weren’t just numbers, 
but individuals known by name.
Her research demonstrated that this culture 
was intentionally cultivated through 
transformational leadership. Leaders who modeled 
transparency, empathy and collaboration 
were able to embed the institution’s mission 
and values into every decision. This alignment 
created a framework for student success, resulting 
in tangible improvements, including higher 
graduation rates, increased graduate wages 
and better employee retention.
A “culture of care” isn’t just about warm feelings; 
it is a strategic imperative for student success. 
It involves transformational leadership that inspires 
innovation and provides holistic support — not 
just for students, but for faculty and staff as well. 
“If I’m in a better place, I can help you, as my 
student, be in a better place,” Lame explains. 
“It’s full circle.”
LEADING WITH A NEW 
PERSPECTIVE
Today, Dr. Lame applies these insights directly 
to her role as an academic lead. She oversees 
faculty and assists deans, acting as a bridge 
between administration and educators. 
Her research has given her a framework to navigate 
complex institutional challenges. When difficult 
conversations arise regarding policy changes or 
workload, she now frames them within the context 
of the college’s culture and long-term viability.
“I think awareness of why our culture is the way 
it is helps me have the difficult conversations 
that are sometimes needed in my role,” she notes. 
She emphasizes that a culture of care extends 
to everyone on campus. It means supporting 
a faculty member during a personal crisis 
or ensuring a staff member feels valued, knowing 
that this internal support ultimately trickles 
down to the student experience.
Lame is also putting her leadership skills to work 
leading a major work-based learning initiative. 
This project bridges the gap between curriculum 
and career, ensuring students from welders 
to accountants gain real-world experience before 
graduation. It’s a practical application of her 
belief in holistic student support — preparing 
learners not just for exams, but for life.
If I’m in a better place, 
I can help you, 
as my student, 
be in a better place. 
It’s full circle.

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