The Chronicle of Higher Education - May 16, 2014
Transcription
The Chronicle of Higher Education - May 16, 2014
THE CHRONICLE of Higher Education chronicle.com May 16, 2014 • $6.99 Volume LX, Number 35 ® Innovation: Much Hype, Little Study Behind ventures to improve retention and graduation, research is sparse A4 BRIAN LEE, THE DAILY NORTHWESTERN In Sex-Harassment Cases, No One Is Happy With Colleges’ Response A Star Economist Rebukes His Field Thomas Piketty is the discipline’s newest sensation. He’s also its biggest critic. THE CHRONICLE REVIEW B6 INSIDE How Caring Professors Can Change Lives Gallup-Purdue survey ties campus experience to graduates’ work, well-being 63% A professor made me excited about learning FACILITIES Gauging students’ experiences and perceptions, colleges seek guidance in preventing violence against women. A6 Following a successful collectivebargaining effort 80 miles away, Ph.D. students try for a union at Yale. A8 27% A professor cared about me as a person TECHNOLOGY Student-Centered Teaching 22% A mentor encouraged my hopes and dreams INTERNATIONAL The online college of Southern New Hampshire State University, now staffed by thousands of adjuncts, will hire more full-timers, aiming to help students succeed. A10 Surveying Against Assaults Doctoral Solidarity A3 Percentages of 30,000 graduates who strongly agree that... STUDENTS GRADUATE STUDENTS A20 RESEARCH Fossil-Fueled Argument A proposed data center divides the University of Delaware between economic development and what faculty members see as core values. A10 Lethal Errors A book on botched executions has resulted from a study of the death penalty by students at Amherst College. A12 Barred From Universities Only recently has China offered entrance exams in Braille. Disabled students there have little hope of higher education. A15 A 2 m ay 16, 2014 | t he chron icl e of higher educ at ion You may not have time to think about retirement. 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All rights reserved. 684538.1.1 t he chron icl e of higher educ at ion | m ay 16, 2014 The Week A3 To Build or Not to Build at the U. of Delaware A10 Yale’s Grad Students Seek Union A8 | Executions Gone Awry A12 People A16 | In Brief A18 | In Focus A20 MARK MAKELA FOR THE CHRONICLE A Caring Professor: the Key, All Too Rare, in How Graduates Thrive By SCOTT CARLSON I f you believe the new Gallup-Purdue Index Report, a survey of 30,000 American college graduates on issues of employment, job engagement, and well-being, it all comes down to old-fashioned Jobs and Engaged Jobs The Gallup-Purdue Index, a survey of 30,000 college graduates, shows that a higher proportion of science and business majors report full-time employment, compared with graduates who majored in the social sciences or the arts and humanities, but the latter two groups of alumni are more likely to be “engaged” with their work. STUDENTS values and human connectedness. College graduates, whether they went to a hoity-toity private college or a midtier public university, had double the chances of being engaged in their work and were three times as likely to be thriving if they had connected with a professor on campus who stimulated them, cared about them, and encouraged their hopes and dreams. The Gallup-Purdue Index, which was announced late last year and released its first results last week, strives to measure the components of “great lives,” as the report puts it. The study—based on an online survey and supported by the Lumina Foundation and Purdue University—is to be conducted with a new cohort of 30,000 graduates each year over five years, eventually surveying more than 150,000 people. It assesses the well-being of graduates not only in terms of their finances but also related to their sense of purpose, their social lives, The survey assesses the well-being of graduates in terms that include their sense of purpose, and their connectedness to community. their connectedness to community, and their physical health. “The thing that I think that is of particular value of this survey is that it is looking at outcomes of college that are different from the outcomes that we typically look at— like did you get a job, what is your salary, and those kinds of things,” says Harold V. Hartley III, a senior vice president at the Council of Independent Colleges, who got a short Engagement at work Full-time employment 63% 61% 53% 52% 41% Science Business Social Arts Studies and Humanities 41% 38% 37% Social Arts Science Business Studies and Humanities Source: Gallup briefing on some of the results last week. Of course, the Gallup-Purdue Index is also a commercial venture for the polling company. Gallup offers colleges the opportunity to sign up to let it survey their students and alumni and find out how the institution measures up to the national benchmarks. That has been a point of skepticism for some observers. “I think they are doing this as a public service, but also as a campaign to get colleges to buy their products,” says Mark S. Schneider, who studies college data and education policy as a vice president at the American Institutes for Research. ‘ENGAGEMENT’ ON THE JOB The Gallup-Purdue Index includes an assessment of workplace “engagement,” a term that goes beyond job title and salary to indicate that employees are doing something they are good at, something they like, at a company where people care about their work. Engagement has positive impacts on absenteeism, turnover, safety, productivity, and profit. The survey found that while nearly 40 percent of graduates had a sense of engagement at work, half of graduates did not, and 12 percent were actively disengaged. The liberal arts scored a win in the survey: While people who majored in science and business reported more full-time employment, those who majored in the social sciences and the arts and humanities were more engaged at work. Although higher education is built on a hierarchy of institutional prestige, the Gallup-Purdue Index found almost no difference in workplace engagement and well-being between graduates of public and private colleges, highly selective colleges and others, or the 100 topranked colleges and the rest. Brandon Busteed, executive director of Gallup Education, says that when he has described the results of the study to college officials, that result has been the most jarring. (He notes that graduates of for-profit colleges are significantly less likely to be engaged and thriving at work, but that the survey cannot show where those students started on those measures and what progress they might have made.) College graduates had double the odds of being engaged at work and three times the odds of thriving in Gallup’s five elements of well-be- ing if they had had “emotional support” while in college—professors who “made me excited about learning,” “cared about me as a person,” or “encouraged my hopes and dreams.” Graduates who did a long-term project that took a semester or more, held an internship, or were very involved in extracurricular activities and organizations had twice the odds of being engaged at work and an edge in well-being. The bad news, in Mr. Busteed’s view, is that colleges have failed on most of those measures, on the basis of Gallup’s findings. For example, while 63 percent of respondents said they had encountered professors who got them fired up about a subject, only 32 percent said they had worked on a long-term project, 27 percent had had professors who cared about them, and 22 percent had found mentors who encouraged them. Mr. Busteed believes the numbers point to new directions for higher education. “We have a formula here for something that alters life and career trajectory,” he says. “These are pretty specific things that we can think about how we move the needle. It’s all actionable, by way of who we hire and how we incentivize and reward.” BENEFITS FOR COLLEGES An addendum to the report plays up benefits to colleges that cultivate “emotional support” and experiential opportunities for students. Gallup asked graduates about their “emotional attachment” to their alma maters and, naturally, found that students who felt they had been well prepared, nurtured, encouraged, and so on were much more connected to their institutions. (The report did not specify how that connection translates into donations.) If further study shows that emotional support starts to build a foundation for a meaningful and happy life, “we need to be more intentional about offering our students these things,” says Carol Quillen, president of Davidson College. The report raises questions about higher education’s increasing reliance on part-time instructors, who Continued on Following Page INSIDE VIEWS . . . . . . . . . A25 GAZETTE . . . . . . . A29 CAREERS . . . . . . . .A35 THE CHRONICLE REVIEW . . . . Section B THE CHRONICLE OF HIGHER EDUCATION (ISSN 0009-5982) IS PUBLISHED WEEKLY EXCEPT ONE WEEK IN JANUARY, MAY, JUNE, JULY AND DECEMBER AND TWO WEEKS IN AUGUST, 45 ISSUES PER YEAR AT 1255 TWENTY-THIRD STREET, N.W., WASHINGTON, D.C. 20037. SUBSCRIPTION RATE: $87.00 PER YEAR. PERIODICAL POSTAGE PAID AT WASHINGTON, D.C., AND AT ADDITIONAL MAILING OFFICES. COPYRIGHT © 2014 BY THE CHRONICLE OF HIGHER EDUCATION, INC. THE CHRONICLE OF HIGHER EDUCATION® IS A REGISTERED TRADEMARK OF THE CHRONICLE OF HIGHER EDUCATION, INC. REGISTERED FOR GST AT THE CHRONICLE OF HIGHER EDUCATION, INC. GST NO. R-129 572 8 30. POSTMASTER: SEND ADDRESS CHANGES TO THE CHRONICLE OF HIGHER EDUCATION, P.O. BOX 16359, NORTH HOLLYWOOD, CA 91615. THE CHRONICLE RESERVES THE RIGHT NOT TO ACCEPT AN ADVERTISER’S ORDER. ONLY PUBLICATION OF AN ADVERTISEMENT SHALL CONSTITUTE FINAL ACCEPTANCE OF THE ADVERTISER’S ORDER. A4 m ay 16, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page may not be able to connect with students as readily as full-time faculty members can. The survey also looked at debt’s effects on well-being—as one might expect, the data indicate that a graduate’s sense of well-being declines with the amount of debt he or she carries. A more compelling point focused on entrepreneurship: As loan debt increases, the number of students who start businesses decreases. Twenty-six percent of students with no debt started their own businesses, compared with 16 percent of students who had $40,000 or more in debt. “That suggests that we need to think differently about debt. Is it really important to graduate a significant number of students with zero debt?” Ms. Quillen says. She is looking forward to more information about that question in future Gallup studies. The Gallup results do have some holes. Mr. Busteed concedes that there is a “chicken-and-egg problem”: It’s not clear whether the respondents who are thriving in the workplace do so because of some internal drive, one that led them to find internships, proactive mentors, or long-term projects. Nor is it clear whether the employed and thriving graduates look back on their college experience with a rosier view. “I am worried about the extent to which this is so correlational, no before or after, no causal modeling, with all kinds of self-selection problems hidden in this data,” says Mr. Schneider, of the American Institutes for Research. While nothing in the results rings untrue, he says, “I don’t know how valid they are.” On the upside, says Mr. Schneider, is that the major points of the report have been validated in other studies of higher education. And “If you are talking to alumni 10 years out, the school that they went to is not the school that it is today.” because of the Gallup’s visibility, he says, its findings will get more public attention than “putting these data into an education journal that five people read.” But he wonders whether the company’s plan to survey alumni of individual institutions will yield useful results. “If you are talking to alumni 10 years out, the school that they went to is not the school that it is today,” he says. “The president is different, the deans are different, half the faculty might be different, programs have grown or shrunk. … You are talking about a school that might be radically changed.” Still, a handful of colleges have signed up for the follow-up surveys, including Arizona State University, Bentley University, Creighton University, George Mason University, Ohio State University, and Western Governors University. Fees are undisclosed. Mitchell E. Daniels Jr., president of Purdue University, says it would pay Gallup something in the “low six figures” to survey alumni to find out what practices are working at Purdue. J. Andrew Shepardson, vice pres- ident for student affairs and dean of students at Bentley, wouldn’t reveal what his institution will pay Gallup to survey 30,000 alumni, 4,000 undergraduates, and 1,400 graduate students this fall. But he was open about what Bentley hoped to learn. “We all believe that a residential experience and all that goes along with a traditional American higher education is valuable,” he says, “but we have never measured it.” Mr. Shepardson says he and his colleagues hope to find the elements that “move the needle” on well-being and engagement as a result of the Bentley experience. “For me it’s a bit about, Why spend the money for a place-based education when you can get 120 credits from your parents’ basement? Can we articulate that there is a value?” At 2 Conferences, Big Claims Are Staked on Higher Education’s Future By GOLDIE BLUMENSTYK Scottsdale, Ariz., and New York City hen it comes to excitement about the role of technology and entrepreneurship in reshaping education, it’s hard to beat the ASU+GSV Education Innovation Summit, held last month in Arizona, with 2,100 investors, companies, policy wonks, and even officials from actual colleges and schools attending. It’s the kind of conference where folks like the founder of the Minerva Project offered previews of the online learning platform for his new institution with the none-toosubtle declaration, “Now you can see the future of education,” even though the first Minerva student has yet to take a class. It’s also an event where serious scholars of innovation, like John Seely Brown, show up and are surprised to find themselves awed by the energy and sheer variety of companies and organizations working, as he put it, to exploit technology “to amplify the learning, not just cut the costs.” Yet one of the most telling moments of that three-day marathon of panels, speeches, and company pitches during this (self-proclaimed) “Davos in the Desert” came in a small session titled “Data Dream.” Philip Regier, executive vice provost at Arizona State University Online, let loose his frustration about the lack of serious research behind the many solutions being pitched to improve retention, graduation, and student engagement. “No one is really getting serious about efficacy,” said Mr. Regier, whose institution welcomes partnerships with companies and works with more than 100 of them. Arizona State is a co-sponsor of the conference with GSV Advisors, a merchant bank. But many publishers and start-ups treat efficacy as a “buzzword,” he said. If studies are presented, “they aren’t rigorous.” An equally telling moment occurred during the smaller “Innovation+Disruption” Symposium, held last week in New York City, with W LORENZO CINIGLIO As many as half of all colleges could be in bankruptcy or reorganization within 15 years, said Clay Christensen, a Harvard Business School professor whose theories of market upheaval have gained a wide audience. more than 300 presidents, deans, trustees, and other representatives of small liberal-arts colleges. The featured speaker was Clayton M. Christensen, the Harvard Business School professor known for his theories on how stalwarts in any industry—higher education included—can be toppled by low-end competitors that use technology and new business models to capture a slice of the pie and then move up the market. Not for nothing is Mr. Christensen sometimes considered the grim reaper of higher education, and at last week’s event, he held true to form. It’s conceivable, he said, that as many as half of all colleges could be in some form of bankruptcy or reorganization within 10 to 15 years. “I hope I’m wrong, but the theory says we have to worry about this,” he said. Used correctly, technology can deliver education, create social networks, and measure student engagement more effectively than live teaching, he said. The one thing that cannot be so easily “disrupted,” he said, is the ability of a professor to influence a student’s life—a conclusion that was echoed in the survey of college graduates released last week by Gallup. (See article on Page A3.) He then listened as a panel of six current and former presidents responded, some of them, like Colgate University’s Jeffrey Herbst and Grinnell College’s Raynard S. Kington, expressing worry, but others insisting that the disruption he was predicting was no threat to them because their kind of personalized, residential education was, as the former Kenyon College president S. Georgia Nugent put it, “not a commodity.” As Hamilton College’s president, Joan Hinde Stewart, insisted, “We’re doing a wonderful job in higher education.” From the audience, Mr. Christensen then stood up and gently but pointedly asked the panelists to imagine how different the mes- sage would be if they were joined by the presidents of a few other institutions—Western Governors University, Southern New Hampshire University, Brigham Young University-Idaho, and Khan Academy. Such ventures, offering lower-cost education based on distance education and approaches like competency-based education, are the toast of the circuit for the GSV-meeting crowd. but the liberal-arts-college presidents seemed mostly unimpressed. Adam F. Falk, Williams College’s president, speculated that probably they’d make “the legitimate point that they are trying to get to scale,” but said he doubted that the ventures had the ability to use technology to replicate the kind of student-to-student and student-to-professor connections that are the hallmarks of small liberal-arts colleges. “They’d say we’ve got the cost and return-on-investment calculation wrong and it will shift to their side,” added Mr. Herbst, but “we disagree.” Mr. Kington allowed that those kinds of institutions make better use of data analytics on student outcomes than Grinnell and similar institutions do. “I’ve had faculty tell me, ‘I don’t think you can measure what we do,’ ” he said. He doesn’t buy it. “I think we have to start being more self-critical.” Yet even as he acknowledged the role of the emerging new models, Mr. Kington returned to liberal-arts colleges’ advantages. Those colleges transmit knowledge, teach how to apply it, and provide a residential context for the “lived experience,” he said. Grinnell is focusing on the latter two, especially the residential experience, which, he noted, “will never be replicated online.” Mr. Herbst, whose university (this reporter’s alma mater) organized the event, said he wanted to have the discussion because too often, the conversation about disruption and innovation in higher education is unsophisticated, presented as “the false choice of apocalypse or stasis.” MOVING UP-MARKET Yet as these two events suggest, there is still a disconnect between these two worldviews. Clearly the Innovation Summit, which was heavy on investors (more than 200 this year by the organizers’ count), companies (230), and entrepreneurs (535), could use a little more of the rigorous research that Mr. Regier craves—and a little less hype. (One positive sign: Copley Retention Systems, which sells software to track how colleges assist students, announced at the conference that the Wisconsin HOPE Lab, at the University of Wisconsin at Madison, would conduct a twoyear, independent evaluation of its product, measuring impacts at 10 campuses.) And if the tone at Innovation+Disruption is indicative, perhaps the community of small liberal-arts colleges and other traditional institutions could benefit from a little more apprehension about the changes afoot in higher education and their possible impact, even on Continued on Page A6 t he chron icl e of higher educ at ion | m ay 16, 2014 Will tHe neW Wave of violence doom turkey’s DAviD HAwxHUrST/wooDrow wiLSon CEnTEr 2010 Hope of reconciliation? Henri Barkey Believes all is not lost. Even amid renewed violence, broad support remains for changing Turkey’s military-imposed constitution that has denied citizenship and basic rights to the Kurdish minority for decades. Professor Henri Barkey, an authority on the Kurdish conflict, can provide the insights needed to understand how reforms are attainable through political means. As global controversies arise, experts like Barkey, a former member of the U.S. State Department Policy Planning Staff, help shape international dialogue and inform American foreign policy. Learn More: lehigh.edu/barkey A5 A6 m ay 16, 2014 | t he chron icl e of higher educ at ion Continued From Page A4 selective private colleges. It’s easy to think that such colleges sit above the ferment. David Oxtoby, president of Pomona College, suggested as much. He’d be far more worried, he said, if he were president of a big, impersonal university where teaching and student engagement are not already the norm. “That’s what we’ve been doing for years,” he said. But already some of the disrupters are moving up-market—and with a lower price point. The Minerva Schools venture, which is accredited through the Keck Graduate Institute and plans to charge $10,000 a year for an elite global-immersion program that could eventually enroll several thousand students, is one of them. “That’s clearly aimed at us,” Colgate’s Mr. Herbst said. (The Minerva students—just a couple of dozen to start—will spend their first year in San Francisco and then, as Minerva announced at the conference, their second year in Buenos Aires and Berlin.) Even so, he said, colleges like Colgate and Grinnell need not ask simply, “How much will online education impinge on us?,” but also “figure out what’s our place” in innovating with technology. Karen Harpp, an associate professor of geology at Colgate, described how she used videos, real-time re-enactments of events using Twitter, and other technology-enhanced approaches to teach a course, “Advent of the Atomic Bomb,” to students and hundreds of alumni. “We have the capacity to do something extremely original,” she said, also noting that at many colleges, such experimentation is not built into the rewards system. Indeed, that may apply to college culture as well. Erland Stevens, a chemistry professor at Davidson College who talked about his experience teaching a MOOC on medicinal chemistry to more than 5,000 students on the edX platform, said in an interview that when he was chosen for the course, some of his faculty colleagues congratulated him with words like, “I hope it’s a flop.” They were only kidding, he thinks. He, too, was excited by the opportunity to experiment. When he next teaches the MOOC, he plans to use some of his on-campus students to help design the course materials and help him teach it to the off-campus students. Kathleen deLaski, a founder of the Education Design Lab, a program at George Mason University, took part in both the Arizona and the New York events. “The excitement about the investment opportunity that you hear at the GSV summit is all about scale,” she said. “Adaptive learning was the hot thing” there, along with systems for student retention and tools and companies to help students get jobs. For the liberal-arts colleges, she said, the focus was more specific, ensuring that students get the fullest possible value from their education. To that end, career-center directors and other officials from dozens of colleges stayed on for the afternoon to brainstorm ways to improve their career-planning services and offerings. After all, with the current job market, it’s that innovation that may matter most for small liberal-arts colleges eager to establish their value. To Curb Sexual Assault on Campuses, Surveys Become a Priority By TAYLOR HARVEY A s the national conversation about campus sexual assault escalates, so has the idea of using “climate surveys” to help combat it. Gauging students’ experiences and perceptions can inform colleges of common problems and how often they occur, guiding efforts to prevent and respond to sexual violence. That is the thinking behind surveys’ recent attention, including as a major recommendation last month by the White House Task Force to Protect Students from Sexual Assault. A legislator in Maryland pro- posed a bill last year requiring campuses to administer surveys and report results, and Rep. Jackie Speier, Democrat of California, announced plans last month for a similar measure in the U.S. House of Representatives. Several U.S. senators have expressed interest in anonymous, standardized campus surveys, while federal agencies have compelled colleges to administer them in recent settlements of investigations under the gender-equity law known as Title IX. Sexual assaults usually go unreported. Only 12 percent of victims come forward, according to a recent White House report, which can leave college officials unaware of how often such assaults take place. Survey data, experts and advocates agree, is an important first step to help colleges understand the problem and work to solve it. “If the whole idea behind Title IX is to be able to address systemic climate issues, we can’t do that unless STUDENTS we know what they are,” says Brett A. Sokolow, chief executive of the National Center for Higher Education Risk Management, a consulting and law firm that advises colleges. “We can’t assume what they are, because we may not be accurate.” Colleges already collect and re- White House Offers Sample Survey to Help Colleges Protect Students The White House Task Force to Protect Students From Sexual Assault released last month many recommendations for colleges to identify, prevent, and respond to sexual assault. Among its instructions was a 37-page guide to conducting “climate surveys.” The questionnaires are meant to measure students’ knowledge about campus sexual-assault policies and procedures, attitudes surrounding the issue, and experiences with sexual violence. Research shows that detailed questions produce accurate results, the guide says. Surveys should ease into questions about sexual violence, it says, asking for demographics and general climate information first. Here are some sample questions from the White House guide. n If someone were to report a sexual assault to a campus authority, how likely is it that: n The university would take the report seriously. n The university would take steps to protect the safety of the person making the report. n The university would take corrective action against the offender. (Options are very likely, moderately likely, slightly likely, and not at all likely.) as other follow-up questions. n Just prior to (the incident/any of the incidents), had you been drinking alcohol? Keep in mind that you are in no way responsible for the assault that occurred, even if you had been drinking. n If yes, were you drunk? n Who did you tell about the incident? Circle all that apply (no one, roommate, close friend other than roommate, parent or guardian, other family member, counselor, faculty or staff, residence hall staff, police, romantic partner [other than the one who did this to you], campus sexual assault advocate, other). n If you did not tell anyone, why? (25 options include ashamed/embarrassed, didn’t want the person who did it to get in trouble, fear of retribution from the person who did it, fear of not being believed, didn’t know reporting procedure on campus, I thought nothing would be done.) n Did university formal procedures help you deal with the problem? (Options are didn’t help me at all, helped me a little, helped, but could have helped more, helped me a lot, completely solved the problem.) The following are yes/no questions. Have you received training in policies and procedures regarding incidents of sexual assault (e.g. what is defined as sexual assault, how to report an incident, confidential resources, procedures for investigating)? n Has anyone had sexual contact with you by using physical force or threatening to physically harm you? n Has anyone attempted but not succeeded in having sexual contact with you by using or threatening to use physical force against you? n Since ________ (insert time frame), has someone had sexual contact with you when you were unable to provide consent or stop what was happening because you were passed out, drugged, drunk, incapacitated, or asleep? This question asks about events that you think (but are not certain) happened. n “Yes” answers direct respondents to check-allthat-apply questions about the specific type of sexual contact (forced touching of a sexual nature, oral sex, sexual intercourse, anal sex, sexual penetration with a finger or object, don’t know), as well The following sample questions ask students to answer on a scale of 0 (strongly disagree/not at all true) to 5 (strongly agree/very much true). n I don’t think sexual violence is a problem on this campus. n Doing something about sexual violence is solely the job of the crisis center. n I think I can do something about sexual violence. —TAYLOR HARVEY port crime data under federal law, but because of underreporting of sexual assault, survey results may better reflect reality, says Nancy Chi Cantalupo, a research fellow at the Victim Rights Law Center and an adjunct professor of law at Georgetown University. Some supporters of surveys say simply administering them creates a safer culture: It elevates awareness and gets people talking. The White House task force has called on colleges to conduct surveys as early as next year, and it released a 37-page guide on how best to phrase questions, generate responses, and publish results. (See box with sample questions at left.) The task force plans to work with Rutgers University’s Center on Violence Against Women and Children to craft, test, and eventually release a survey that White House officials said could become mandatory on all campuses by 2016. (The three military-service academies have been required by Congress to conduct similar annual surveys since the 2005-6 academic year.) But some administrators aren’t so sure surveys will help. The root of the problem is underreporting, and surveys won’t necessarily encourage more students to come forward, says Deb Moriarty, vice president for student affairs at Towson University. “We already know the extent of the problem,” Ms. Moriarty says, citing national data. And many campuses collect sexual-health information, she points out, by surveying students through the American College Health Association. She doubts that anonymous climate surveys would generate reliable data and argues that colleges should instead direct resources into prevention and education programs. At a legislative hearing in January, Ms. Moriarty testified against the Maryland bill on behalf of the University System of Maryland. “It seems like an oversimplified solution,” she says, “to a very complex problem.” A LONGSTANDING MODEL The University of New Hampshire has been asking students about “unwanted sexual experiences” for more than 25 years, since a rape in a dormitory prompted research by four professors. Was this an isolated incident, or something that occurred regularly but went unseen? Among the concerned faculty was Sally Ward, a professor of sociology. Because of underreporting, they did not think it was useful to rely on crime statistics, she says, so they created a survey to measure students’ experiences with, attitudes about, and knowledge of sexual assault. The incidence was alarming, she says: “We thought it was a problem on campus.” With the data collected, the researchers urged the university to devote more resources to prevention. After that first survey—administered in randomly selected classrooms in 1988—the university polled students again in 2000, and every six years since. That frequency lets researchers examine trends over time, says Ms. Ward, but doesn’t oversaturate the campus. In 2006, the university added an online component. And in 2012, 40 percent of undergraduates, or 4,406 of them, responded to the 70-question survey. To avoid labels with varying interpretations, the survey excludes such terms as “rape” and “sexual assault,” instead asking, for instance, “During this school year, how many times has someone had sexual contact with you when you didn’t want to?” Core questions have remained the same to allow for comparison, while new questions have been added. One seeks to measure, for example, stalking and intimate-partner violence, reflecting categories that federal law recently began requiring colleges to include in annual crime reports. Last year, when the U.S. Departments of Education and Justice settled a high-profile investigation of sexual assaults at the University of Montana at Missoula, the binding agreement laid out many requirements of the university, including that it conduct a regular climate survey. Christine Fiore, an associate professor of psychology at Montana charged with designing the survey, turned to the University of New Hampshire for advice. Ms. Fiore examined other research instruments, too, including the psychologist Mary P. Koss’s Sexual Experiences Survey (the gold standard, Ms. Fiore says) and the Illinois Rape Myth Acceptance Scale, which measures how misperceptions of rape influence the term’s cultural meaning. Continued on Page A8 t he chron icl e of higher educ at ion | m ay 16, 2014 Can we help those who see no future? lee Kern wants to maKe it a national priority. When more than 50 percent of all high school students with severe behavioral issues don’t make it to graduation they are deprived of their ability to become productive and engaged members of their communities. Professor Kern leads a team of national education and mental health experts developing a series of school-based interventions, grounded in research, that provide tools for teachers and counselors to tackle the toughest behavioral challenges. Her work is not just about changing education, it’s about changing lives. Learn More: lehigh.edu/kern A7 A8 m ay 16, 2014 | t he chron icl e of higher educ at ion Continued From Page A6 Montana conducted its first survey this past fall and plans to administer two more, one this fall and another in 2015. After that, Ms. Fiore says, the university will most likely administer a survey once every three years. “We want to know how we are doing in terms of the population we are trying to serve,” says Lucy France, general counsel at Montana. “I can sit here in my office and think about what I think needs to be done, but we want to find out and get feedback from the students themselves.” Montana’s and New Hampshire’s surveys are both voluntary. And because students are already heavily surveyed, the universities have offered incentives, such as entering respondents in a raffle for Amazon gift cards. Nearly 2,700 students responded to Montana’s first survey, surpassing Ms. Fiore’s goal of 2,500. She believes strongly that the sur- veys should be voluntary, as they can take up to 40 minutes to complete and ask difficult questions about sexual experiences and relationships. But some advocates feel otherwise. “Having it be mandated gives you the entire spectrum of the experience,” says Tucker Reed, a self-described sexual-assault survivor who, with other students, filed a federal complaint against the University of Southern California last year. The 100-page complaint says the university mishandled the students’ cases in violation of Title IX. It also includes findings from a student group’s climate survey and recommends that the Education Department require the university to administer a regular sexual-experiences survey. “Why are they not doing this everywhere?” Ms. Reed says. “This helped us so much.” Students at Princeton University have also been eager to learn more about their peers’ experiences. When the campus newspaper there recently found that the results of a 2008 survey had not been published, students petitioned the administration to conduct another one. USING DATA If administering climate surveys is one step in combating sexual assault on campuses, using the data effectively is another. “There’s so much of it,” says Ms. Fiore, who is still sifting through the results of Montana’s first survey. Most victims, she has found, opt to tell close friends about assaults rather than reporting them formally to authorities. In interpreting the data, her goal is to improve education programs to dispel myths and confusion surrounding sexual assault. The University of New Hampshire publishes and distributes the results of each survey to its campus community. The findings have led to the expansion of the Sexual Harassment & Rape Prevention Program and to closer ties between prevention educators and campus police officers. And the university’s violence-studies researchers have received outside grants to conduct further studies and training. The researchers at New Hampshire have been able not only to determine the scope and dynamics of the problems on their campus, says Ms. Cantalupo, of the Victim Rights Law Center, but also “assess the quality and effectiveness of different responses they’ve adopted to the violence.” Ms. Ward, the sociology professor at New Hampshire, says findings there don’t necessarily reflect the reality on other campuses. Colleges and student populations differ widely, she says: rural and urban, residential and commuter. And questions should be customized to a certain degree, Ms. Fiore says, to generate relevant responses. In its recommendations last month, the White House task force offered 15 pages of sample survey questions for colleges to either use or adapt. But some advocates argue that survey design should be up to Education Department officials, not colleges. “It should not be left to schools,” says Laura L. Dunn, a law student at the University of Maryland at Baltimore and a leader in the movement against campus sexual assault. “It has to actually be a proper victimization survey,” she says. “Educational agencies should be assisting them in this.” The more information colleges and students have, the better, proponents of surveys say. As expectations rise for colleges to improve their response to and prevent sexual assault, they may need to try new strategies and show results. If they don’t decide to conduct surveys themselves, they may see new laws that compel them to. Graduate Students Seek to Build on Momentum for Unions By VIMAL PATEL G raduate students seeking to form unions at private colleges have gained new momentum from the recent success of their counterparts at New York University, which agreed to let the students vote on forming a collective-bargaining unit. Spurred by the outcome of the NYU unionization effort, which resulted in a vote for a United Auto GRADUATE STUDENTS Workers affiliate on the campus, graduate students at Yale University are the latest to press for the right to form a bargaining unit. The Yale students say a union would ensure fair treatment of a class of employees with growing workloads who play an increasingly larger role in the university. “There’s an understanding of the really powerful opening that the NYU example provides,” said Aaron Greenberg, a Yale Ph.D. student in political science and chair of the Graduate Employees and Students Organization, a group pushing for a graduate-student union at Yale. The United Auto Workers affiliate at NYU is in the process of negotiating a contract there. “It’s the only example we have of a private university voluntarily and collaboratively agreeing to a free and fair process that would allow graduate teachers and researchers to decide on the union question,” Mr. Greenberg said. Advocates of unions are also encouraged by the prospect that the National Labor Relations Board may reconsider a key 2004 ruling involving Brown University that for the past decade has limited the ability of graduate students at private universities to organize. The 2004 decision said graduate assistants are not employees because their relationship with the university is primarily educational. But in March, in a case involving a bid by Northwestern University football players to unionize, a regional office of the NLRB said scholarship athletes are employees, with the right to unionize. The College Athletes Players Association, in their argument to the full labor board in April, said the Brown case should be overruled. Experts say it appears likely that the labor board would eventually revisit that ruling. At Yale, meanwhile, graduate students marched in the rain in April to deliver a petition that organizers say had 1,000 signatures— the same number that NYU students delivered to their administration last year—to Yale’s president, Peter Salovey. The students cited the NYU example and asked Yale to “develop a fair process for graduate employees to decide on union representation.” Mr. Greenberg expressed optimism about their efforts. Given the number of students who signed the petition, he said, he expects administrators to be willing to talk about a process, just as the NYU administration did with students there. He has not yet heard directly from Yale administrators. Tom Conroy, a Yale spokesman, said Mr. Salovey was unavailable for an interview. “Yale University and the Graduate School have worked and will continue to work productively with faculty and students, including the Graduate Student Assembly, on the issues identified by the petition,” said a statement provided by Mr. Conroy. “We are committed to the best possible academic outcomes for our students.” As of last fall, Yale had more than 2,600 registered Ph.D. students. Brian Dunican, a former chairman of the Graduate Student Assembly, said he suspects that the largest portion of them are undecided on the unionization question. Stipends at Yale are competitive, ranging from $28,400 to $33,000 per year, he said, and students are unsure how unionizing would improve conditions. A RESURGENCE? Graduate students at public colleges, too, have sought to improve their working conditions through unionization. Public universities are subject to state labor laws, so JIM SHELTON, NEW HAVEN REGISTER Yale graduates students march with a 1,000-signature petition—the same number as on a successful one at NYU—asking to vote on unionization. the NLRB ruling does not apply to their graduate students. Graduate assistants at the University of Connecticut formed a union last month, after the university’s Board of Trustees voted to remain neutral in the effort. Graduate students at the University of Kansas are exploring unionization out of concern that the university may cut graduate students’ work hours in response to the Affordable Care Act. The federal health-care law requires employers to provide coverage to employees who work at least 30 hours a week. At private universities, the NYU agreement is fueling new interest in organizing, said Matt Canfield, who is in a Ph.D. program in anthropology at NYU and helped organize the collective-bargaining effort there. He said he had had conversations with graduate students at many private universities in the months following the NYU union vote. “We’ll soon see the resurgence of a broader movement,” Mr. Canfield said. “Graduate employees at private universities are trying to set the groundwork for organizing.” But he and others acknowledged the challenges that remain for advocates of unionization at private universities. The problems include opposition from administrations and the difficulty of organizing students who are very busy and who cycle out of the university every few years. The deal between NYU and its graduate students came as the administration was under pressure, giving unionization efforts more momentum than they might enjoy elsewhere. The agreement was brokered as a case was pending before the NLRB. The Graduate Student Organizing Committee of the United Auto Workers was asking the labor board to reverse its 2004 Brown decision. The NYU deal ended that case. Unionization advocates had also gathered support from politicians across New York City and the state following the university’s decision in 2005 to no longer bargain with the union, in light of the Brown decision. Mr. Canfield said the committee increased its efforts in 2012 and had gained the support of more than 250 elected officials, including many City Council members and state legislators. “From an organizing perspective, we were putting a lot of pressure on the administration,” he said. William B. Gould IV, a former chairman of the NLRB, said NYU had probably agreed to the deal because of “a combination of bad publicity and reading the tea leaves” that the labor board would overturn the Brown decision. He said graduate students at private colleges should be hopeful about future unionization prospects because the board is interested in reconsidering the Brown decision. Mr. Canfield and others said they were not aware of unionization efforts at private colleges that were as advanced as those at Yale, where graduate students have been seeking to organize for a long time. Mr. Greenberg’s group, GESO, was founded in 1991. Elsewhere, graduate students at institutions including Cornell University and the University of Chicago have stepped up conversations about efforts to unionize. Andrew Yale, a Ph.D. student in an English program at the University of Chicago, said he had looked forward to an NLRB ruling in the NYU case before the agreement was reached there. If the ruling had gone in favor of the graduate students, it would have created a path to unionize at other private colleges. Mr. Yale is on the organizing committee of Graduate Students United, a group that wants a union that would be recognized by Chicago. It has advocated for issues like affordable on-campus child care and private spaces for nursing mothers. He said group members are “contemplating our options” following the NYU agreement. That deal, he said, “provides a very promising model for advancing graduate-employee unionization at private universities.” t he chron icl e of higher educ at ion | m ay 16, 2014 WE’RE ALL IN DANGER OF LIVING LONG, HEALTHY LIVES. Today, people are living longer than ever. Which means they need to be financially prepared for 30 years of retirement or more. At TIAA-CREF, we’ve got an award-winning1 range of funds plus lifetime retirement income solutions embedded in the plans we manage.2 It’s how we deliver Outcomes That Matter. Financial solutions for getting to and through 30 years of retirement. Visit TIAA.org/danger The Lipper Award is given to the group with the lowest average decile ranking of three years’ Consistent Return for eligible funds over the three-year period ended 11/30/12 and 11/30/13, respectively. 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Go to tiaa-cref.org for product and fund prospectuses that contain this and other information. Read carefully before investing. TIAA-CREF funds are subject to market and other risk factors. A9 A10 m ay 16, 2014 | t he chron icl e of higher educ at ion Power Plant Violates U. of Delaware's Values, Professors Say By DON TROOP proposed by a company led by Eugene Kern, who is now chief executive of TDC. "Rowan officials had concerns about environmental factors and questions about the business plan," the newspaper reported, citing documents obtained through an open-records request. But Mr. Kern attributed the failed deal to "bad timing," noting that Rowan was undergoing a change of leadership at the time. T hree years ago, the University of Delaware received a proposal to build a vast data center on the site of a defunct Chrysler assembly plant that the institution acquired in 2009. The university had been searching out suitors for its 271-acre Science, Technology, and Advanced ADMINISTRATION Research Campus—known as the STAR Campus—and the pitch from the Data Centers LLC was evidently an attractive one. But after residents in the college town of Newark, Del., learned last year that the facility would come with its own 279-megawatt natural-gas power plant, the $1.1-billion project began drawing opposition. Professors at Delaware formally joined the battle last week when the Faculty Senate voted 43 to 0 to recommend against building the data center if it is accompanied by a fossil-fuel power plant of any size. Even with faculty representatives standing shoulder to shoulder in opposition to the project, a 75-year lease that university leaders have signed with the Data Centers could make the power plant the proverbial done deal. And now administrators find themselves in the middle of a standoff between economic-development goals and a faculty that sees the deal as a betrayal of the university’s core values. The university's wholly owned subsidiary 1743 Holdings LLC, which oversees the STAR Campus, signed the ground-lease agreement in December 2012 with the company, known as TDC, for a 43-acre plot on which to build a 900,000-square-foot high-density data center. The deal gained little attention until a year ago when news emerged that TDC would power the facility with a natural-gas cogeneration plant. A group of residents quickly mobilized against the plant, citing concerns about its potential effects on public health, the environment, and property values. Opposition within the university's own ranks was piecemeal for several months. That changed with last week’s vote. "The unanimous vote of the Faculty Senate shows the passion and commitment we have toward being stewards to the planet, and shows our deep concern that this project is totally inconsistent with our core values," said Michael Chajes, the faculty member and former engineering dean who wrote the resolution. "There simply has not been open discussion about the data center and associated power plant on campus." The Faculty Senate's vote, while unanimous, had eight abstentions. Among those not voting was Charles G. Riordan, vice provost for research and chairman of a working group that university administrators appointed last fall to review the data-center project in the wake of the public criticism. The working group plans to complete its review in less than a month, WHAT NOW? MARK MAKELA FOR THE CHRONICLE Local residents hold signs directed at newly accepted freshmen visiting the U. of Delaware this month. The university has signed a lease allowing a power plant to be built on its research campus. with the help of a third-party consultant. It will issue its findings publicly as well as making a recommendation to Delaware's provost, Domenico Grasso, and its executive vice president, Scott R. Douglass. Neither Mr. Douglass, who also presides over 1743 Holdings, nor President Patrick T. Harker were available to comment for this article. In answering questions about the STAR Campus, Mr. Riordan was careful to distinguish between the data center and the power plant. The working group remains “very enthusiastic about a data center on the STAR Campus because that is consistent with our vision for that campus," Mr. Riordan said. One current tenant of the STAR Campus is Bloom Energy, the East Coast manufacturing facility of fuel cells called Bloom Boxes that produce electricity from natural gas. Mr. Riordan said that as the working group has examined TDC's plans for the site, “We are concerned that this project seems to be evolving more into a power plant than a data center.” That echoes the concerns of some faculty critics, most notably Willett Kempton, a professor in the College of Earth, Ocean, and Environment who is behind eV2g, a STAR Campus project that adapts electric cars to stabilize the electric grid by both pulling power from it and pushing power to it. He said that the proposed power plant, which at full capacity would produce 248 megawatts of continuous power, could produce enough electricity to serve five cities the size of Newark. ANOTHER MOTIVE? Mr. Kempton has questioned TDC's logic in proposing its own power plant to ensure that its data center would have steady access to electricity. As proposed, the plant would employ seven generators. "Their redundancy plan is to have two additional combustion turbines operating, which allows for two gen- erator failures without any interruption in operations," Mr. Kempton wrote in a recent critique of TDC's proposal. The plant would rely on steady access to natural-gas supplies, which is not always guaranteed, he wrote, because residential heating takes priority over electricalpower generation when natural-gas supplies are short. The existing grid would be a much more reliable source of electricity, Mr. Kempton said, because of its inherent redundancies. "No data centers have power plants as their sole source of generation as TDC proposes," he wrote. Brian J. Honish, a spokesman for TDC, warned that brownouts and blackouts are a constant risk on the existing grid and asserted that the redundancy in his company's system would surpass the reliability of the power grid. "I'm creating a paradigm shift in the data center," Mr. Honish said. "I'm going to be able to offer 100 percent uptime to clients." Critics of the plant—most notably the local citizen group Newark Residents Against the Power Plant—see another possible motive for the size of the facility. They charge that TDC is using the data center as an excuse to place a power plant in the middle of Delaware's third-largest city. The company, the group argues, intends to cash in on the sale of electricity produced on the STAR Campus from cheap natural gas freed by America's fracking boom. But TDC has said that it would sell no more than 20 percent of the excess power it generated. Mr. Chajes, the former engineering dean, said that one of the main objections to the power plant is that it runs counter to the University of Delaware's stated goals in its 2008 "Path to Prominence" master plan, which calls for a commitment to environmental sustainability. "The University of Delaware is a leader in clean-energy technology and environmental research around sustainability," he said. "This project really takes it off that track." The university's Sustainability Task Force told President Harker in a letter last month that the power plant could make Delaware the top greenhouse-gas emitter among American colleges. The News Journal, a newspaper based in nearby Wilmington, Del., reported last month that Rowan University, in Glassboro, N.J., three years ago rejected a proposal for a similar data center and power-plant complex. That facility was Mr. Chajes said he and others would not mind seeing the data center proceed without the cogeneration plant, a possibility that Mr. Riordan suggested he, too, could endorse. “Could the data center be there without the power plant at all? Yes." The Data Center's Mr. Kern rejected that proposal outright. “No,” he said when asked whether the data facility could be built without the power plant if the working group insisted on that. Mr. Kern said TDC's lease with 1743 Holdings does not allow officials to block construction of the power plant. Assuming his company gets its air-quality permit from the Delaware Department of Natural Resources and Environmental Control, he said, it plans to proceed. But what if opponents persuade the University of Delaware that the power plant is a bad idea, or what if the working group shows that it violates the university's goals? "I have invested millions of dollars" in the project so far, Mr. Kern said, declining to specify just how many millions. "If they're willing to repay my money, then sure, I'd move on if they wanted me to." Asked if the working group's mandate was as toothless as Mr. Kern suggested, Mr. Riordan objected. The panel's role "is not theater," he insisted. "It is a rigorous, evaluative process that is consistent with the land lease that is in place." Mr. Riordan and other members of the working group have seen 1743's lease agreement with TDC, but they have signed a nondisclosure agreement that prohibits them from discussing its details. Whether the lease contains a clause that allows the university to break ties with TDC if it can't adhere to the tighter environmental standards demanded by the faculty critics is an open question. Southern New Hampshire U. Designs a New Template for Online Faculty Jobs By STEVE KOLOWICH D elilah Caldwell, a philosophy instructor at Southern New Hampshire University, may well represent the future of higher education’s teaching force. As one of the first full-time faculty members at Southern New Hampshire’s online college, Ms. Caldwell taught 20 online courses last year: four at a time for five terms, each eight weeks long. The textbooks and syllabi were provid- ed by the university; Ms. Caldwell’s job was to teach. She was told to grade and give feedback on all student work in 72 hours or less. During her nonteaching term, FACULTY Ms. Caldwell worked on developing a course of her own, in environmental ethics. She did all of that work from her home office in Virginia. She was paid $55,000 plus benefits. It was a modest salary compared with those of professors at many other universities, but certainly a step up from the $2,200 per course she was making as an adjunct. Ms. Caldwell’s stint as a full-time instructor is part of a pilot program that Southern New Hampshire University has conducted over the last year at its College of Online and Continuing Education, an online arm of the university that serves 37,000 students, mostly working adults. The university wanted to see if having full-time instructors t he chron icl e of higher educ at ion | m ay 16, 2014 would improve student performance and retention, especially in writing-intensive courses. The college, which now relies on a stable of 2,700 adjunct instructors to staff its online courses, says that the pilot was a success and that it will hire 45 full-time faculty members by the end of the summer, including some from its existing adjunct pool. This is a small but significant step for Southern New Hampshire, which has become a model for nonprofit universities building largescale online programs. Online institutions that serve nontraditional students are booming. Meanwhile, doctoral candidates vastly outnumber available tenure-track faculty jobs at traditional colleges. In such times, Ms. Caldwell’s experience may be the template for many doctoral students who aspire to a life in academe. “We are the canaries in the coal mine for higher education,” she says. The new faculty members at Southern New Hampshire’s online college will not conform to the classic archetype. They will not enjoy the trappings of living and teaching in a college town; the faculty members will work remotely—sometimes hundreds of miles from the university’s headquarters, in Manchester, N.H. They will not be encouraged to publish books or articles. If they “perish,” it will be because they failed to provide frequent, helpful feedback to students—a standard that the university enforces with constant monitoring and data-crunching. None of the College of Online and Continuing Education faculty members will be on a tenure track; in fact, the college will decide each year whether to keep each faculty member around. But Gregory W. Fowler, chief academic officer at the college, says, “The assumption is that these people will be with us for a long time unless something goes particularly wrong.” They will earn salaries that are lower than what assistant professors make at many traditional institutions. And although they will have some hand in guiding the curriculum and in making academic policy, they will not serve as a significant check on administrative power. “If you frame in terms of governance, this seems like a less-than,” says Paul LeBlanc, Southern New Hampshire’s president, adding that the university will continue to maintain a level of oversight that “a lot of traditional faculty wouldn’t accept.” But Southern New Hampshire, which has become an online powerhouse in large part by emulating the business mentality of the for-profit sector, makes no pretense of replicating a traditional faculty at its College of Online and Continuing Education. Rather, the university is looking to create a different kind of faculty position—one that focuses on teaching and student support. While those faculty members may not get to live any kind of romantic academic lifestyle, neither will they have to cobble together their livings from multiple teaching gigs, as many adjunct instructors now do. “If you aspire to a more traditional full-time faculty role at a small, residential college where there’s lots of space and expectation for pub- lishing and research, that’s not us,” says Mr. LeBlanc. However, “if you want a life in the institution, and you have a passion for teaching, and you want to live where you live now, and you want a good salary and great benefits, this is a pretty good job,” he says. ABOUT ACADEMIC FREEDOM It is also the kind of faculty job that stands to become more common as the traditional ones disappear. Southern New Hampshire and its peers are iconoclastic by traditional standards, but they still rely on the approval of their accreditors. And accreditors, while they do not require institutions to bring on tenure-track professors, do want universities to have faculty members who are more than just hired guns. Barbara E. Brittingham, president of the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges, which accredits Southern New Hampshire, would not discuss that university specifically. But when asked about the accrediting body’s position on full-time faculty members, she referred to chapter and verse in the commission’s standards for accreditation: “There are an adequate number of faculty whose time commitment to the institution is sufficient to assure the accomplishment of class and out-of-class responsibilities essential for the fulfillment of institutional mission and purposes.” There are no “bright lines” by which the commission enforces that standard for “committed” faculty members, says Ms. Brittingham, but it is something the accreditor watches for in online programs as they grow larger. “They can start out with all part-time faculty,” she says, “but eventually it gets complicated.” Maria Maisto, president of New Faculty Majority, an advocacy group for adjunct faculty members, was not particularly impressed by a description of the new jobs at Southern New Hampshire. Giving an instructor salary and benefits is one thing, says Ms. Maisto; giving her academic freedom is another. The real test will be whether the university treats its faculty members like professors of a uni- A11 versity or like employees of a company. (“We believe that all faculty should enjoy academic freedom if you mean the ability to express themselves on controversial issues without fear of retaliation,” says Mr. Fowler, the chief academic officer.) During the pilot phase, which will end this summer, Ms. Caldwell worked more than she had as an adjunct, she says. She led more course sections per term than she had been permitted to teach as a part-time instructor, and was required to give feedback on student work in less time. But she says the stability of a salaried job with benefits was a welcome change. “Because of that,” she says, “we were quite happy to do the 72-hour turnaround on grading.” Bends like thread, supports like steel, conducts like copper. Unconventional? Not at Rice. You could call it a super string. This unique carbon nanotube fiber has properties that don’t exist in any other material. Developed by an international public-private scientific team led by Rice University Professor Matteo Pasquali, it looks and acts like regular thread yet has the strength and conductivity of a metal wire. The aerospace, medical and automotive industries are just some of the groups eager to sew up new products with this amazing super string. That’s what we do at Rice University — apply unconventional wisdom to solve today’s problems and deliver tomorrow’s solutions. Find out more at www.rice.edu/unconventional. A12 m ay 16, 2014 | t he chron icl e of higher educ at ion Unusual Undergraduate Research Project Yields Book on Botched Executions By BETH MCMURTRIE A mong the many ways a college sophomore could imagine spending her summer, compiling a database of botched executions in American history is probably not high on the list. It would, after all, entail trolling through thousands of names, dates, and heinous crimes— then studying old newspaper articles to determine which of those hangings, electrocutions, gassings, and lethal injections had gone awry. But Madeline Sprung-Keyser took on the challenge with relish and now says it was a transformative experience. In the spring of 2011, she and five classmates had just finished taking a special research tutorial, “America’s Death Penalty,” at Amherst College with Austin Sarat, a noted expert on the subject. They read academic articles, Skyped with authors, wrote papers, and debated the meaning and subtext of America’s complex relationship with the death penalty. Creating the database was the next step, one that would ultimately lead to a book. Gruesome Spectacles: Botched Executions and America’s Death Penalty (Stanford University Press), released last month, was written by Mr. Sarat, a professor of jurisprudence and political science, RESEARCH with help from Ms. Sprung-Keyser and three of her classmates. After a painstaking review of the ways 9,000 people were put to death in the United States from 1890 to 2010, the researchers found that about 3 percent of executions had not gone as planned: decapitations and failed strangulation during hangings, for example. Burned flesh and repeated jolts of electricity with electrocution. Severe pain and slow deaths during lethal injections. Each new advance in technology promised a less-painful ending. But the evolution of the death penalty, the book argues, says more about our hopeful view of scientific progress and how we wish to handle the fate of the guilty. That message is a particularly timely one: Shortly after the book’s release an Oklahoma inmate suffered an execution gone MARK ABRAMSON FOR THE CHRONICLE Madeline Sprung-Keyser, a first-year law student at New York U., says her undergraduate research “influenced the idea to go to law school.” wrong, dying of a heart attack 43 minutes after being injected with a lethal cocktail of drugs. His death made international headlines and led President Obama to order a review of how the death penalty is applied in the United States. But it came as no surprise to Mr. Sarat and his researchers. They found that lethal injection—far from being a technological improvement over previous methods of execution—is among the most problematic: Seven percent of those executions have not gone according to plan. For Ms. Sprung-Keyser, now a student at the New York University School of Law, the rigorous and sustained study of the death penalty changed her life. “It influenced not only the way I think academically and the way I think intellectually,” she says. “It influenced the idea to go to law school and the way I think about broader issues in the world.” For Mr. Sarat, as rewarding as writing the book has been, involving undergraduates in the process has been equally important, he says. His research tutorial on the death penalty is one of nine such courses being taught at Amherst today. They are financed by the Andrew W. Mellon Foundation and designed to foster research collaborations among students and faculty members in the humanities and social sciences. The other tutorials cover such topics as Shakespeare and the history of books, suicide as a form of protest, and the senses in motion. “We need to move students to think of themselves as scholars, capable of producing knowledge and information,” says Mr. Sarat, who helped secure the Mellon grant when he was a senior adviser to the dean of the faculty and looking for ways to engage undergraduates more deeply in research. “We’re doing that in science, but not in the social sciences and humanities.” EXECUTION OUT OF SIGHT In telling the history of bungled executions, Gruesome Spectacles GETTY IMAGES The recent execution of an Oklahoma inmate, who died of a heart attack 43 minutes after receiving a supposedly lethal injection of drugs, was no surprise to Mr. Sarat. The method is among the most prone to problems. Austin Sarat, an expert on the death penalty and a professor at Amherst College, helped develop a series of undergraduate research seminars. AMHERST COLLEGE lays out America’s complicated relationship with the death penalty, dating to hangings in Colonial times. Capital punishment then was a public affair, meant to display the government’s power over life and death. But as people became less comfortable with such spectacles, the demand for more private and seemingly humane forms of executions grew. Electrocution, the gas chamber, and lethal injection have all taken a turn as the method of choice. “We give them a kinder, gentler death than they deserve to mark the boundary between the ‘civilized’ and the ‘savage,’ rather than to establish a connection between citizens and murderers,” writes Mr. Sarat. “We kill humanely, not out of concern for the condemned but rather to vividly establish a hierarchy between the law-abiding and the lawless.” Mr. Sarat hopes Gruesome Spectacles advances the public debate about the death penalty by showing that there is no such thing as a foolproof, humane way to kill someone. “The debate has moved from high moral principles to looking at how the system actually operates. That move has largely focused on the fate of the innocent,” he says. “I hope my book takes that move and says, OK, let’s look at the fate of the guilty. Is 3 percent an acceptable error rate for execution? If I were to tell you that three out of every 100 airplane takeoffs result in a crash, you might think, Gee, that’s not an acceptable error rate.” Support for the death penalty has declined in recent years. The number of people sentenced to death has fallen, and the percentage of Americans in favor of the death penalty hovers around 60 percent, the lowest level in two decades. But abolitionists have not often used botched executions to further their cause. Why not? Gruesome Spectacles argues that the news media are partly to blame, portraying them as simple accidents. “The style varies, but the story tends to be pretty constant,” Mr. Sarat says. “In the early period, they sensationalized botched executions but told what we call recuperative narratives. ‘Oh, it’s just because the hangman was drunk.’ There’s a parallel discourse in the way the legal system has thought about botched executions, in which the question of intent or accident plays a critical role.” Daniel LaChance, an assistant professor of history at Emory University who has studied capital punishment in the United States, praises Gruesome Spectacles for the systematic way it looks at fumbled executions. “The deep irony is the more we search for modes of painless execution, the worse it gets,” he says. The book “reminds us once again that a lot of the things we do in the name of seeming civilized are for our own comfort, not for the intended beneficiaries.” Ms. Sprung-Keyser says studying the death penalty in both theory and practice pushed her to sharpen her own views. “I was very wishywashy” at the start of the course, she recalls. “I had moral issues with it, but not necessarily intellectual issues.” The process of digesting and debating enormous amounts of information forced her and her classmates to think critically about, for example, the ever-shifting definition of “cruel and unusual punishment.” Some of the most intense debates took place during the writing of the book. Each student was charged with writing the first draft of one chapter. Then the group would hash it out in meetings with Mr. Sarat. “It was completely collaborative,” she says. “Every step of the way we were having real conversations about what the issues were and what was important.” Mr. Sarat hopes other professors will be inspired to engage their students in complex research projects. “It defies the convention: People think research can’t be any good because undergraduates are doing it,” he says. This book proves that idea wrong. “They were fully my collaborators. I learned an enormous amount from them.” t he chron icl e of higher educ at ion | m ay 16, 2014 The laTesT findings by a leading experT on global warming. The loblolly pine Tree. Conventional wisdom says that planting more trees will reduce carbon dioxide levels and combat global warming. But the trees themselves are telling us they can only do so much. And that we need to keep working to find other solutions. These are the kinds of findings that have made Boston University one of today’s leading centers of research and knowledge. And why thinking differently about our world begins with BU. Find out more at bu.edu/discover/trees The world needs to know. A13 A14 m ay 16, 2014 | t he chron icl e of higher educ at ion The Perennial Perils of Picking a Commencement Speaker By AUDREY WILLIAMS JUNE P icking a commencement speaker can be fraught with uncertainty. Colleges want stimulating figures who will challenge and inspire graduates, but too controversial a choice can draw an immediate backlash from students, faculty members, and others in the community. Rutgers University recently COMMENCEMENT found that out with its ill-fated invitation to a former U.S. secretary of state, Condoleezza Rice, whose selection sparked more than two months of criticism on the campus over her role in the Iraq War during the George W. Bush administration. Secretary Rice, a professor of political science at Stanford University, backed out of the engagement this month, but the controversy at Rutgers lingers. And the New Jersey university’s situation is not unique—it’s just the latest example of a campus that found itself in discord over a commencement speaker, resulting in the speaker’s withdrawal or, worse, being disinvited. “It is challenging for an institution to identify a commencement speaker who will appeal to a wide variety of groups and also provide thought-provoking remarks,” said William Walker, interim vice president for advancement resources at the Council for Advancement and Support of Education. How tough is it? Just recently, Pasadena City College apparently flip-flopped twice on who would give its commencement speech: Dustin Lance Black, an Oscar-winning screenwriter and alumnus who became controversial after explicit images of him and a former boyfriend surfaced online? Or Eric G. Walsh, a public-health official and preacher who spoke against gay people in a sermon several years ago? Accounts differ over how Mr. Black was first invited, then disin- vited. But after controversy arose over Mr. Walsh, too, and he withdrew, the California college decided to reinvite Mr. Black, who accepted the invitation. that do so are opposing the basic liberties that our great nation was founded upon.” In an interview, Mr. Hance said that Texas Tech administrators have an obligation to find inspiring speakers. “Look at Condoleezza Rice, who grew up in the segregated South, and look at all that she’s accomplished,” he said. “I want people who have been successful in their areas, and I think she’ll get a warm reception at Texas Tech.” SILENCED BY PROTESTS The ranks of notable figures who were invited to deliver inspirational remarks to graduating students but then declined amid protests grow every year. Last year Benjamin S. Carson Jr., a neurosurgeon, withdrew as the commencement speaker at the Johns Hopkins University after his opposition to gay marriage triggered protests. Robert B. Zoellick, a former president of the World Bank, decided not to speak at Swarthmore College, his alma mater, after students lashed out at his support of the war in Iraq. Controversial positions on political or social issues aren’t the only factors that might fuel protests against a speaker. The actor James Franco bowed out of an invitation to speak at the University of California at Los Angeles in 2009, apparently under pressure from a Facebook campaign led by students who said he lacked a bigenough name to speak at their commencement. In many cases, though, colleges and their controversial speakers just ride out the storm—as President Obama did at the University of Notre Dame in 2009. At least one institution that’s dealing with a speaker controversy this year appears to be on track to do the same. The University of California’s Hastings College of Law has been getting some pushback over its choice of Janet Napolitano, president of the University of California, as its speaker. Protesters have criticized the number of people deported while Ms. Napolitano was U.S. secretary of homeland security. Frank H. Wu, the Hastings College’s chancellor and dean, has acknowledged the protesters’ concerns about deportations but has TURMOIL AT RUTGERS BEN MARGOT, AP IMAGES Condoleezza Rice, the former U.S. secretary of state, backed out of speaking at Rutgers U. after campus protest over her role in the Iraq War. refused to rescind the invitation to Ms. Napolitano. “We do not shy away from the controversy that is integral to the progress of the law,” he said in a written statement last month. Ms. Napolitano’s speech, he said, “is an occasion that presents an opportunity to show what our core value of academic freedom means: our ability to respect one another and engage in the processes that have made America a diverse democracy.” Robert Shibley, a spokesman for the Foundation for Individual Rights in Education, which advocates for free speech on campuses, lamented the apparent trend toward shunning controversial speakers. “There seems to be no room on a university campus for people who might have controversial things in their past or who are involved in controversial things currently,” he said. A TEXAS WELCOME At least one university leader shares that view, and is hoping that Rutgers’s loss will be his institution’s gain. Just two days after Ms. Rice said that she would bow out of speaking at Rutgers so she wouldn’t be a “distraction” at the ceremony, the chancellor of Texas Tech University, Kent R. Hance, sent her a letter inviting her to speak at one of three graduation ceremonies over the next year. The first opportunity would be on August 9 at the university's summer commencement. Ms. Rice, who declined through her spokeswoman to be interviewed for this article, has not responded to Texas Tech yet. The spokeswoman said Texas Tech's offer would “get the same consideration that is given to all commencement requests.” Mr. Hance’s letter to Ms. Rice includes some pointed remarks that speak to the outcome of the protests against Ms. Rice at Rutgers and the debate over free speech on university campuses. “If a university attempts to stifle free speech, it is the greatest injustice for the market of free ideas,” Mr. Hance wrote. “Institutions The president of Rutgers, Robert L. Barchi, stood behind the university’s invitation to Ms. Rice, even as he accepted her decision not to speak. But Ms. Rice’s departure didn’t end the university’s commencement-speaker woes. Instead, it upset a new group of students. In a letter to Mr. Barchi, the Rutgers College Republicans complained that a “hostile environment” had triggered Ms. Rice’s decision. Shortly afterward, the university was fending off new criticism over its announcement of Ms. Rice’s replacement. That effort was marred by what Rutgers said was a simple mix-up. At one point, a former Rutgers football player, Eric LeGrand, who was paralyzed during a game in 2010, was asked to be the speaker. Then the university appeared to nix him in favor of a former New Jersey governor, Thomas H. Kean, whom it then announced as its choice. The university said later that it had planned all along for Mr. LeGrand to be one of multiple speakers at the event. Mr. Shibley, of FIRE, predicted that the turmoil surrounding the selection of commencement speakers every year would eventually have an unwelcome result, particularly for future college graduates. “Soon,” he said, “everybody will be doomed to listen to unexciting, boring speakers until the end of time.” Stanford’s Divestment From Coal Could Influence Other Colleges By LEE GARDNER S tanford University announced last week that it would no longer make direct investments in coal companies. The university’s Board of Trustees convened for a special vote to ADMINISTRATION adopt a recommendation from a panel of students, faculty and staff members, and alumni that had spent the last several months reviewing the social and environmental implications of investment in fossil fuels. The panel’s recommendation to divest from “publicly traded companies whose principal business is the mining of coal for use in energy generation,” according to a news release, makes Stanford the most prominent American university to take such a step. But the board’s decision also reflects the nuanced approach with which colleges are increasingly parsing the challenge of meeting student and faculty demands, fulfilling social and institutional mandates, and maintaining fiscal responsibility when it comes to divestment from controversial industries. John L. Hennessy, Stanford’s president, said in a written statement that moving away from coal investments was a “small but constructive step” for the university to take in its efforts toward larger energy solutions. “Stanford has a responsibility as a global citizen to promote sustainability for our planet, and we work intensively to do so through our research, our educational programs, and our campus operations,” Mr. Hennessy said. “The university’s review has concluded that coal is one of the most carbon-intensive methods of energy generation and that other sources can be readily substituted for it.” According to data from the Nacubo- Commonfund Study of Endowments, Stanford’s $18.69-billion endowment was the fourth-largest among colleges and universities in North America in 2013. Stanford does not disclose the details of its holdings. Krishna Dasaratha, a Ph.D. student in mathematics at the university who is a member of the student group Fossil Free Stanford, called the board’s decision “fantastic,” and added that he and his fellow advocates were “very proud of the university for being one of the first schools to divest from coal.” “We think this is a necessary and important step in fighting climate change,” Mr. Dasaratha said. But he noted that Fossil Free Stanford had originally called for the university to divest from both coal and oil companies. Asked if he considered the move the institution announced last week a half-step in some respects, he said, “You could say that.” OTHER CAMPAIGNS Fossil-fuel divestment campaigns have sprung up on hundreds of campuses across the country in recent years but have met with limited success. Institutions like Unity, Ithaca, and Pitzer Colleges have divested from fossil fuels. Bowdoin College and Brown and Harvard Universities, among others, have declined to do so. Mr. Dasaratha was a veteran of the fossil-fuel divestment campaign at Harvard as an undergraduate there before he went to Stanford last year, and he was among the students and faculty members who petitioned Stanford’s board to divest this past fall. The petition was passed along to the university’s Advisory Panel on Investment Responsibility and Licensing, a group of faculty and staff members, students, and alumni who report to a special committee of the Board of Trustees. Beginning in October of last year, the panel researched and considered the issue before delivering in April a recommendation to divest from coal companies. Since the board does not have a full meeting in May, it convened a special meeting last week to vote on the matter, in advance of its next scheduled meeting, in June. “Because the issue is so import- t he chron icl e of higher educ at ion | m ay 16, 2014 ant, we didn’t want to wait,” said Susan L. Weinstein, the university’s assistant vice president for business development and a member of the advisory panel. In addition, she said, Fossil Free Stanford had been “very diligent in keeping us moving forward on it, and we wanted to be responsive to their timetable as well.” The decision to divest from coal companies but not oil companies came down to a consideration of the realities of current energy options and the charge of the university’s 1971 Statement of Investment Responsibility. While all fossil-fuel emissions “significantly contribute“ to global climate change, Ms. Weinstein said, “there are not very many alternatives” to petroleum. “Coal, by contrast, is one of the most carbon-intensive methods of energy generation,” she said, “and we do have other less-carbonintensive alternatives”—in particular, natural gas, which burns more cleanly than coal and is currently in abundant supply. The university’s investment guidelines state that trustees can make investment decisions when “corporate policies or practices create substantial social injury.” “We felt that it would be hard to claim that you could just get out of the fossil-fuel business entirely,” Ms. Weinstein said, “but we did believe that there was a social benefit to moving away from coal at this point.” Such deliberate decision making has marked many colleges’ recent divestment debates. Pitzer College’s decision to divest from all fossil fuels, announced last month, was ar- rived at after a lengthy debate and much institutional soul searching, and led to a larger commitment to sustainability at the college. In the case of another controver- “We felt that it would be hard to claim that you could just get out of the fossil-fuel business entirely.” sial commodity, tobacco, the University of Pennsylvania’s president, Amy Gutmann, opposed a proposal this year for Penn to divest from cigarette companies because tobacco did not constitute “a moral evil”—a condition that factored into Penn’s 2006 decision to divest from oil companies operating in Sudan, in response to genocide in Darfur. But tobacco, Ms. Gutmann said, did not violate the university’s investing guidelines. Penn’s Board of Trustees is scheduled to vote in June on divestment from tobacco companies. LEADING THE WAY? The colleges that had divested from fossil fuels before Stanford were smaller institutions with relatively modest endowments at stake. Stanford’s international prominence and wealth make its commitment to divesting from coal an influential move. Bill McKibben, founder of 350.org, an advocacy group that confronts cli- A15 mate change and has encouraged divestment drives at universities, praised Stanford’s decision in a statement and added that “other forward-looking and internationally minded institutions will follow, I’m sure.” Ms. Weinstein played down any activism in the board’s vote. Encouraging other colleges to divest “wasn’t part of our agenda,” she said. “We really made the correct decision for Stanford. It’s up to every institution to make its own decisions on these kind of issues.” Mr. Dasaratha said he was “optimistic now that Stanford has taken the lead.” “We’ll continue our campaign,” he said, “and we’ll be continuing to address climate change, but for the moment we want to celebrate Stanford’s decision.” Disabled Chinese Students Face Many Barriers to Higher Education By LARA FARRAR Beijing ike, a 13-year-old who lives on the outskirts of this city of 21 million with his family, is gifted. He plays the piano by ear, and most afternoons, practices singing Italian opera. Yet Mike, whose family has requested that his Chinese name not be used, may never be able to go to a univer- M INTERNATIONAL sity, much less high school, because he is almost completely blind. Now in junior high, the teenager has no special assistance in class, which means he has to navigate the curriculum by himself. It takes him hours to take exams, trying to see the tests with what little vision he has left in one eye. Because of his handicap, he receives no grades. With no grades, he is practically shut out from pursuing higher education. “We are still trying to find a way for him,” said Mike’s mother, who requested anonymity to avoid further discrimination for her son. “Maybe he can go abroad or study art, but it seems there is no way for him to have access to higher education in China.” China has approximately 85 million people with disabilities, according to the United Nations. Experts in the field, including professors of special education, human-rights officials, and lawyers representing the disabled, say that despite some progress, the Chinese government is not doing enough to ensure that people with disabilities have equitable access to higher education or really any education at all. By the end of 2012, more than 90,000 disabled children had no access to schooling, according to the China Disabled Persons’ Federation, a quasi-government organization. Between 2008 and 2012, 35,000 disabled people were enrolled in mainstream higher-education institutions, said the organi- zation. In contrast, in 2013 alone, nearly seven million people graduated from college in China. “Higher-education discrimination is the tip of the iceberg,” said Maya Wang, a Hong Kong-based researcher with Human Rights Watch. “A lot of students with disabilities face discrimination at the lower levels.” A 2013 Human Rights Watch report points out that in 2008 the Chinese government ratified the U.N. Convention on the Rights of Persons With Disabilities, which calls for inclusive education at all levels. But the report says the central government in Beijing “has no clear and consistent strategy to achieve that goal.” Instead, the government has poured billions of dollars into developing a separate special-education system for the disabled. Such schools, which exist from the primary-school level to college, sometimes lack trained teachers, are far from the homes of students, and prevent students from ever crossing back over into the mainstream education system, Human Rights Watch said. The two systems “exist in parallel and rarely interact,” the report says. Within this parallel system, students who are blind or deaf are often shunted into vocational schools or special colleges that offer training in music, painting, or massage therapy—jobs deemed appropriate for disabled graduates. “These options are based stereotypically on what people with disabilities might be good at doing,” said Ms. Wang, of Human Rights Watch. “There are very limited choices, and if they do want to try mainstream education, they face very high barriers.” Take Xi Fang, a 40-year-old who is deaf and works for a small nonprofit in Shanghai that makes hearing aids. When Ms. Xi was young, she could not pass exams to make it to high school, so she quit her studies and worked in a bicycle factory and then for a textile manufacturer. She says any textbooks she had DARCY HOLDORF A small nonprofit company in Shanghai makes affordable hearing aids and employs deaf workers, who are shut out of higher education and often shunted toward factory jobs. were much simpler than those of nondisabled students. A local government organization for disabled people told her the only option she had was to work in a factory that makes cheap reproductions of paintings from famous artists. “If I could hear, I would have wanted to be a doctor,” Ms. Xi said. To enroll in a university, Human Rights Watch said, all students must get a physical exam in which they must disclose any disabilities. The results of the medical tests are sent directly to universities. What’s more, the government has issued a number of guidelines that advise universities on types of disabilities that would render a student unable to complete studies independently, which, according to Human Rights Watch, “send a clear signal to universities that they can discriminate in admissions on the basis of students’ physical or mental attributes or disabilities.” There is also a dearth of teachers who are trained to teach students with a myriad of disabilities, ranging from physical to learning, according to Deng Meng, a professor in the Institute of Special Education at Beijing Normal University, one of only a handful of Chinese universities that even offer special education as a field of study. Mr. Deng said the reason is simple: Many college students view the major as a dead end to any career. “We are very much lacking teachers to teach students with disabilities even in special schools, not to mention regular schools,” Mr. Deng said. “Special education departments at universities, we lack trained teachers too.” The professor said that learning disabilities are still not widely recognized and that assessment protocols for learning disabilities are virtually nonexistent. Some private schools have been set up for such students, but otherwise few resources are available. “We don’t even know who these students are and what problems they have, and we don’t have the instruments to even analyze what learning disabilities they have,” Mr. Deng said. “There is a long way to go. We have just begun the journey.” In numerous instances, Chinese laws call for the equal treatment of people with disabilities, including equal access to education, yet legal experts say much of the verbiage is empty rhetoric with no teeth, no clear meaning or means of enforcement. The laws “look nice, but they only contain big and empty words,” said Huang Rui, a lawyer who helps people with disabilities fight for access to education. “No laws ban disabled students from being enrolled in college, but college administrators give tacit consent that people who are blind or deaf or who have other disabilities cannot go to university.” Yet Mr. Huang said the situation appears to be slowly improving. He himself is physically disabled but was able to obtain a law degree. In April, China’s education ministry offered guidance on how to provide the gaokao, the college-entrance examination, in Braille or electronic form to accommodate the blind. Human Rights Watch called this an “important breakthrough.” The ministry also announced plans to ensure that at least 90 percent of children with visual, hearing, and intellectual disabilities receive primary- and middle-school education by the end of 2016. The plan calls for more investment in infrastructure, teacher training, and curriculum reform. For higher education, the plan calls for universities and colleges to create better conditions for disabled students and to not refuse admission because of disabilities. The Ministry of Education declined interview requests from The Chronicle. Han Yongmei, a director in the China Disabled Persons’ Federation’s department of education and employment, which works with the education ministry, said the national environment for students with disabilities is getting better. “Laws and regulations are improving, but they take time to implement,” she said. “Considering our situation in China, I think we are doing well.” A16 m ay 16, 2014 | t he chron icl e of higher educ at ion People An Engineer’s Next Task at Penn State: Expand Online Learning By JAKE NEW late to online in the past,” Ms. Engel says. “What are ennsylvania State those challenges? We may University has 16,000 not have ready solutions, but students enrolled in its we’ll have to keep on emergonline World Campus. In the ing technologies with those next decade, the university majors in mind.” wants that number to rise to The university doesn’t 45,000. track graduation rates, but Penn State’s new associate about 6,000 students have vice provost for online prograduated from World Camgrams, Renata S. Engel, is pus since its creation, in expected to play a large role 1998, says David Aneckin moving toward that goal. stein, a university spokesMs. Engel, who is 54 and a man. professor of engineering sciAfter she moves into the ence and mechanics and ennew position, on June 1, Ms. gineering design, says she has Engel is also expected to a few ideas about where to help expand and improve begin. the university’s offerings of She wants to engage with massive open online courses JIM GRAHAM, GRAHAM STUDIOS more professional organizaand other noncredit online Renata S. Engel tions, provide a stronger base courses. While some instituof introductory courses, and add tions may begin to shy away from “We’ll be looking at majors that new majors. such courses following a backlash have been more difficult to trans- P against them last year, Ms. Engel says there’s still much to learn from MOOCs. “One of the challenges we face with online courses is trying to identify the things that work well within traditional face-to-face courses and see what they might look like online,” she says. “Likewise, MOOCs may be able to show what we can take from online and foster, grow, and enhance in the traditional classroom.” Ms. Engel says she’s excited to take on the challenge, but her passion is not strictly for the new technology. Rather, it’s for what she calls “curricular innovation.” It’s an interest she has nurtured for years as an associate dean for academic programs in Penn State’s College of Engineering and, before that, as director of the Schreyer Institute for Teaching Excellence. And even before that, as an instructor earning her Ph.D. in the late 1980s at the University of South Florida. She taught a course there in which she worked not only with a group of students in the classroom but also with engineering professionals around the state through recorded video lectures. Flash-forward a few decades, and the whole thing sounds a little like a low-tech MOOC. Thanks to online platforms like Coursera or, perhaps even more similarly, Khan Academy, video lectures have probably never been more popular—only now, the videos aren’t sent through snail mail. “Those were just the tools we had available then, but we were doing it for the same reasons,” Ms. Engel says. “Now the experience and ease of delivery has changed so much.” Alzheimer’s Researcher Leads a Graduate School at U. of North Texas By PETER MONAGHAN I n medical-science circles, Meharvan (Sonny) Singh is best known for his research on the role of hormones in the aging brain. That is one reason the University of North Texas Health Science Center has chosen him as dean of one of its five units, the Graduate School of Biomedical Sciences. Another reason is that he was already in the job, having served as interim dean since January. He succeeded Jamboor K. Vishwanatha, who stepped down after six years as dean. Before that, from 2011 until last year, Mr. Singh was chair of the school’s department of pharmacology and neuroscience. “I was not looking for the position,” says Mr. Singh, 46, who was born in Malaysia but has lived in the United States since he was 4. “Perhaps in the back of my mind, yeah, I thought, ‘Maybe in five, seven, 10 years,’ but the opportunity presented itself far sooner than I’d imagined.” With a doctorate in neuropharmacology and neuroendocrinology from the University of Florida, he has most notably demonstrated how the hormones lowered by menopause can influence the course of Alzheimer’s disease, and that they are not well controlled with a “one treatment suits all” approach. “We are learning about such basic questions as how hormones affect brain function so we can develop therapies and best practices to provide more recommendations and options to various cohorts of women,” Mr. Singh says. “Alzheimer’s disease has been a tough nut to crack, but there has been good progress.” For example, biomarkers have been identified that permit earlier diagnosis, a key advance because often, by the time the disease is diagnosed, “probably as much as 20 to 25 years of pathology has gone on.” Of course, faculty members in the school have their own research agendas at a time when, he says, “more than ever it’s just so darned difficult to get a federally funded program of research going.” He considers his key role to be acting as “an enabler”—to “leverage more benefit from whatever resources we have” in the hopes of providing researchers with the means to persist. In doing that, he says, he will depend on two pleasures of working at the Health Science Center, a 2,100-student graduate university. The first: He has found his colleagues to be “very smart people U. OF NORTH TEXAS HEALTH SCIENCE CENTER Meharvan (Sonny) Singh who are not only so good at their craft but also so willing to collaborate.” That gives him confidence that he will be able to count on civility even while, he says, “my colleagues don’t have to worry about offending me by offering their candid perspectives.” The second: Senior administrators are thoroughly versed in how research is done, so “for the first several minutes of a conversation, I’m not explaining what it’s like to be in the trenches.” Mr. Singh, who was also interim director of the Institute for Aging and Alzheimer’s Disease Research at North Texas before taking the interim-dean post, says he will try to continue his own research. “I’m fortunate to have a couple of seasoned people in the laboratory who are quite independent, and I’ve made a conscious effort to carve out time with them,” he says. “I don’t feel at this moment of time that I’m ready to relinquish that part of my passion.” For a Practiced President, Another Small College to Turn Around Before she became president of a lot of turnover in the presidential position. A lack of a consistent leadElms College, in July 2009, Sister ership always hurts an institution. Mary Reap, 72, served for nearPeople don’t get an opportunity to ly 20 years as president of Marywork together toward a goal bewood University, where she helped cause everything seems temporary. place the institution on a stable fiAt Marywood, the route to our nancial footing. Now, at Elms, she success was has had to figfinding new opure out how to turn around an- THE PROBLEM SOLVER portunities and running with other struggling them. Our opportunity there was college. Here is her account of those expanding graduate education. efforts, as told to Taylor Harvey. I always wondered if the skills of ike many small schools, a leader are transferable. Can you Elms College was finanrepeat what you did in one place at cially fragile. If you have a another institution? My answer is small endowment and are heavily yes, you can. tuition-driven, and prices get to a When I left retirement to lead point where many students cannot Elms, the college had already beafford to attend, you are creating a gun some collaborative partnerperfect storm. ships with community colleges, Elms, for a 10-year period, had particularly in nursing. So we be- L ROBERT CHARLES Sister Mary Reap gan to really focus on the adult market as part of our mission. We now have six off-site collaborative programs, in which stu- dents who have two-year degrees can earn bachelor’s degrees from Elms by taking courses on their community-college campuses. Our full-time faculty teach students on those campuses on Saturdays, and some of the coursework is offered online. We have wonderful support systems in place, with academic advisers and a coordinator available to students at each site, an entire unit here at the college that enrolls the students and helps them through the financialassistance process, and an online tutoring component that is there 24/7 for them. Our retention rates and success rates to graduation in those programs are very high. The students know what they are sacrificing to do this and how important this goal is for them, so they are deter- mined and very dedicated to academic success. The partnership has added a good number of students to our base, and the additional tuition revenue has helped us turn around financially. That success has done a lot of good things on the campus in terms of morale and has given us money to invest in some strategic initiatives. For a long time, Elms wanted to build a new science center, and now we have, with the help of donors. It’s been transformational for us to move from rather old and ineffective labs to really cutting-edge, state-ofthe-art, beautiful lab facilities. As a leader, if you are not investing, if you are not looking for the next opportunity, then there isn’t much future. No money, no mission. t he chron icl e of higher educ at ion | m ay 16, 2014 A17 A New Tool to Measure the Value of a Liberal-Arts Education K aren R. Lawrence, who has been president of Sarah Lawrence College since 2007, visited The Chronicle last month to describe a tool the college started testing this academic year to help assess the value of students’ education. Following are edited excerpts of her interview with Dan Berrett, a senior reporter. A ON LEADERSHIP JULIA SCHMALZ Karen R. Lawrence video of the interview can be seen on The Chronicle’s website. Q. Can you tell us about your new assessment tool? A. Sure. The tool builds on a culture of evaluation at Sarah Lawrence that minimizes the importance of grades—although we give them because the world gives them—and focuses on in-depth narrative evaluations for each student. The faculty in each course would provide this assessment on top of the other kinds of evaluations. Q. How is it different from a grade? A. It measures six critical abilities we cultivate across disciplines according to the rather unique pedagogy at Sarah Lawrence, which is 90 percent seminars. Those abilities are to think analytically, to communicate effectively in writing, to exchange ideas effectively orally, to bring innovation to your work, to think independently, and to take and act on criticism. So it’s a developmental scale. It helps us track each student longitudinally. We have a faculty adviser, called a don, who guides the student intellectually and academically through all four years. So this is really something for the don and the student to discuss. We’ve got to prove we do what we say we do. I think it’s incumbent on us to try to develop nuanced instruments for showing value. So that’s what we’re trying to do. Q. What lessons do you think your experience and this tool would give to other institutions? A. Business leaders and the federal government are asking colleges to develop abilities that will allow graduates to be able to get jobs not only when they leave college, but 40 and 50 years down the pike. So it shifts the national discussion away from what your salary is the year you graduate. Part of the value is helping to shift the conversation. Not denying the importance of jobs—we need to recognize we’re preparing students to enter the world of work and service—but not mone- tizing it so that he or she who has the highest salary two years out is somehow the winner or is valued more. That’s a piece of social engineering that I think is kind of destructive. TRANSITIONS ogy and former dean of the College of Letters & Science at the University of Wisconsin at Madison, has been appointed the next provost and senior vice president for academic affairs at Oklahoma State University. n William Forsythe, a choreographer who directed Ballett Frankfurt for two decades, will join the University of Southern California’s Glorya Kaufman School of Dance as a professor in the fall of 2015. n Allyson Green, an associate dean at New York University’s Tisch School of the Arts since 2012 and an artist and curator, will become dean of the school on June 1. She will succeed Mary Schmidt Campbell, who has led Tisch for 23 years. n Elizabeth B. Davis, dean of the University of New Haven’s College of Business, will become dean of the University of San Francisco’s School of ManageSTAN GODLEWSKI ment on August 1. n Malcolm Litchfield, director of Ohio State University Press, will be leaving the press after 15 years there to become publisher at Hong Kong University Press. His new position begins in June. DEPARTURE PEOPLE IN ACADEME Submit ideas to [email protected] or at chronicle.com/people JOB MOVES Ian Baucom, an English professor at Duke University and director of its John Hope Franklin Humanities Institute, will become dean for the College and Graduate School of Arts & Sciences at the University of Virginia starting July 1. He will replace Meredith Jung-En Woo, an expert on international political economy who is in her sixth year as dean. She will return to teaching and research. n Charlotte H. Johnson, dean of the college at Dartmouth College since 2011, will become vice president for student affairs and dean of students DARTMOUTH at Scripps College on COLLEGE August 1. Scripps’s previous vice president and dean, Bekki Lee, died suddenly last fall. Nathalie Rachlin, a Scripps professor of French, has been serving in the interim. n Gary Sandefur, a professor of socioln Jo Ellen Parker will step down as president of Sweet Briar College, in Virginia, this summer to lead the Carnegie Museums of Pittsburgh. She has led the college since 2009. n DEATHS Gary S. Becker, a professor of economics and sociology at the University of Chicago, died on May 3 following complications of surgery. He was 83. He won the Nobel Memorial Prize in Economic Science in 1992 for applying microeconomic analysis “to a wide range of human behavior and interaction, including nonmarket behavior.” The university’s Becker Friedman Institute for Research in Economics is named for him and his mentor, Milton Friedman. Mr. Becker’s books include The Economics of Discrimination (1957), Human Capital (1964), and A Treatise on the Family (1981). n Stanley H. Rosen, an emeritus professor of philosophy at Boston University, died on May 4. He was 84. Before he joined the university in 1994, he was a professor at Pennsylvania State University. His books include Plato’s Symposium (1968) and The Elusiveness of the Ordinary (2002). n DOCTOR of MANAGEMENT in COMMUNITY COLLEGE POLICY and ADMINISTRATION BE A LEADER at your community college and in your field. GET 25% OFF TUITION WITH YOUR AACC MEMBERSHIP* As a community college leader, you know the value of a great education. And now a Doctor of Management in Community College Policy and Administration** from University of Maryland University College (UMUC) is more valuable than ever, with a curriculum designed to be applied to practical leadership situations. Build the skills you need to succeed—and lead—at your institution. • • • • Online courses with residencies each semester Instruction from former community college presidents and senior leaders Executive coaching from former senior community college administrators Cohort structure for mutual peer support and community To learn more, call 800-888-UMUC or visit UMUC.EDU / CCFUTURE Copyright © 2014 University of Maryland University College Full-time faculty and staff of American Association of Community Colleges (AACC) member colleges may qualify for a 25% discount on tuition for the DMCCPA program. The discount is only available to students who have not been awarded a UMUC scholarship. ** Program is not available to MD residents. * A18 m ay 16, 2014 | t he chron icl e of higher educ at ion In Brief 9% Data Point Behind the Numbers in the News Keep up with the latest news at chronicle.com Percentage of all postsecondary students who attended more than one institution during the 2012-13 academic year. BACK STORY CONTEXT The student mobility rate provides an indicator of the prevalence of multi-institutional student pathways in higher education. The rate has hovered around 9 percent for the past three years. The rate is highest for students who start at a two-year public institution and lowest for those who start at a four-year for-profit institution. Percentage of students enrolling in a second institution in 2012-13 11.5% 9.1% 6.7% 4.9% Two-year public Four-year public Four-year private nonprofit Four-year for-profit Sector of first enrollment Corrections An article about a facultypreparation program in which Stanford University Ph.D. students visit San Jose State University (The Chronicle, May 9) misnamed a university where a Stanford graduate landed a job. It is Southern Illinois University at Carbondale, not the nonexistent University of Southern Illinois. In addition, a chart with the article misstated Stanford’s operating budget. It is $4.8-billion, not $48-billion. And a note explaining the chart included two errors: The endowment numbers are for the summer of 2013, not as of June 30, 2013, and the figures for Pell Grants are for the fall of 2012, not the summer of 2013. n An article about open-source collegeadministration software sponsored by the Kuali Foundation (The Chronicle, May 2) reported incorrectly that the University of Utah is already using a curriculum-management module of Kuali’s studentinformation system. That module is still in development. Source: National Student Clearinghouse Research Center n For more Data Points, visit chronicle.com/blogs/data RESEARCH Scientists Work to Improve Reliability of Their Results The annual policy conference this month of the American Association for the Advancement of Science reflected continuing concern among scientists to improve the accuracy of their work. The most extended plenary session in the two-day conference was an examination of “Reproducibility in Science” that included a review of emerging strategies for improving the reliability of research results. Researchers have been plagued in recent years by growing doubts about reliability, with some analyses suggesting that most findings published in scientific journals are as likely to be false as true. In addition to overt financial conflicts of interest, the problem has been attributed to factors that encourage haste, including pressure to publish and win grants. Solutions now being put in place include mandates to report financial associations between companies and outside researchers, and trial-registration systems in which expected investigative paths are declared in advance to deter the manipulation of results. Even more aggressive steps are now coming into use, said Brian A. Nosek, an associate professor of psychology at the University of Virginia and co-founder of the Center for Open Science. CURRICULUM Students in 20 Countries Seek Change in Teaching of Economics Economics students in 20 countries have teamed up to call for an overhaul in how their discipline is taught, The Guardian has reported. The group is calling itself the International Student Initiative for Pluralism in Economics. In an open letter on its website, the group objects to what it calls a “dramatic narrowing of the curriculum” over the last several decades. The resulting “lack of intellectual diversity,” the group argues, limits students’ ability to solve 21st-century challenges like financial instability and climate change. FACULTY U. of Colorado Sociology Dept. Rebels Against Its Chair The sociology department at the University of Colorado at Boulder has been thrown into upheaval partly as a result of dissatisfaction over how its chairwoman acted last fall against a professor who staged a classroom skit on prostitution. The department’s faculty moved last month to replace its chairwoman, Joanne E. Belknap, who has responded to their complaints by announcing her intent to quit that leadership position and by suspending all formal department meetings. Her handling of concerns over the prostitution skit not only was cited by sociology professors seeking to oust her, but also drew criticism in a report presented this month to the campus’s Faculty Assembly. The report said Ms. Belknap and other officials had failed to follow university procedures in ways that denied the professor who staged the skit her due-process rights. Their actions, the report said, harmed both academic freedom and the university’s reputation. As often occurs with academic-department heads, Ms. Belknap ended up torn between the perceived interests of her institution’s administration and the demands of fellow faculty members. Administrators supported her decision to report Patricia A. Adler, the professor who staged the skit, to the campus’s Office of Discrimination and Harassment for allegedly creating a hostile environment for students. But the administration’s decision to discipline Ms. Adler, which it subsequently rescinded, sparked a national controversy over complaints that Ms. Belknap and her superiors had violated Ms. Adler’s academic freedom. Ms. Belknap has defended her handling of concerns related to the skit by saying that she “acted out of protection for students.” RESEARCH Boston College Offers to Return Belfast Project Tapes Boston College said last week that people interviewed as part of the Belfast Project, a troubled oral-history project on the conflict in Northern Ireland, could have the original tapes and transcripts of their interviews returned to them if they wished. Jack Dunn, a spokesman for the college, said that if participants wanted their interviews returned, Boston College would accommodate their requests “upon proper identification.” Researchers had promised participants that the interviews would remain confidential until after their death, but some interviews were subpoenaed on behalf of British authorities, and portions were eventually released under court order. “Given that the litigation surrounding the subpoenas has concluded,” Mr. Dunn said, “we believe that it is the appropriate course of action to take at this time.” The announcement came nearly a week after the police in Northern Ireland arrested Gerry Adams, the leader of the Irish political party Sinn Fein, for questioning in connection with a decades-old murder, based on allegations in the interviews. Mr. Adams was later released without charges. t he chron icl e of higher educ at ion | m ay 16, 2014 Setting entrepreneurs on fire. It’s what Dragons do, after all. Christopher Gray is the “Million Dollar Scholar” who found $1.3 million in scholarships as a high school senior – more than enough for his bachelor’s, master’s and doctoral degrees. After three long months of sorting through hundreds of inefficient databases for scholarships, Gray wanted to exponentially shorten the process for others from months to minutes. Now, through an innovative new approach to experiential learning in Drexel University’s Close School of Entrepreneurship, Gray is spearheading an expansion of his highly popular Scholly mobile app as the CEO of his own company. Just another example of Drexel students’ ideas – on fire. Thinking forward. drexel.edu/thinkingforward A19 A 20 m ay 16, 2014 | t he chron icl e of higher educ at ion Three sex-harassment cases in philosophy departments show that no matter how colleges respond, No One Is Happy By ROBIN WILSON A professor who woke up with a student in his bed lost little more than a pay raise at one university. At another, a faculty member who held a student’s hand and sent sexually suggestive email messages was shown the door. For more than a generation, colleges have tried to police relationships between professors and their students, but rarely is anyone happy with the results. Punishments vary widely from campus to campus, and colleges are caught in conflicting roles. “The university has to be the prosecutor of the offender, it has to be the defense attorney for the victim, and it has to be the judge in a case in which its own interest is at stake,” says Billie Wright Dziech, a longtime professor of English at the University of Cincinnati, who wrote a landmark 1984 book on sexual harassment, The Lecherous Professor: Sexual Harassment on Campus. Colleges have beefed up their policies and their enIn Focus forcement in response to increased federal scrutiHARASSMENT ny of how they handle sexual misconduct. The scare over administrators’ culpability in the Jerry Sandusky child-sex scandal, at Pennsylvania State University, has also prompted reassessments. Prominent cases involving charges of sexual harassment in three philosophy departments over the past year show the widespread dissatisfaction that has resulted from colleges’ handling of such cases. Fewer than 20 percent of philosophy professors are female, and women in the discipline have long complained of being mistreated, but still, the cases are emblematic of those across disciplines. At Northwestern University, faculty members and students say administrators went too easy on a professor whom the university found guilty of sexual misconduct in 2012. At the University of Colorado at Boulder, professors accused administrators of punishing the entire philosophy department in response to a few cases of alleged harassment. The University of Miami received accolades from some female philosophers last summer when it pressured a professor to resign, but a female graduate student has filed a federal complaint saying the university put its own interests above hers by simply encouraging him to leave rather than charging him with sex harassment. In all three situations, administrators’ actions have been met with protests: student picketing and a faculty petition, in addition to a costly lawsuit at Northwestern; a federal complaint at Miami; and criticism from the American Association of University Professors at Boulder. “I can’t recall anything like this ever in the last 20 years of academic philosophy,” Brian Leiter, a professor of law at the University of Chicago, says of the number of sex-harassment cases in the discipline. Mr. Leiter, who directs the university’s Center for Law, Philosophy, and Human Values, publishes a popular ranking of philosophy programs, and a blog on which he comments on the discipline. “What this means,” he says, “is women have become less tolerant of this stuff, and universities are now much more sensitive to the fact that they need to act.” The image of a seasoned professor seducing an undergraduate is a standard academic cliché, depicted in jokes, movies, and books. Jane Gallop, a 68-year-old professor of English at the University of Wisconsin at Milwaukee, has written about her own history of sexual relationships with both her male professors and her male and female students. “These relationships have been going on since before any of us were alive,” says Ms. Gallop, who has said that her relationships were natural, not nefarious. In 1992, though, a female student disagreed and t he chron icl e of higher educ at ion | m ay 16, 2014 Students at Northwestern U. protested what they said was the lenient punishment meted out to a professor who was found to have made “unwelcome and inappropriate sexual advances” to an undergraduate woman. BRIAN LEE, THE DAILY NORTHWESTERN charged Ms. Gallop with sex harassment. Wisconsin eventually dismissed the complaint but found that the professor had inappropriately engaged in an “amorous relationship” with the student, whom she supervised, and put a letter stating as much in her personnel file. Interactions between professors and students that start off professional and become personal have become the source of most sex-harassment allegations, say campus officials and others who deal with such issues. That’s a change from when Ms. Dziech wrote her book about lecherous professors. Rarely, she says, do professors now tell students, “You have to sleep with me or else.” That kind of harassment, says Ms. Dziech, has virtually disappeared. Harassment charges that evolve from professors’ getting too close to students, however, can be the hardest to police. What can seem consensual to a professor might not to a student. And what may seem right for a while to a student can later come to feel wrong. Some professors argue that the power imbalance between professors and students means that such relationships can never be mutual. “The more powerful the faculty member is, and the more central they are to the student’s success, the less likely there is to be any chance of consent,” says Heidi Howkins Lockwood, an associate professor of philosophy at Southern Connecticut State University, who says she was in what she calls an inappropriate sexual relationship with her adviser, but didn’t complain, when she was a graduate student 15 years ago. “There should be a blanket don’ttouch policy, just as there is with doctors and analysts,” she says. Colleges take a range of approaches to try to stop these relationships from going too far. Some simply recommend that professors stay out of sexual or amorous relationships. Others tell professors that they must report such relationships with students they supervise and remove themselves from supervision. Some institutions have begun banning professors from having sexual contact with any undergraduates, and instructing professors who violate that ban that they can be fired. Colleges have been stiffening their policies in part as a reaction to a “Dear Colleague” letter the U.S. Education Department issued three years ago, laying out institutions’ responsibilities in responding to sexual assault and signaling stepped-up enforcement of Title IX of the Education Amendments of 1972, the federal law barring sex discrimination at institutions that receive federal funds. Meant to prohibit sex discrimination, the law requires colleges to investigate and resolve reports of sexual misconduct whether or not the police are involved. “This was the dawn of a new awakening,” says Saundra K. Schuster, a lawyer for the National Center for Higher Education Risk Management, which consults with colleges on sexual-misconduct investigations. While most of the attention on campuses related to Title IX centers on problems between students, the letter also put colleges on notice that they must fairly handle students’ complaints against professors. Institutions must respond to those in a uniform way, says Ms. Schuster, one that attempts to support students who complain, stop any misbehavior, and prevent it from recurring. Despite colleges’ efforts, sexual interactions between professors and students may seem more acceptable now, not less, Ms. Dziech says: “We are in a sex-saturated culture, which has normalized the hook-up in students' minds.” Meanwhile, contemporary faculty life may discourage professors from thinking about the consequences of sexual relationships with students. Individual scholars often identify more with their own discipline than with their institution, say faculty members, leading professors to feel less concerned about how their behavior Continued on Following Page “There should be a blanket don’t-touch policy, just as there is with doctors and analysts.” A 21 A 22 m ay 16, 2014 | t he chron icl e of higher educ at ion A THEO STROOMER FOR THE CHRONICLE The U. of Colorado at Boulder went too far in cracking down on sex harassment in the philosophy department, says Carol Cleland, a longtime professor there. Continued From Preceding Page might affect their university’s image and reputation. Professors also typically have a hands-off attitude when it comes to their colleagues’ behavior and can be reluctant to call one another out even if they see what looks like an inappropriate relationship between a colleague and a student. “We work together, read each other’s papers, debate and discuss and drink at conferences,” says Ms. Lockwood. “To censor and cast a faculty member out of the community is as seri- ous as a decision to label a family member a black sheep.” Bonnie Honig, a professor of political science and of modern culture and media at Brown University, says academic culture encourages close relationships between professors and students, including collaboration and debate, which often blur the lines of authority. “There is a generationlessness to the academic setting,” she says. “With smart students, there is a sense of equality. I have stuff to teach them. They have stuff to tell me, too.” t Northwestern, Peter Ludlow drove a female undergraduate to an art exhibit in February 2012 after she had taken his class on the philosophy of cyberspace. Soon after that evening, the student complained to the university's Sexual Harassment Prevention Office that Mr. Ludlow, a star professor who was then 55 years old, had refused to return to the campus after they had visited the exhibit and had instead taken her to several bars, where he bought her drinks and she became intoxicated. He took her back to his apartment, she says, where he touched her inappropriately. The next morning, she says, she woke up in his bed. Mr. Ludlow has denied that he harassed or assaulted the student or refused to take her home, saying the physical contact they had was mutual. But the university found that Mr. Ludlow had made “unwelcome and inappropriate sexual advances,” denied him a pay raise in the 2012-13 academic year, and stripped him of his named professorship. The case, however, is far from over. Students and faculty members have protested, saying the university was too lenient on Mr. Ludlow. When students announced that they would stage a sit-in last term in his classroom, with placards calling for him to be fired, the professor canceled a class meeting. The university eventually removed him from teaching for the remainder of the academic year. Mr. Ludlow, whose specialty is the philosophy of language and who is well known for his writing and teaching on cybernetic rights and virtual worlds, is due to start a new faculty job at Rutgers University in the fall, but Rutgers students have protested, and the university has refused to comment on whether his appointment will go forward. In the wake of the Ludlow case, Northwestern has banned all sexual contact between professors and undergraduates. A university committee that handles Title IX complaints has said that Northwestern should specify that faculty members who violate its sex-harassment policies can be fired, something that is not currently spelled out. The changes were endorsed by professors, including in an online petition, prompted by the Ludlow case, that has been signed by more than 1,600 academics and others. But the panel that handles Title IX disagreed with the petition’s recommendation that Northwestern establish an independent office to investigate sex-harassment complaints. The university insists that, in Mr. Ludlow’s case, it did everything right. “Northwestern complied fully with its procedures, conducted a prompt and thorough investigation of all of the allegations made by the student to the university, and took a number of corrective and remedial actions in this matter,” a university spokesman said in a statement. Mr. Ludlow declined to answer questions from The Chronicle. Ji-Yeon Yuh, an associate professor of Asian-American history at Northwestern, says Mr. Ludlow was guilty of sexual assault and should have been fired. But institutions have an interest in avoiding assault charges, she says. “Universities want statistics on sexual assault to be as low as possible, because those must be reported,” says Ms. Yuh. “It is similar to the Catholic Church—the institution believes it’s in their interest to hush it all up.” Jacqueline Stevens, a political-science professor at Northwestern, says colleges simply aren’t set up to handle serious cases like the one involving Mr. Ludlow. As a result, she says, the outcome is bound to be viewed as inadequate by some. Sex-harassment offices were established to process civil violations, she notes, in part to save students from pursuing costly lawsuits over matters that don’t amount to a criminal offense. “But what ended up happening is that these t he chron icl e of higher educ at ion | m ay 16, 2014 A 23 What’s Next in 3 Sexual-Harassment Cases What happened: Northwestern U. U. of Miami U. of Colorado at Boulder A 19-year-old undergraduate accused Peter Ludlow, a philosophy professor, of sexual harassment in February 2012 after they attended an art event together and, she says, he took her drinking and then back to his apartment. She says Mr. Ludlow refused her requests to return to the campus and touched her inappropriately. He has denied doing anything inappropriate, saying he believed the student was old enough to legally drink and that their physical contact was consensual. The university found that Mr. Ludlow had made “unwelcome and inappropriate sexual advances,” denied him a raise, and stripped him of his named professorship. Northwestern has also approved a policy banning all sexual relationships between professors and undergraduates. A female graduate student who worked with Colin McGinn, a well-known philosophy professor, filed a sex-harassment complaint against him in 2012, saying he had touched her hands and kissed her foot, told her about his erections, and once suggested that they have sex. Administrators told Mr. McGinn he had violated a university policy requiring professors to report romantic or sexual relationships with students they supervise and to remove themselves from supervision. The professor, who says he believed that the relationship with the student was consensual and that it didn’t amount to harassment, says he didn’t report it because it never involved sex. Still, he agreed to resign under pressure from Miami administrators in December. The university removed the chairman of its philosophy department and suspended graduate-student admissions to the Ph.D. program in January after a panel of the American Philosophical Association found that the department had long been hostile to women. The association’s report said students had complained about sex harassment by philosophy professors 15 times over the previous several years. The student filed a lawsuit in February, accusing Northwestern of discriminating against her and violating Title IX by failing to adequately punish Mr. Ludlow. She also sued the professor. Students picketed on the campus this spring, and about 1,600 faculty members and others have signed an online petition, accusing Northwestern of a “failure in judgment.” What’s next: Mr. Ludlow has accepted a job in the philosophy department at Rutgers University, where he is to direct the university’s Center for Cognitive Science. But the move, which is set to occur this fall, may be in limbo. A Rutgers spokesman has said the university didn’t know about the charges at Northwestern and is investigating. Students at Rutgers have protested his hiring. offices drew much more serious criminal complaints like this one,” Ms. Stevens says of the one involving Mr. Ludlow. “So, by handling these themselves, universities are deterring the reporting of criminal allegations and turning potential criminal matters into civil ones.” O fficials at the University of Miami may have known full well the limitations that colleges face in handling serious cases of harassment—particularly when the charges involve tenured professors who can be difficult to punish, much less fire. When a female graduate student complained in 2012 about Colin McGinn, an eminent professor of philosophy there, university officials interrupted the normal procedure for handling allegations of sexual harassment and pressed him to resign. The student had accused Mr. McGinn of sending her sexually explicit emails and texts, of touching her hands and feet, and of suggesting that they have sex. If the charges had worked their way through the entire procedure, the university’s Faculty Senate would have had to hear the case and issue a recommendation. Because Mr. McGinn did not have sex with the graduate student, administrators at Miami were apparently concerned that the senate would find in his favor. The university’s president has the final say in such cases, but forcing Mr. McGinn out without the faculty's approval could have caused an uproar and possibly a legal battle. Female philosophy professors around the country praised the university for acting quickly in getting Mr. McGinn out the door. But in March, the graduate student—who has since left Miami—filed a complaint with the U.S. Equal Employment Opportunity Commission, accusing the university of discriminating against her by allowing Mr. McGinn to leave rather than charging him with harassment. The university says it handled the case swiftly and appropriately. The student and the university are awaiting an answer from the EEOC, which can determine whether she has a right to sue. So they pushed Mr. McGinn, who is 64, to resign—which he did in December. The philosopher, whose specialty is philosophy of the mind, says Miami told him he was guilty of violating its policy requiring professors who have romantic relationships with students they supervise to report those relationships and sever the supervisory ties. But he says he didn’t believe the policy applied in this case, because the relationship didn’t involve sex. In the end, says Mr. McGinn, who continues to write books and deliver talks, he decided it wasn’t worth the money it would have cost him to fight the university, and so he agreed to leave. He believes he was the victim of a “witch-hunt mentality.” “Ten years ago,” he says, “this wouldn’t have been made much of. But at the moment there’s a hysteria.” The situation at Miami may show just how ineffective college harassment policies are if officials there felt that they had to take Mr. McGinn’s case into their own hands to get the outcome they thought was right. Or perhaps they simply wanted to avoid a costly legal battle with Mr. McGinn, who may have sued if Donna Shalala, the president, had dismissed him without the faculty’s consent. “Senior administration became involved and determined that an immediate resolution would be the most prudent approach,” Eric D. Isicoff, the university’s lawyer, said in a written statement to The Chronicle. “The entire situation was concluded over a period of only a few months Female philosophers around the country applauded the university’s reaction to the report, but six women with ties to the Boulder department issued a statement saying the university had harmed the reputation of all of the men in the department when only some were guilty of harassment. Boulder philosophy professors also said that in suspending graduate admissions, the university unjustly punished the entire department. The American Association of University Professors said administrators had violated principles of faculty governance. The department held a retreat last month with a facilitator, who encouraged professors to report colleagues they believe were acting inappropriately with students. But professors at Boulder—who are worried that the department’s national ranking will slip because of the negative publicity—say it is primarily the university’s responsibility, not theirs, to stop harassment. and was deemed by the university to be an appropriate and prompt resolution of the matter.” Female philosophers who have pushed for the discipline to clean up its act and be more welcoming to women applauded Miami for getting Mr. McGinn out the door fast. But the female graduate student in the case believes that in an effort to protect its own interests, the university ended up doing her wrong. In March she filed a complaint with the U.S. Equal Employment Opportunity Commission, accusing Miami of discriminating against her by allowing Mr. McGinn to leave rather than pursuing sex-harassment charges against him. “Some smart lawyer said, ‘We got the guy out,’ ” says Ann Olivarius, the student’s lawyer. “But he got out on a lie. There was no affair, no romance, no consent. It’s a cover-up. This was a classic case of sexual harassment.” Continued on Following Page “With smart students, there is a sense of equality. I have stuff to teach them. They have stuff to tell me.” W W A 24 m ay 16, 2014 | t he chron icl e of higher educ at ion spring because of the controversy. The review panel found that since 2007 the university had received 15 sex-harassment complaints about philosophers at Boulder, but that the department had done little to deal with the problems. Ms. Cleland, however, says that most of those complaints involved the behavior of just a couple of professors, and that there was very little their faculty colleagues could do. The university did punish at least one philosophy professor this year by putting him on unpaid leave after finding that he had written email messages asking a female assistant professor and a female graduate student to have sex with him, other faculty members say. The male professor hasn't been named publicly. As soon as students file complaints with the university’s Office of Discrimination and Harassment any investigation and other proceedings are confidential. “They blame us, and they say, you better clean this up,” says Ms. Cleland. “This is a very highly ranked philosophy department, and it’s being destroyed and damaged even though there are many innocent people.” Michael Tooley, a professor of philosophy at Boulder since 1992, agrees, saying all of the men in the department now feel suspect. “The point is to tackle this problem head-on and change the entire culture of the department.” ALEX QUESADA, POLARIS, NEWSCOM Colin McGinn resigned from the U. of Miami after a student accused him of harassment. “Ten years ago,” he says, “this wouldn’t have been made much of. But at the moment there’s a hysteria.” Continued From Preceding Page A t the University of Colorado at Boulder, it isn't clear how many philosophy professors have been accused of sexual harassment. A review panel of the American Philosophical Association’s Committee on the Status of Women issued a report saying the Boulder department was rife with “inappropriate sexualized unprofessional behavior.” But instead of punishing only those it found responsible, Boulder administrators shocked the department in January by removing its chairman and suspending graduate-student admissions for the coming academic year. When the university announced its action, women in the profession hailed the decision. “It is absolutely breathtaking that they did this,” said Hilde Lindemann, a professor at Michigan State University who is chair of the philosophy association’s Committee on the Status of Women. But both the American Association of University Professors and some Boulder professors now say the university went too far, violating principles of faculty governance and unfairly tarnishing the reputation of all the university’s male philosophers. “It went way overboard by not only dealing with the problem people but by threatening the entire department and besmirching the reputations of many innocent men,” says Carol E. Cleland, who has been a philosophy professor at Boulder for nearly 30 years. She says she considered leaving for another university this “People wonder what will happen when they go give a talk, what are people in the audience going to be thinking about me now coming from the University of Colorado,” he says. An untenured professor at Boulder was so worried about the department and his own future, Mr. Tooley adds, that he had to be hospitalized. Bronson R. Hilliard, a Boulder spokesman, says the university responded strongly to the report of harassment because it wanted to be a “national leader” in cleaning up the philosophy profession. “This has obviously been a well-documented national problem in philosophy departments, and the dean and the chancellor felt it was time to take a definitive set of actions to set this department on the proper course,” he says. “The point is to tackle this problem head-on and change the entire culture of the department.” Ryan Huff, another spokesman for the Boulder campus, says the university took action not to punish the department but to ensure that it wasn’t bringing in new students before problems regarding sex-harassment had been solved. While sex harassment may be the fault of individual professors, he says, the entire department in this case had a hand in the setting the tone. “People who have committed violations of the sex-harassment policy have been punished,” he says. “But there is an overall climate concern in the department, and this is something we want to improve.” Last month the university held an off-campus retreat for Boulder's philosophy professors. A facilitator urged them not to keep bad behavior a secret and to call out and report colleagues who they believe act inappropriately with students. But none of the professors will say much about what went on at the retreat. At the facilitator’s suggestion, they voted on how much of the proceedings to discuss among themselves and how much with others afterward. The vote was for secrecy. t he chron icl e of higher educ at ion | m ay 16, 2014 Views Athletics and Academics Can Be a Winning Partnership A48 Teaching and Learning About Teaching and Learning A26 Sure, Dave Is a Great Guy. But Who Is He? A27 JUSTIN RENTERIA FOR THE CHRONICLE Trust the Education Department With a Student Database? Not Likely A proposal for a detailed federal database of all college students has once again surfaced, the brainchild of researchers who believe that a major purpose of colleges is to serve as data sources for their own studies, and of policy wonks who think that any nationwide effort worth doing must be owned and operated by the federal government. The proposed database is a bad idea for at least three reasons. The first reason for caution is the federal government’s poor track record in handling sensitive personal data. One need look only to the National Security Agency’s lack of adequate security to see that, unchecked, a federal agency can easily stretch beyond its original mandate—with negative consequences for ordinary Americans. The proposed “unit record” database would require every college student to submit extensive personal information to the government as a condition of receipt of federal student aid and college enrollment. Some advocates believe that the database should also include information about family socioeconomic background, elementaryand secondary-school records, and health records—all of which, they argue, are needed to understand students’ performance in college. Some say, approvingly, that the database could be used to check on IRS compliance or registration for military service. It is difficult to imagine how such a coercive arrangement could protect students’ privacy and adhere to Continued on Following Page RICHARD EKMAN A 25 A 26 m ay 16, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page widely accepted principles of research involving human subjects. Advocates nonetheless argue that the U.S. Department of Education can be trusted to manage a sensitive, high-stakes enterprise. However, when the American Council on Education’s senior vice president, Terry Hartle, questioned the wisdom of basing a ratings plan on the current federal database, widely acknowledged as highly inaccurate, Secretary of Education Arne Duncan dismissed the concern for accuracy as unimportant. Mr. Duncan has not proposed any safeguards to prevent the use of flawed data as the basis for ratings that could be calamitous for colleges. The second reason is the Department of Education’s repeated unwillingness during the past decade to take seriously any nonfederal efforts at data collection, analysis, or assessment. In 2003, well before Margaret Spellings, as secretary of education, called for a federal test based on the Collegiate Learning Assessment, the Council of Independent Colleges had already embraced that assessment process and had assembled a voluntary consortium which quickly grew to 47 institutions that—at their own expense—used it to assess learning outcomes. Shortly thereafter, several state systems (first Texas, then Missouri, California, and West Virginia) urged their universities to use the Collegiate Learning Assessment, with the states paying the costs. Secretary Spellings Secretary Duncan has proposed no safeguards against flawed data in ratings that could be calamitous for colleges. and her senior staff were repeatedly informed of those efforts. The council made a case, based on the consortium’s demonstrated success, that no federal mandate was needed to motivate colleges to focus on assessment. The secretary never acknowledged those nongovernmental initiatives and persisted in describing colleges as hostile to assessment and accountability. F ast-forward to 2013, when Secretary Duncan urged colleges to enroll and graduate more low-income, minority, and first-generation students. The Council of Independent Colleges called to the Department of Education’s attention the overwhelming statistical evidence of the effectiveness of nonelite private colleges in meeting those goals. The counterintuitive truth is that, thanks to the commitment of large amounts of nonfederal student aid, private nonprofit colleges enroll a higher proportion of students from low-income families, relative to overall enrollments, than do public research universities. What’s more, for Pell Grant-eligible students, the six-year graduation rate at private colleges is 68 percent; at public universities it is 61 percent, and at for-profit institutions a shocking 18 percent. For Hispanic students, the six-year graduation rate at private colleges is 62 percent; at public universities it is 50 percent, and only 34 percent at for-profit institutions. The four-year rates show even bigger differences: 44 percent of Pell-eligible students graduate from private colleges in four years versus 24 percent at public universities. And for Hispanic students the difference is 47 percent versus 23 percent. Yet the Education Department has not acknowledged the accomplishments of the private institutions, and the secretary continues to describe them as especially resistant to increasing the enrollment of low-income and first-generation students. No policy proposals have been made by the department that build on the proven successes of private institutions. The third reason for skepticism is the Education Department’s lack of competence in managing the data it already controls— perhaps illustrated best by recent experience with the department’s financial-responsibility test. The test sets standards that private colleges must pass in order to maintain eligibility to award Title IV federal financial aid to students. The department has made those calculations annually since 1998 and, when necessary, quietly penalized institutions that failed the test. Only in 2009 did all of the results become public. Major errors in some 2010 test results, when publicized, caused harm to a number of colleges in admissions, credit ratings, and donations. The colleges protested and did what they could to counter the false judgments, but the department took no corrective action and said it lacked the resources to study and fix the test’s problems. In response, the National Association of Independent Colleges and Universities assembled a task force, which in 2012 produced a report documenting the many shortcomings in the Education Department’s administration of the test and calculation of the scores, and suggesting remedies. Six months later, the department issued a formal response that dismissed the task force’s recommendations. Those reasons should give pause to those who would entrust the Education Department—which has yet to show that it puts integrity of data and educational excellence ahead of other objectives—with a powerful new student unit-record system. Richard Ekman is president of the Council of Independent Colleges. Teaching and Learning About Teaching and Learning Just how many of these centers does academe need? To: University Board of Trustees From: Dr. Alice B. Basel-Sanders, Director, Center for Teaching and Learning Excellence Re: 2016 Funding Proposal I n the dark days of the early to mid-20th century, universities did not sponsor Centers for Teaching and Learning. Professors—and even administrators—believed (albeit inchoately) that the entire university was a Center for Teaching and Learning. They did not understand the need for a data-driven Center that could teach teaching so that learners could learn to learn. This led to a situation in which America led the world in the field of higher education, but in a way that seldom consciously drew on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Abridged Edition (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000). Teaching and learning excellence did not exist, because no one measured it. Thankfully, the epoch of unconscious teaching and learning has passed, and Teaching and Learning is now established as a bona fide hyperarticulated discipline with its own floor space, web presence, and vigilantly guarded photocopier. We at the CTL spread excellence by steering faculty away from their focus on content (who, after all, needs to know the dates of the Civil War?) toward a more universal design model, in which knowledge-delivery systems are systematically delivered. We have had signal success, particularly with our “Beyond Books” campaign, which urges students to eschew reading, writing, and research in favor of peer-to-peer immersion in leadership, innovation, and real-life learning environments. Such environments help millennials utilize active verbs to craft their own 21st-century learning objectives, unimpeded by the four walls of the traditional faculty-led classroom. However, we, the staff at the Center for Teaching and Learning, now face a challenge: As the millennium progresses, how will those of us at the Center for Teaching and Learning keep up to date on the best best practices ANGELA SORBY within our field? Who will teach the teaching-and-learning professionals? To meet that challenge, I must ask the Board for additional funds, to establish a Center for Teaching and Learning Teaching and Learning (CTLTL). The CTLTL would serve as an innovation lab for teaching and learning teaching and learning, sponsoring cyberteam flipped-process pedagogy workshops for CTL professionals. If the Center for Teaching and Learning were supported by a Center for Teaching and Learning Teaching and Learning, then all stakeholders could join the circle of excellence. Y ou may imagine that we propose to lodge the new Center for Teaching and Learning Teaching and Learning within the current Center, Russian-doll style. However, that is not feasible, since our forward-thinking staff of 80 has already overtaken our own designated space as well as numerous former (but not “smart”) classrooms. Therefore, we propose that the Board of Trustees combine the French, German, and t he chron icl e of higher educ at ion | m ay 16, 2014 physics departments—a move that will encourage interdisciplinarity, particularly if all three were moved into that vacant gym above the ROTC building. The freed-up office space could then be filled by real-world teachers and learners of teachers and learners, creating a cutting-edge environment in which active verbs can be not just utilized, but coined. In addition, you may wonder: Who will instruct the staff of the new Center for Teach- Teaching and Learning is established as a bona fide discipline with its own floor space, web presence, and vigilantly guarded photocopier. ing and Learning Teaching and Learning? Or rather, and more correctly: How will the learners in the new Center for Teaching and Learning Teaching and Learning themselves learn? We in the current “outer ring” Center for Teaching and Learning are aware of this infinite regress and recommend that you build continuous funding into the long-term strategic plan, especially since competing universities in China and India are already doing so. An exponential budget line would enable us to reach—indeed to grow, split, animate, and enlarge—multiple forms of excellence. Such hallucinatory levels of excellence are possible only when a university supports not just a Center for Teaching and Learning, but also a Center for Teaching and Learning Teaching and Learning, and—eventually—a Center for Teaching and Learning Teaching and Learning Teaching and Learning. The possibilities are truly endless. Angela Sorby is an associate professor of English at Marquette University. JONATHAN TWINGLEY FOR THE CHRONICLE Sure, Dave Is a Great Guy. But Who Is He? Nomination letters have long been part of the executive-search process, but many of them are just plain bad M y fellow search consultants and I get a lot of correspondence, much of it in the form of letters of nomination. Especially when it comes to academic leadership—presidents, provosts, and deans— nomination letters are an almost sacred aspect of the ritual of search. Why, then, are most of them of so little help? Take the one I received today. (The names are changed to protect the innocent … and the guilty.) Boiled down to its essence, the letter said: Dave is the guy you want. He has everything you need. Here is a long list of things he can do for a college. He is a great guy and should be your client’s president. There was really only one problem with the letter. Who is Dave?! The letter provided no context—not the name of Dave’s institution, his current position, or any contact information. If the purpose of the letter was to get me all jazzed up over Dave’s candidacy, it certainly gave me no outlet for my ardor. Instead it typified the ineffectiveness of a substantial percentage of the nomination letters that search consultants receive. At least the letter in support of the mysterious Dave read like a sincere effort to recommend a trusted colleague for the job. All too often, the letters we receive have very clearly been solicited by the nominee as part of a campaign to position himself within the candidate pool. That sort of letter is easier to identify than anyone—especially the author and the putative candidate—might expect. Not that everyone even tries to obscure that tactic, by the way. It is not remotely unusual for search consultants to be asked by a prospective candidate, “Should I just apply, or should I get someone to nominate me?” Functionally, there isn’t much difference. The most egregious recent example of a solicited nomination that I have received included an extensive biography of the candidate, far more exhaustive than might be available to even the most intrepid nominator. Even if I were willing to ignore my strong suspicion that the letter was solicited, all suspension of disbelief went out the window when Continued on Following Page DENNIS M. BARDEN A 27 A 28 m ay 16, 2014 | t he chron icl e of higher educ at ion In higher education, campaigning for a job is viewed as distasteful at best and corrupting at worst. Continued From Preceding Page the nominated candidate used exactly the same information, verbatim, in his cover letter. Sometimes, if the candidate is industrious and popular enough, such solicited letters pour in by the dozens. And popularity can also be a strategy. Maybe, goes the logic, if they receive enough letters from an influential group of constituents, the search committee and the hiring institution will be sufficiently swayed by the seeming popularity of the nominee to go ahead and hire the person. Sometimes that strategy is so barefaced that the letter doesn’t even purport to nominate the candidate but is simply a letter of endorsement. When such letters come from people whose favor the institution wants or needs, they can be read as one might read an extortion threat, and are about as welcome. I have never seen this stratagem work, and I have often seen it backfire. In higher education, at least, campaigning for a job is viewed by search committees and hiring officials as distasteful at best and corrupting of the process at worst. The approach almost always has a perverse effect, presenting the candidate as grasping and greedy. Those are seldom perceived to be positive attributes. H igher education, of course, has a long and honored tradition of mentors’ recommending graduate students, junior colleagues, and even peers for faculty positions. Viewed in that light, the assumed influence of the nomination letter is understandable. In practice, however, that confuses the letter of nomination with the letter of reference, and it certainly misunderstands the nature of the reader. Letters of nomination, particularly in searches for presidents and chancellors, are directed to lay readers whose frame of reference is not the academic job market. FREE Webinar presented by Colloquy A Corporate Sponsor Event Learning in the Digital Dimension: Implications for Learners, Institutions, and Employers We have entered the era of information abundance, an opportunity to change forever the traditional higher education model. Join us on Wednesday, May 21, at 11 a.m. PT, 2 p.m. ET, for a webinar that explores the nature of the disruption which information abundance represents to higher education, how it is being turned into action and outcomes, and how it levels the playing field for colleges, employers, and learners alike. Presenter Peter Smith, Senior VP for Academic Strategies and Development, Kaplan Higher Education, will delve into dimensions at work, sharing examples of working services and programs that respond to and satisfy these challenges. This exciting event is sponsored by Colloquy and hosted by The Chronicle of Higher Education. All content presented during the event is provided by Colloquy. Register now at: http://chronicle.com/webinars/Colloquy_2 Are there, then, any circumstances in which a nomination letter is a good thing? We certainly receive sincere, well-written, and compelling nomination letters. The good ones tell us something about the candidate (including where to find her!) and make the case that the match between her experience, talent, and personal qualities and the needs and desires of our client institution is strong. They provide context for the recommendation by illuminating the relationship of the letter writer to the subject and how the former came to appreciate the latter. And they effect a tone of suggestion rather than direction, advocacy rather than mere endorsement, and recognize the primacy of the process rather than that of the candidate. Timing also matters. A true nomination letter should be conveyed at the outset of the search, while my colleagues and I are still recruiting candidates. If its true purpose is to bring to our attention a high-potential professional, it is when we are still looking for them that it will most matter. The earlier we receive a letter of nomination, the more scrutiny it receives. Letters like that frequently do have an impact on how we react to the nominee/candidate. A sincerely conveyed recommendation from a trusted, respected source makes us more confident in our reading of the résumé or CV, and more willing to invest time and energy—ours, and ultimately the search committee’s and the hiring officer’s—in the candidate. Above all, it helps us to fill in parts of the candidate’s narrative that may be obscure to us, especially early in the recruitment and evaluation process. The point of my diatribe, then, is not to remove the nomination letter from the search process. On the contrary, it is to make it more effective by minimizing the artifice of the sort of letter that purports to nominate while really doing something very different and frequently counterproductive. By all means, if there is someone you strongly and sincerely feel ought to be sought out for a particular position, please bring that candidate to our attention, early in the process and with as convincing an argument as you are able to present. I am even fine with a nomination letter that is solicited by the candidate—as long as the timing, tone, and information conveyed is appropriate to its task. Such a letter puts on display the finest traditions and attributes of higher education. Please just remember to give us Dave’s phone number. Dennis M. Barden is senior partner at Witt/Kieffer, an executive-search firm headquartered in Chicago specializing in searches for academic and administrative leaders in higher education, health care, and nonprofit organizations. t he chron icl e of higher educ at ion | m ay 16, 2014 A 29 Gazette APPOINTMENTS, RESIGNATIONS, RETIREMENTS A29 | DEATHS A29 PRIVATE GIVING A29 | DEADLINES A30 A PPOI N T ME N T S Michael L. Adams, assistant dean and associate professor of pharmaceutical sciences, to dean of the College of Pharmacy and Health Sciences at Campbell University. Andrew Ainslie, senior associate dean of the MBA program in the School of Management at University of California at Los Angeles, to dean of the School of Business at University of Rochester. Gita Bangera, assistant dean of the science division, to dean of undergraduate research at Bellevue College. Ian Baucom, director of the Franklin Humanities Institute and professor of English at Duke University, to dean of the College and Graduate School of Arts and Sciences at University of Virginia. Terri Bonebright, dean of faculty and professor of psychology at DePauw University, to executive vice president for academic affairs and provost at Hendrix College. Heather Brust, associate vice president for development at Boise State University, to senior director of development for the division of health sciences at Oregon State University Foundation. Bruce Canaday, professor and chair of the department of pharmacy practice and pharmacy administration at University of the Sciences in Philadelphia, to dean of the School of Pharmacy at St. Louis College of Pharmacy. Sujit Choudhry, founder of the Center for Constitutional Transitions and professor of law at New York University, to dean of the School of Law at University of California at Berkeley. Sally Cox, fundraiser for the Kroc Center at the Salvation Army - San Diego, to auxiliary executive director at Grossmont-Cuyamaca Community College District. Ruby Curry, acting vice president for academic affairs, to interim president of St. Louis Community College-Florissant Valley. Elizabeth B. Davis, dean of the College of Business and professor of management at University of New Haven, to dean of the School of Management at University of San Francisco. Henri deHahn, provost at the New- ■ New chief executives: CITY UNIVERSITY OF NEW YORK COLLEGE OF STATEN ISLAND, William J. Fritz; Stephen Butler Murray; OAKLAND COMMUNITY COLLEGE-AUBURN HILLS CAMPUS, Timothy Taylor; UNIVERSITY OF MEMPHIS, M. David Rudd ECUMENICAL THEOLOGICAL SEMINARY, School of Architecture and Design, to director of the School of Architecture and Design at Virginia Tech. Timothy M. Downs, vice president for academic affairs, to provost at Niagara University. Scott Elmshauser, director of development I, to executive director of the Oregon 4-H Foundation and director of development II at Oregon State University Foundation. Michele Erickson, director of development for the Linus Pauling Institute, to director of development for the College of Business at Oregon State University Foundation. Matthew Fajack, chief financial officer at University of Florida, to chief financial officer and vice chancellor for finance and administration at University of North Carolina at Chapel Hill. Gene Fant Jr., executive vice president for academic administration and dean of the faculty at Union University, to provost at Palm Beach Atlantic University. William J. Fritz, interim president, to president of the City University of New York College of Staten Island. James P. Gallagher, former interim president of Arcadia University, to interim president of La Salle University. Jonathan Gangi, lecturer in arts entrepreneurship at North Carolina State University, to assistant professor of arts entrepreneurship at Pennsylvania State University at University Park. John Gardner, provost and dean of the Bainbridge Graduate Institute at Pinchot University, to vice president for development and chief executive officer of the foundation at Washington State University. Mark Garmaise, professor of finance, to dean of the MBA program in the School of Management at University of California at Los Angeles. Gerburg Garmann, professor of German and French languages and culture, to assistant dean of interdisciplinary programs and service learning at University of Indianapolis. Victoria Genovese, marketing assistant, to digital communications specialist at Oregon State University Foundation. Pascha Gerni, associate director of finance, to director of finance for the Transportation Institute at Virginia Tech. Allyson Green, associate dean of the Institute of the Performing Arts, to dean of the School of the Arts at New York University. Adam Harrison, former director of technical operations support activity for the U.S. Army, to director of the Center for Smart Defense at West Virginia University. Sarah Hendrick, interim director, to director of alumni relations at California State University at Bakersfield. Charlotte H. Johnson, dean of the college at Dartmouth College, to vice president for student affairs and dean of students at Scripps College. Carol Jordan, founding director of the Center for Research on Violence Against Women, to director of policy studies on violence against women in the College of Arts and Sciences at University of Kentucky. Ann Marie Klotz, director of residential education at Oregon State University, to dean of campus life at the New York Institute of Technology at Manhattan. Eric Kopstain, associate vice chancellor for finance, to vice chancellor for administration at Vanderbilt University. David Levy, director of technology and chief engineer in the cyber systems division at General Dynamics Advanced Information Systems, to associate director of research for cybersecurity in the Hume Center for National Security and Technology at Virginia Tech. Malcolm Litchfield, director at Ohio State University Press, to publisher at Hong Kong University Press. Tom McLennan, director of development for the College of Liberal Arts, to senior director of development for the division of arts and sciences at Oregon State University Foundation. Timothy Mosher, vice chair and professor of radiology research, to chair of the department of radiology at Pennsylvania State University Milton S. Hershey Medical Center. Avinandan Mukherjee, professor and chair of the marketing department at Montclair State University, to dean of the College of Business at Clayton State University. Stephen Butler Murray, founding dean and associate professor of theology at Barrytown College, to president and professor of systematic theology and preaching at Ecumenical Theological Seminary. Andrew Nichols, director of research and policy analysis at the Maryland Higher Education Commission, to director of higher education research at Education Trust. Karl Rábago, former vice president for distributed energy services at Austin Energy, to executive director of the Energy and Climate Center at Pace University White Plains Campus. Joanna Royce-Davis, dean of students at University of the Pacific, to vice president for student life and dean of students at Pacific Lutheran University. M. David Rudd, provost, to president of University of Memphis. Gary Sandefur, former dean of the College of Letters and Science at University of Wisconsin, to provost and senior vice president for academic affairs at Oklahoma State University. Stephen Sheppard, associate dean of research and faculty development for the School of Law at University of Arkansas at Fayetteville, to dean of the School of Law at St. Mary’s University. Eric Spangenberg, dean of the College of Business at Washington State University, to dean of the School of Business at University of California at Irvine. Timothy Taylor, president of Frontier Community College-Fairfield, Ill., to president of Oakland Community College-Auburn Hills Campus. Stephanie Tristan, director of development and communications at Salesian High School, to regional director of development at University of California at Riverside. David Whidbee, associate dean of faculty affairs and research for the College of Business, to interim dean of the College of Business at Washington State University. R E SIGNAT IONS David S. Hefner, chief executive officer of Georgia Regents Medical Center and Medical Associates and executive vice president for clinical affairs at Georgia Regents University. Father Kevin Mackin, president of Mount Saint Mary College. Ellen McCulloch-Lovell, president of Marlboro College, effective in June 2015. Jo Ellen Parker, president of Sweet Briar College. E. Clorisa Phillips, president of Virginia Intermont College. R ET IR E ME N T S Carlton E. Brown, president of Clark Atlanta University, effective June 30, 2015. Joseph Kloba, provost at Palm Beach Atlantic University. John O. Schwenn, president of Dalton State College, effective December 31. DE AT HS Brother William Batt, 83, professor emeritus of computer information systems, professor of chemistry, and former director of admissions at Manhattan College, April 28. PR I VAT E GI V I NG Geraldine R. Dodge Foundation 163 Madison Avenue P.O. Box 1239 Morristown, N.J. 07962 http://www.grdodge.org Education. To continue a project in the Paterson Public Schools that promotes the connection between the arts and sciences: $130,000 to William Paterson U. Harvard Pilgrim Health Care Foundation 93 Worcester Street Wellesley, Mass. 02481 http://www.harvardpilgrim.org Obesity. For a policy forum to increase physical activity in Massachusetts schools: $25,000 to Brandeis U. Helios Education Foundation 100 North Tampa Street, Suite 1625 Tampa, Fla. 33602 http://www.helios.org Academic affairs. To help more Latinos graduate from college: $2-million to Maricopa Community Colleges Foundation. Henry Luce Foundation 51 Madison Avenue, 30th Floor New York, N.Y. 10010 http://www.hluce.org To submit information for a listing in the Gazette, please go to http://chronicle.com/ listings Environment. To increase and improve the interdisciplinary study of environmental and sustainability issues in Asia across the undergraduate curriculum: $400,000 over four years to Bard College. Andrew W. Mellon Foundation 140 East 62nd Street New York, N.Y. 10021 http://www.mellon.org Humanities. For research in the humanities: $1,725,000 to U. of California at Davis. New York Community Trust 909 Third Avenue, 22nd Floor New York, N.Y. 10022 http://www.nycommunitytrust.org Health. To improve the skills of home health aides: $150,000 to Paraprofessional Healthcare Institute. Robert W. Plaster Foundation P.O. Box 1600 Lebanon, Mo. 65536 http://www.evergreen-investments. com/robertwplasterfoundation.org/ index.php Entrepreneurship. To build the Free Enterprise Center: $2-million to U. of Missouri at Kansas City. Alfred P. Sloan Foundation 630 Fifth Avenue, Suite 2550 New York, N.Y. 10111 http://www.sloan.org Research. To connect publications and their linked data: $602,000 to be divided among Data Con- servancy, Institute of Electrical and Electronics Engineers, and Portico. Walmart Foundation 702 Southwest Eighth Street Bentonville, Ark. 72716 http://www.walmartfoundation.org Employment and training. For job-training programs: $4,190,000 over three years to the American Association of Community Colleges. GIFTS & BEQUESTS Cazenovia College. $1-million pledge from James St. Clair, a retired chemical engineer, to Continued on Following Page A 30 m ay 16, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page establish an endowed chair in accounting and finance in honor of his late wife, Jill, who graduated from the college in 1962. Dartmouth College. $10-million pledge from William H. Neukom to establish the William H. Neukom Academic Cluster in Computational Science, which will use data to solve problems. Mr. Neukom is former chairman of K&L Gates, in Seattle, and former executive vice president of law and corporate affairs at the Microsoft Corporation, in Redmond, Wash. He graduated from Dartmouth in 1964. Kansas State University Foundation . $3-million from David and Ellie Everitt to the School of Leadership Studies, to establish the David and Ellie Everitt Endowment for the Leading Change Institutes, and to build the university’s Welcome Center. Mr. Everitt is an executive at Deere and Company, the manufacturer of agricultural machinery. He graduated from the university in 1975 with a bachelor’s degree in industrial engineering. Ms. Ever- itt also graduated from the university, with a bachelor’s degree in clothing and textiles in 1973. Mountain Empire Community College. $4-million bequest from Carol Phipps Buchanan to create an endowment to support student success and completion. Her late husband, John, was a doctor. She died in 2011. Occidental College. $5.5-million pledge from William and Elizabeth Kahane for its United Nations program, a residential program for up to 16 undergraduates who live in Manhattan each fall while the General Assembly is in session and intern full-time at a U.N.-related agency. Mr. Kahane is a co-founder of American Realty Capital, a real-estate investment firm in New York. He graduated from the college in 1970. Seton Hall University, Stillman School of Business . $1-million pledge from Gerald Buccino, chief executive of Buccino & Associates, a corporate restructuring firm in Chicago, for its Center for Leadership Development, which will be named after him. Mr. Buccino graduated from the uni- versity in 1963. University of Montana Foundation . $5-million from an anonymous donor to endow a scholarship fund for financially needy students. University of Notre Dame. $75-million from John W. (Jay) Jordan II to create a research program in an area of science and technology that has not been announced yet. Mr. Jordan is a co-founder of the Jordan Company, a private investment firm in Chicago, and chairman and chief executive of Jordan Industries, a holding company in Chicago. He graduated from the university in 1969 and has been a board member since 1993. Two of his children also graduated from Notre Dame. University of Southern California, Marshall School of Business . $4-million from Michael Uytengsu, founder and chief executive of Somersault Snack Company, in Sausalito, Calif., to create and name an endowed scholarship fund. on-THe-go academic essenTials DE A DLINES AWARDS AND PRIZES May 30: Other. The Theatre Library Association welcomes applications for the Brooks McNamara Performing Arts Librarian Scholarship, which acknowledges outstanding professional accomplishments of promising students currently enrolled in library and information science masters programs and archival training programs specializing in performing arts librarianship. Prospective applicants should submit proof of their student status, a current resume, contact information for three references, and a 500-1,000 word essay. This year’s theme is public service. Suggested topics are listed on the association’s website. The winner will receive a $500 check and a one-year complimentary TLA membership. The essay will be published in Broadside, the association’s online newsletter. The scholarship winner will be publicly announced on October 17, at the Annual Business Meeting and Awards Ceremony. Contact: Francesca Marini; [email protected]; http://www.tla-online.org/awards/ scholarship.html May 31: Humanities. The American Philosophical Association awards the Gregory Kavka/UCI Prize in Political Philosophy to the author of a paper in a refereed journal, or an original book chapter, or an original essay published in a collection with a multiplicity of contributors. Papers from any area of political philosophy and political theory are welcome. However, papers must be published for the first time (not reprinted) between January 1, 2012 and December 13, 2013 to be eligible for the spring 2015 award. The prize includes $500 and a symposium in honor of the recipient. Nominations for the prize are encouraged from journal editors, authors, and colleagues. Visit the organization’s website for more details. Contact: American Philosophical Association; [email protected]; http:// www.apaonline.org/APAOnline/ Profession/Prizes_and_Awards/ Gregory_Kavka_UC_Irvine_Prize_ in_Political_Philosophy.aspx June 1: Humanities. The Western Literature Association welcomes nominations of outstanding teachers and mentors in the field of western American literature for the Susan J. Rosowski Award. Candidates may be nominated by students or colleagues with a letter of support addressed to the award decision committee. Self-nominations are also accepted. Once nominated, the candidate will be notified and invited to submit supporting materials, which are listed on the organization’s website. Contact: William Handley; [email protected]; http://www.westernlit. org/the-susan-j-rosowski-award June 1: Social and behavioral sciences. Applications are being Subscribe now. Chronicle.com/now The Chronicle delivers the latest news and analysis of ideas that lead the discourse at colleges and universities. accepted for the F. J. McGuigan Dissertation Award, which supports dissertation research that addresses any aspect of mental function (e.g. cognition, affect, motivation) and utilizes behavioral and/or neuroscientific methods. Proposed research should be compatible with Dr. McGuigan’s overall goals and may fall within any area of contemporary behavioral or brain science (including more recent forms of cognitive psychology). Applicants must be graduate students who have achieved doctoral candidacy. Visit the American Psychological Foundation’s website for more details. Contact: American Psychological Foundation; http:// www.apa.org/apf/funding/mcguigan-dissertation.aspx June 10: Arts. The Vilcek Foundation invites applications for its 2015 Creative Promise Prize in Fash- ion. Three prizes of $50,000 each will be awarded to young fashion professionals who demonstrate outstanding early achievement. Professionals in the following fields are encouraged to apply: designer, stylist, makeup/hair artist, image maker, curator, writer. To be eligible, applicants must: have been born outside the U.S.; not be more than 38 years old as of December 31, 2013 (born on or after January 1, 1976); be a naturalized citizen or permanent resident (green card holder) of the U.S.; intend to pursue a professional career in the U.S. Previous winners or finalists are ineligible to apply. Visit the foundation’s website for more details. Contact: Phuong Pham; (212) 472-2500; [email protected]; http://www. vilcek.org/prizes/creative-promise/ arts.html June 10: Science, technology, and math. The Vilcek Foundation in- vites applications for its 2015 Creative Promise Prize in Biomedical Science. Three prizes of $50,000 each will be awarded to young, foreign-born biomedical scientists who demonstrate outstanding early achievement. Eligible work may be in basic, applied, and/or translational biomedical science. To be eligible, applicants must: have been born outside the U.S.; not be more than 38 years old as of December 31, 2014; be a naturalized citizen or permanent resident (green card holder) of the U.S.; have earned a doctoral degree (M.D., Ph.D., or equivalent); intend to pursue a professional career in the U.S.; hold a full-time position at an academic institution or other organization. Previous winners and finalists are ineligible to apply. Visit the foundation’s website for more details. Contact: Phuong Pham; (212) 472-2500; [email protected]; http://www. vilcek.org/prizes/creative-promise/ biomedical-science.html June 15: Humanities. The Western Literature Association welcomes nominations for the Thomas J. Lyon Book Award in Western American Literary and Cultural Studies. The award honors outstanding, single-author scholarly books on the literature and culture of the American West. Books qualifying for this monetary award will have a 2013 publication date. Nominations are accepted from readers and publishers. Self nominations are accepted. Contact: Melody Graulich; melody. [email protected]; http://www. westernlit.org/thomas-j-lyon-bookaward-in-western-american-literary-and-cultural-studies June 30: Business/management (Faculty/Research). Applications are being accepted for the Chicago College Startup Competition (CCSC). Ten collegiate businesses will be chosen to receive a free year’s membership at 1871, Chicago’s digital hub for entrepreneurs, which includes desk space, mentorship services, a support group of college startups currently at 1871, and all of the amenities that are made available to startups at the facility. The competition is open to entrepreneurs who started their businesses while in college and wants to continue after graduation by moving to Chicago. Winners of top college startup contests are also welcome to apply. Visit 1871’s website for more details. Contact: 1871; college@1871. com; http://www.1871.com/CCSC June 30: Humanities. The American Philosophical Association is accepting nominations for the APA/ PDC Prize for Excellence and Innovation in Philosophy Programs. APA has partnered with the Philosophy Documentation Center to establish this prize to recognize philosophy institutions for creating programs t he chron icl e of higher educ at ion | m ay 16, 2014 that risk undertaking new initiatives in philosophy and do so with excellence and success. Programs may be nominated by any APA member familiar with a program, including those involved in its creation or direction. The programs must be based primarily in the U.S., though they may have an international dimension. Departments of philosophy in colleges and universities, as well as institutes, societies, publishers, or other organizations that develop philosophy programs or projects aimed at promoting or developing research, teaching, or the public understanding of philosophy are eligible to make a nomination. Visit the organization’s website for more details. Contact: [email protected]; http://www.apaonline. org/?apa_pdc June 30: Social and behavioral sciences. The American Psycho- logical Foundation is accepting applications for its graduate student scholarships. The foundation awards $1,000 to $5,000 to graduate students enrolled in an interim master’s or doctoral program. If a student is currently enrolled in a terminal master’s program, the student must intend to enroll in a Ph.D. program. Students at any stage of graduate study are encouraged to apply. Each graduate department of psychology that is a member of COGDOP may submit nominations. Visit the foundation’s website for more details. Contact: American Psychological Foundation; http://www.apa.org/ apf/funding/cogdop.aspx July 1: Professional fields. Call for entries for the IIT Chicago-Kent College of Law/Roy C. Palmer Civil Liberties Prize, a scholarly writing competition that honors an outstanding article or book on a topic exploring the tension between civil liberties and national security in contemporary American society. The winner will receive a cash stipend of $10,000. The article or book must be in draft form or have been published within one year prior to the July 1 deadline. The winner will present his/her work at Chicago-Kent. All reasonable expenses will be paid. Contact: Tasha Kincade, Illinois Institute of Technology; tkincade@ kentlaw.iit.edu; https://www.kentlaw.iit.edu/academics/palmer-civil-liberties-prize July 7: Social and behavioral sciences. The W.E. Upjohn Institute for Employment Research invites submissions for its annual prize for the best Ph.D. dissertation on employment-related issues. The first prize award is $2,500. Up to two honorable mention awards of $1,000 may also be given. The Institute supports and conducts policy-relevant research on issues related to employment, unemployment, and social insurance programs. The dissertation may come from any academic discipline, but it must have a substantial policy thrust. Any person whose dissertation has been accepted during the 24-month period from July 1, 2012 to June 30, 2014 is eligible for the 2014 prize. Visit the institute’s website for more details. Contact: W.E. Upjohn Institute for Employment Research; (269) 3435541; [email protected]; http://www.upjohn.org Academic affairs. Nominations for the Chang-Lin Tien Education Leadership Awards from the Asian Pacific Fund, supporting the recognition, professional development, and advancement of Asian-Americans as leaders of colleges and universities. Contact: Rod Kyle Paras; (415) 395-9985 ext. 700; [email protected]; http://www.asianpacificfund.org/ chang-lin-tien-education-leadership-awards Health/medicine. Southside Health Education Foundation offers a variety of scholarships for students pursuing an education in the health professions or continuing their education in existing health careers. The deadlines for applications are: March 1 for summer sessions; June 1 for the fall semester; and October 1 for the spring semester. Visit the foundation’s website for more details. Contact: Southside Health Education Foundation; info@ shefva.org; http://www.shefva.org/ scholarships November 1: Humanities. Texas State University’s College of Education offers the Tomas Rivera Mexican-American Children’s Book Award annually to an author/illustrator of the most distinguished book for children and young adults that authentically reflects the lives and experiences of Mexican Americans in the U.S. The book may be fiction or nonfiction. Nominations are accepted from authors, illustrators, publishers, and the public at large. The deadline for nominations is November 1 of the year of publication. Visit the award’s website for more details. Contact: Jesse Gainer, Texas State University; riverabookaward@ txstate.edu; http://riverabookaward. org Humanities. Translations of Japanese literature into English for consideration for the Japan-U.S. Friendship Commission Prize for the Translation of Japanese Literature. The Donald Keene Center of Japanese Culture annually awards $6,000 prizes for the best translation of a modern work or a classical work, or the prize is divided between equally distinguished translations. Visit the website for more details. Contact: Donald Keene Center of Japanese Culture; http://www. keenecenter.org/content/view/58/76 Humanities. Columbia University awards its Bancroft Prizes annually to authors of distinguished works in either or both of the following categories: American history (including biography) and diplomacy. The competition is open to all regardless of connection to Columbia University. Applicants do not need to be a U.S. citizen to apply. Submitted works must be written in English or have a published translation in English. Volumes of papers, letters, and speeches of famous Americans, unless edited by the author, are not eligible. Autobiography comes within the terms of the prize, but books reporting on recent personal experiences of Americans, within a limited area both in time and geographically, are not considered eligible. Visit the university’s website for more details. Contact: http://library. columbia.edu/eguides/amerihist/ bancroft.html Humanities. The Story Prize is awarded annually to the author of an outstanding collection of short fiction (at least two stories and/ or novellas). The winner receives a $20,000 cash award and each of two runners-up receive $5,000. Eligible books must be written in English and first published in the U.S. during the calendar year, in either hardcover or paperback, and available for purchase by the general public. Collections must also include work previously unpublished in book form. Eligible books may be entered by the publisher, agent, or author. Books published from January through June must be submitted by July 15. Books published from July through December must be submitted by November 15. Visit the website for more details. Contact: Larry Dark, The Story Prize; info@ thestoryprize.org; http://www. thestoryprize.org/index.html Science, technology, and math. Articles published in the American Scientist, the bimonthly magazine of Sigma Xi, the Scientific Research Society, are eligible for the George Bugliarello Prize to be awarded for a superior interdisciplinary essay, review of research, or analytical article. Contact: American Scientist; [email protected]; http://www. sigmaxi.org/programs/prizes/bugliarello.shtml Science, technology, and math. Sigma Xi, the Scientific Research Society, awards the William Procter Prize for Scientific Achievement annually to a scientist who has made an outstanding contribution to scientific research and has demonstrated an ability to communicate the significance of this research to scientists in other disciplines. The prize consists of a bronze statue, a commemorative certificate, and an award of $10,000. Nominations are accepted October 1 annually. Visit the website for more details. Contact: Sigma Xi, the Scientific Research Society; awards@sigmaxi. org; http://www.sigmaxi.org/programs/prizes/procter.shtml Science, technology, and math. Nominations for the Draper, Russ, and Gordon prizes and Founders and Bueche awards from the National Academy of Engineering. Contact: National Academy of Engineering, 500 Fifth Street N.W., Washington, D.C. 20001; http:// www.nae.edu April 15: Social and behavioral sciences. Brandeis University accepts nominations for the Joseph B. and Toby Gittler Prize, which recognizes individuals who have made outstanding contributions to racial, ethnic, and/or religious relations. The award includes a $25,000 cash prize and a medal. Both the prize and medal are presented at a ceremony that includes a reception and a public lecture by the recipient. Recipients need not be American citizens or reside in the U.S. To be considered, candidates must be formally nominated. Self nominations are not accepted. Nominations must be received by April 15 for candidates to be considered for an award to be conferred in the following academic year. Visit the university’s website for more details. Contact: John Hose; (781) 736-3005; hose@ brandeis.edu; http://www.brandeis. edu/gittlerprize/index.html Other. The Breast Cancer Society is accepting applications for its Empower One Scholarship and Hope Scholarship programs. The programs assist those who have been affected by breast cancer with obtaining a college degree or trade certificate. Visit the organization’s website for more details. Contact: Breast Cancer Society; (888) 470-7909; [email protected]; http://www.breastcancersociety.org/ programs/empower-one-scholarship-fund laborative Family Healthcare Association (CFHA) is accepting applications for its Research and Program Evaluation Fellowship. Applicants must be members of CFHA who are either in training (student, resident, or fellow) or is less than three years post training. Proposals may include work being done in fulfillment of a thesis, dissertation, or other research initiative. Applicants must describe their topic, hypothesis(es) and methodology. Applicants may be a member of a research team but should be identified as the project’s leader. All proposals must have a research question guiding their design and be able to produce reportable outcomes by October 2015. The fellowship provides a $1,000 taxable award, one free conference registration for CFHA’s annual conference, and acknowledgement in the 2014 and 2015 conference materials. Contact: Collaborative Family Healthcare Association; http://www.cf ha. net/?page=ResearchFellowship July 1: Social and behavioral sciences. The American Institute of Indian Studies (AIIS) is accepting applications for its fellowships. Junior fellowships are open to graduate students conducting research for their doctoral dissertations in India. Senior long- and short-term fellowships are for those holding a Ph.D. degree. Performing and creative arts fellowships are available to accomplished practitioners of the arts to conduct their projects in India. The fellowships are open to all applicants and are not restricted to applicants from AIIS member institutions. Non-U.S. citizens may apply as long as they are either graduate students or full-time faculty at colleges and universities in the U.S. Citizens of the U.S., however, can apply for senior fellowships if they are not affiliated with an institution of higher education in the U.S. Applications from scholars who are part of a collaborative project involving other scholars are welcome, though AIIS fellowships are granted to individuals, not to teams. Visit the institute’s website for more details. Contact: American Institute of Indian Studies; aiis@uchicago. edu; http://www.indiastudies.org/ research-fellowship-programs Business/management (Faculty/ Research). Applications for resi- dent fellowships in the Institute for Global Enterprise in Indiana at the School of Business Administration at the University of Evansville. Contact: http://www.evansville.edu/ globalenterprise Education. The English Language Fellow Program at Georgetown Uni- A 31 versity, which is funded by the U.S. Department of State, places U.S. educators with a master’s degree and an interest in TEFL/TESL or applied linguistics in regions around the world. Fellows provide foreign educators, professionals, and students with the communication and teaching skills needed to participate in the global economy. Fellows must be a U.S. citizen and must have obtained a master’s degree. For other eligibility requirements, please visit the program’s website. Contact: English Language Fellow Program, 3300 Whitehaven Street N.W., Suite 1000, Washington, D.C., 20007; (202) 687-2608; elf@georgetown. edu; http://www.elfellowprogram. org/elf Health/medicine. Applications welcome for the Robert Wood Johnson Clinical Scholars program at the University of Pennsylvania. The program is for two to three years and it provides masters-level interdisciplinary training to scholars to provide them with the necessary skills to improve health and healthcare in community settings. Visit the program’s website for more details. Contact: http://www.med.upenn. edu/rwjcsp/program.shtml Humanities. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Dissertation Fellowships. These fellowships are designed for graduate students who have completed all course work for the doctoral degree and are conducting research on their dissertation. This is a four-month residential fellowship. A stipend of $6,500 is provided as well as free housing on Hagley’s grounds, use of a computer, mail and Internet access, and an office. The annual deadline is November 15. Visit the library’s website for more details. Contact: Hagley Museum and Library; http://www. hagley.org/library-fellowships Humanities. The Hill Museum and Manuscript Library invites applications for the Swenson Family Fellowships in Eastern Christian Manuscript Studies. The fellowship is open to graduate students or postdoctoral scholars (those who are within three years of being awarded a doctoral degree at the time of application) with demonstrated expertise in the languages and cultures of Eastern Christianity. Awards range from $2,500 to $5,000 and residences last from two to six weeks. The deadlines are: April 15 (for residencies between July and December of the same year) and November 15 (for residencies between January and June of the following year). Continued on Following Page FELLOWSHIPS May 30: Health/medicine. The Centers for Disease Control and Prevention (CDC) is accepting applications for its epidemiology elective program for senior medical and veterinary students. This program is a 6- to 8-week rotation for senior medical and veterinary students. Participants have an opportunity to learn while working with CDC epidemiologists to solve real-world public health problems. Applicants must be: enrolled in a school accredited by one of the organizations listed on CDC’s website; a third-year medical or veterinary student; available for at least 6 weeks during their fourth year; and a U.S. citizen or permanent resident. Students applying for a June to December elective must submit all application materials by March 30 of their junior year. Students applying for a January to May elective must submit all application materials by May 30 of their junior year. Visit CDC’s website for more details. Contact: Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, Ga., 30333; (404) 498-6152; [email protected]; http://www.cdc.gov/epielective June 1: Health/medicine. The Col- MO OOCs: The Future F Of ST TEM Educaation? 6DQ-RVpp6WDWH8QLYHHUVLW\LVKRVWWLQJD16)VVSRQVRUHG FRQIHUHQQFHH[SORULQJ JWKHXVHRI 022&VLQ XQGHUJUDDGXDWH67(0 0HGXFDWLRQ -RLQWK KHHYROYLQJ JGLVFXVVLRQRQ WKHUROHRI022& &VDQGQHZ ZHGXFDWLLRQDO WHFKQR RORJLHV 022&VLQ67(0$&RQIHUHQFHIRU([SOR RULQJ1HZ (GXFDDWLRQDO7HFKQ QRORJLHV -XQH 6DQ-RVHH&DOLIRUQLD 7RUUHJLVWHUIRU 7KHFRQIHUHHQFHJRWR KWWSHQJLQH K HHULQJVMVXHG GX022& A 32 m ay 16, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page Visit the library’s website for more details. Contact: hmmlfellowships@ csbsju.edu; http://www.hmml.org/ research2010/Swenson.htm Humanities. Creative writing fellowships are available at Malone University for students who plan to pursue creative writing as a major or minor. Fellows will be selected based on the quality of their writing and strength of desire to develop their gifts through study and practice. Award amounts are $2,500 or $1,000. The fall deadline is December 1 and the spring deadline is March 1. Visit the website for more details. Contact: John Estes, director of creative writing; [email protected]; http:// www.malone.edu/creative-writing/ creative-writing-fellowship.php Humanities. The National Endowment for the Arts’ Translation Projects grants support the translation of specific works of prose, poetry, or drama from other languages into English. Grant amounts are for $12,500 or $25,000. Translations of writers and of work that are not well represented in English translation are encouraged. Also, priority will be given to projects that involve work that has not previously been translated into English. Who may apply: U.S. citizens and permanent residents. Visit the website for more details. Contact: National Endowment for the Arts; (202) 682-5034; [email protected] Humanities. The Herzog August Bibliothek is accepting applications for its doctoral fellowships. The program is open to applicants in Germany and abroad and from all disciplines. Applicants may apply for fellowships of either three or six months. The program provides a stipend and accommodations. Applications are due April 1 and October 1 each year. Visit the library’s website for more details. Contact: Herzog August Bibliothek; forschung@hab. de; http://www.hab.de/en/home/ research/fellowships/doctoral-fellowships.html Humanities. Applications are accepted for fellowships and residencies at the Vermont Studio Center. To be considered for a fellowship, applicants must submit their applications by one of the three annual fellowship deadlines: February 15, June 15, or October 1. It’s advised that applicants should apply at least six months in advance of their preferred start date. Visit the website for more details. Contact: http:// www.vermontstudiocenter.org/apply Humanities. Applications for the National Endowment for the Arts’ Literature Fellowships, which offers $25,000 grants in prose (fiction and creative nonfiction) and poetry to published creative writers. The grant enables writers to set aside time for writing, research, travel, and general career advancement. The program operates on a two-year cycle with fellowships in prose and poetry available in alternating years. Applicants may apply only once each year. Who may apply: U.S. citizens or permanent residents. Visit the website for more details. Contact: National Endowment for the Arts; (202) 682-5034; LitFellowships@ arts.gov International. Applications are accepted for the Institute of International Education’s Scholar Rescue Fund from established professors, researchers, and public intellectuals whose lives or careers are threatened in their home countries. The fund will provide fellowships, which can last up to one academic year, that place scholars in temporary academic positions at universities, colleges, and research centers in safe locations anywhere in the world where SRF fellows can continue their work unharmed, pending improved conditions in their home countries. It’s possible for fellowships to be extended for a second year. Visit the institute’s website for more details. Contact: Scholar Rescue Fund, Institute of International Education, 809 United Nations Plaza, New York, N.Y., 10017; (212) 205-6486; [email protected]; http://scholarrescuefund.org International. Applications for the Simons postdoctoral fellowship in disarmament and nonproliferation of weapons of mass destruction and their delivery systems. Contact: Simons Centre for Disarmament and Nonproliferation Research, Research Postdoctoral Fellowship Selection, Simons Centre for Disarmament and Nonproliferation Research, Liu Institute for Global Issues, University of British Columbia, 6476 N.W. Marine Drive, Vancouver, BC V6T 1Z2 Canada; [email protected]; http://www.ligi.ubc.ca Science, technology, and math. The John W. Kluge Center at the Library of Congress seeks applications for the Baruch S. Blumberg NASA/ Library of Congress Chair in Astrobiology. The application deadline is December 1 of each year. This is a residential fellowship and the chair is expected to be in full-time residence (for up to 12 months) at the Kluge Center while conducting research at the Library of Congress. During this time, the chair will receive a stipend of $13,500 per month. Visit the website for more details. Contact: Carolyn Brown; [email protected]; http://www.loc. gov/loc/kluge/fellowships/NASA-astrobiology.html Science, technology, and math. The Smithsonian Tropical Research Institute offers short-term fel- lowships for students to carry out short-term research projects in the tropics in areas of STRI research, under the supervision of STRI staff scientists. The fellows are allotted three months to complete their projects; extensions are awarded only in exceptional circumstances. Most fellowships are awarded to graduate students, but occasionally awards are made to outstanding undergraduates. Applications are due: March 15, May 15, August 15, and November 15. Visit the website for additional information. Contact: (507) 212-8031; [email protected]; http://www.stri.si.edu/english/ education_fellowships/fellowships/ index.php Science, technology, and math. Fermilab annually accepts applications for the Peoples Fellowship program, which targets entry-level accelerator physicists, specialists in accelerator technologies, and high-energy physics postdoctoral researchers who are interested in a career in accelerator physics or technology. To be eligible, candidates must either have received a Ph.D. in accelerator physics or accelerator-related technology within the prior three years (postdoctoral experience is not required); or, have received a Ph.D. in high-energy physics or a related field within the prior five years. Candidates are normally expected to have at least three years of post-doctoral experience in high-energy physics or a related field. The annual application deadline is November 1. Visit the website for more details. Contact: Fermilab; http://www.fnal.gov/pub/forphysicists/fellowships/john_peoples/ index.html Science, technology, and math. The Smithsonian Tropical Research Institute invites applications for the Earl S. Tupper three-year postdoctoral fellowship in the areas rep- COLLEGEREALITYCHECK.COM EXCLUSIVE Report: Effective Practices in Student and Family Financial Education resented by the scientific staff. Research should be based at one of the STRI facilities, however, proposals that include comparative research in other tropical countries will be considered. Applications are due on January 15 of each year. Please visit the website for a list of staff and research interests. Contact: Adriana Bilgray; [email protected]; http:// www.stri.si.edu/english/education_ fellowships/fellowships/index.php Social and behavioral sciences. Applications for the Abe Fellowship are due September 1 annually. The fellowship is designed to encourage international multidisciplinary research on topics of pressing global concern. Applications are welcome from scholars and non-academic research professionals. Eligibility: citizens of the U.S. and Japan as well as nationals of other countries who can demonstrate strong and serious long-term affiliations with research communities in Japan or the U.S.; applicants must hold a Ph.D. or the terminal degree in their field, or have attained an equivalent level of professional experience at the time of application. Visit the website for more details. Contact: Social Science Research Council; abe@ssrc. org; http://www.ssrc.org/fellowships/abe-fellowship Other. The Louisville Institute’s theological education doctoral fellowship invites applications from Ph.D./Th.D. students. This fellowship is a two-year nonresidential program. Up to 10 fellowships of $2,000 a year for two years will be offered. In addition, a colloquium of the 10 doctoral fellows will meet twice during each fellowship year. Applicants must be in their first or second year of doctoral study in an accredited graduate program in the U.S. or Canada. Applicants may represent a variety of disciplines. The A service of The Chronicle of Higher Education COLLEGEREALITYCHECK.COM EFFECTIVE PRACTICES IN STUDENT AND FAMILY Financial Education Learn how to develop a successful financial literacy education program for students and parents. EFFECTIVE PRACTICES IN STUDENT AND FAMILY FAMIL FINANCIAL EDUCATION CALLING COLLEGES TO ACTION: A NEW FEDERAL RATINGS RAT RA RATIN ATT IN I N GSS SYST SYSTEM Sponsored by Spurring colleges to action on the financial education front is the goal of a proposal from the Obama administration to establish a new ratings system of colleges. This system, still in development, would measure institutions on access, affordability, and student outcomes, and then allocate aid based on those ratings. Under the plan, students attending higher-rated institutions could obtain larger Pell Grants and more affordable loans. The administration says the ratings would empower consumers with fresh information and would pressure colleges to keep costs down. Students and families increasingly want to know — what are they getting in return for the money they’re spending on tuition? consequences quence qu ces of taking on debt debt. bt. “It’s im important to graduation as well,” consider siderr the sid t cost co of college e after a gradua senior president and says ys Mark Ma Kantrowitz, Ka sen enior vice presi A college’s publisher p ubli blisher at a Edvisors Network. Ne colleg net price words, correlates cor orrelates with debt bt at a graduation. In other ot the more likely it is that the higher a net price, pr students will take ta on debt to pay for any costs not aid. covered by institutional in way to make “Colleg shouldn’t market debt as a wa “Colleges affordable,”” Kantrow Kantrowitz says. tuition seem more affordable Loans increase the cost of college over a person’s lifetime by adding interest to the debt. Measuring a college’s affordability should be determined by both the amount students spend while in college and by the ease or difficulty they have after they graduate in paying back their loans. Until recently, colleges didn’t see advising families on how to pay for higher education as part of their role. That started to change in 2011, when Congress mandated the introduction of the net-price calculator. Colleges must now include a calculator on their websites so that students and families can estimate early on what a college would cost after aid is taken into account. Get actionable advice on how to engage students in financial planning, including: “I have yet to see any college publish statistics about what percentage of their students are graduating with unaffordable debt,” Kantrowitz says. “You cannot argue that a loan makes college more affordable if you are not tracking the students after they graduate.” Still, even the net-price calculator doesn’t always help families get to the real cost of a degree. There are important distinctions in how colleges talk about their prices that are not always apparent to students and parents. One is net cost vs. net price (see Figure 1). Net cost is the out-of-pocket price when all financial aid, including loans, is taken into account. Net price is the out-of-pocket price that doesn’t include any loans that students or their parents might need to take on. A college’s net price also comes with caveats in communicating value. About half of the colleges nationwide “front-load” grants, according to Kantrowitz. That means they have a lower net-price in a student’s first year in college, and then after students are hooked on the campus, the net price increases for the subsequent three years. “This is a form of bait and switch,” Kantrowitz. He urges colleges to talk to families about the net-price of the entire four-year experience. While loans reduce the immediate cost of paying for college, they don’t reduce the overall costs as grants do. Most families don’t think of the long-term FIGURE 1: Net Price vs. Net Cost • 5 ways to improve student financial education. NET PRICE • Tips to help students avoid over-borrowing for college. = COST OF ATTENDANCE (COA) – GIFT AID NET COST • Tools to explain net price vs. net cost. = COST OF ATTENDANCE (COA) – FINANCIAL AID 5 Free report on educating students and families about paying for higher education. Download the FREE Report Today Chronicle.com/FinancialEducation Sponsored by This report is brought to you by College Reality Check, a free tool that presents comprehensive financial facts about college value, developed by The Chronicle of Higher Education with the support of the Bill and Melinda Gates Foundation. For more information please visit Collegerealitycheck.com. t he chron icl e of higher educ at ion | m ay 16, 2014 annual application deadline is December 7. Visit the website for more information. Contact: Louisville Institute; info@louisville-institute. org; http://www.louisville-institute. org/Grants/programs/tedetail.aspx Other. The American Academy in Berlin welcomes applications for its fellowships from emerging as well as established scholars, writers, and professionals. The duration of the fellowships are usually for an academic semester or an entire academic year. Fellows will receive round-trip airfare, housing at the Academy, partial board, and a stipend each month. Only candidates who are based permanently in the U.S. may apply; however, U.S. citizenship is not required and American expatriates are not eligible. Those in academics must have completed a doctorate at the time of application. Those working in professional fields must have equivalent professional degrees. Writers must have published at least one book at the time of application. Visit the academy’s website for more details. Contact: http://www.americanacademy.de Other. Applications from scholars and scientists of all nationalities and fields for summer fellowships, or two-year postdoctoral fellowships, at German institutions. Contact: Alexander von Humboldt Foundation; http://www.humboldt-foundation.de Other. The Louisville Institute invites applications for its theological education postdoctoral fellowship. This fellowship provides up to five awards of $25,000 each year to support a two-year teaching internship in a theological school. Applicants must plan to complete their Ph.D. or Th.D. degree in the current academic year. Applicants may represent a variety of academic disciplines. The annual application deadline is December 7. Visit the website for more information. Contact: Louisville Institute; info@ louisville-institute.org; http://www. louisville-institute.org/Grants/programs/tedetail.aspx Other. The Louisville Institute invites applications for its theological education dissertation fellowship. This fellowship offers up to seven $22,000 grants to support the final year of Ph.D. or Th.D. dissertation writing for students engaged in research pertaining to North American Christianity, especially projects related to the current program priorities of the Louisville Institute. Applicants must be candidates for the Ph.D. or Th.D. degree who have fulfilled all pre-dissertation requirements, including approval of the dissertation proposal, by February 1 of the award year. The annual application deadline is February 1. Visit the website for more information. Contact: Louisville Institute; info@ louisville-institute.org; http://www. louisville-institute.org/Grants/programs/tedetail.aspx GRANTS May 23: Arts. Living Resources and the Grand Central Art Center of the College of the Arts at California State University is accepting proposals for a grant/residency program. Artists, architects, and social activists are invited to apply. The program is a one-year opportunity to engage the residents in one of two affordable housing communities in Southern California and Phoenix, Ariz., to ignite social change through sustainable practices and programs. Candidates will be given housing (or a housing stipend), a working stipend, and a small budget to execute their projects. Applicants must be: individual artists or artist collectives; U.S. citizens or permanent residents; at least 25 years old; working artists with at least five years of professional experience; willing to undergo a background check; and have never committed a felony. For more details, visit the center’s website. Contact: John Spiak; grandcentral@fullerton. edu; http://grandcentralartcenter.wordpress.com/2014/03/10/ grant-residency-opportunity-a-social-practice-initiative-of-living-resources-and-grand-central-art-center May 30: Science, technology, and math. The Paul G. Allen Family Foundation is accepting proposals for the 2014 Allen Distinguished Investigator program. This round of funding will focus on researchers who are pioneering in the field of artificial intelligence. Five to eight researchers will be selected, each receiving roughly $1 million to $2 million each, for projects spanning a three-year period. The program will focus on three fundamental topics pertaining to artificial intelligence: machine reading; diagram interpretation; and spatial and temporal reasoning. The foundation encourages proposals that include novel methodological, theoretical, and technological elements. It is especially interested in proposals that are unlikely to receive funding from traditional governmental sources. Scientists at any stage of their career may apply. The foundation is interested in both supporting the careers of young scientists showing particular promise as thought leaders in their fields and supporting more established researchers with ambitious, high-risk ideas that could have a revolutionary impact in the field but remain outside the scope of traditional funding sources. Visit the foundation’s website for more details. Contact: Paul G. Allen Family Foundation; [email protected]; http://www. pgafamilyfoundation.org/programs/ investigators-fellows/key-initiative/ adi-artificial-intelligence-rfp June 1: Humanities. The Wilson Center invites applications for the East European Studies Short-term Research Scholarships. These grants are available to American academic experts and practitioners, including advanced graduate students, engaged in specialized research requiring access to Washington, D.C., and its research institutions. Grants are for one month and include residence at the Wilson Center. Candidates must be U.S. citizens. The grants are for scholars working on policy relevant projects on countries in Eastern Europe. Projects should focus on fields in the social sciences and humanities. Visit the center’s website for more details. Contact: Woodrow Wilson International Center for Scholars; European.Studies@ WilsonCenter.org; http://www.wilsoncenter.org/opportunity/east-european-studies-short-term-research-scholarships July 8: Arts. The Open Society Documentary Photography Project invites proposals for the 2014 Audience Engagement Grant program. Two tracks of support are available for individuals at different phases of their projects: project development and project implementation. Applicants must be documentary photographers, photo-based artists, and socially engaged practitioners who use their work to move target audiences to participate in activities or processes that lead to change around an issue. Visit the foundation’s website for more details. Contact: Anna Overstrom-Coleman; [email protected]; http://www. opensocietyfoundations.org/grants/ audience-engagement-grant August 31: Humanities. The American Philosophical Association is requesting proposals for diversity and inclusiveness grants. The association requests proposals aiming to increase the presence and participation of women, racial and ethnic minorities, LGBT people, people with disabilities, people of low socioeconomic status, and other underrepresented groups in philosophy. APA members are invited to submit proposals for funding to be disbursed in the first half of the 2015 calendar year. Proposals totaling approximately $10,000 or $20,000 are encouraged. Proposals for both one-time and multi-year grants will be accepted. No proposal will be funded for longer than three years at a time. Visit the association’s website for more details. Contact: American Philosophical Association; grants@ apaonline.org; http://c.ymcdn.com/ sites/www.apaonline.org/resource/ resmgr/diversityrfp.pdf Academic affairs. Scholars for Peace in the Middle East is pleased to announce small grant awards for papers to be delivered at academic conferences, with a purpose to help encourage young scholars to make scholarly contributions at the beginning of their academic careers. Applicants should submit: a curriculum vitae; a paper proposal; the name and discipline of the conference where the paper will be delivered; and, if possible, the theme of the panel or session which will incorporate the presentation. Papers must be submitted using the online application form. Visit the website for more details. Contact: Asaf Romirowsky; Aromirowsky@spme. org; http://spme.net/fellowship.html Business/management (Faculty/ Research). The Investment Man- agement Consultants Association invites proposals for its doctoral student research grants. Proposals are accepted that examine recent research on topics relevant to investment consulting and private wealth management. A list of topics is available on the journal’s Web site. Doctoral students will receive a $5,000 award. Contact: Debbie Nochlin, managing editor; dnochlin@imca. org; http://www.imca.org/pages/ doctoral-student-research-grants Health/medicine. Applications from researchers for the California Breast Cancer Research Program, administered by the University of California, to advance an understanding of the factors that contribute to breast cancer. Contact: (888) 313-2277; http://cbcrp.org Humanities. The Hill Museum and Manuscript Library invites applications for research stipends of up to $2,000. The stipends may be used to defray travel costs, room and board, microfilm reproduction, photo-duplication and other expenses associated with research at HMML. Residencies may last from two weeks to six months. Undergraduate, graduate, and postdoctoral scholars (those who are within three years of completing a terminal master’s or doctoral degree) may apply. The deadlines are: April 15 (for study between July and December of the same year) and November 15 (for study between January and June of the following year). Visit the library’s website for more details. Contact: hmml@ csbsju.edu; http://www.hmml.org/ research2010/heckman10.htm Humanities. Hagley Museum and Library invites applications for the Henry Belin du Pont Research Grants, which enable scholars to pursue advanced research and study in the library, archival, pictorial, and artifact collections of the Hagley Museum and Library. The grants are awarded for the length of time needed to make use of Hagley collections for a specific project. Stipends are for a maximum of eight weeks and are pro-rated at $400/week for recipients who reside more than 50 miles from Hagley, and $200/week for those within 50 miles. Lowcost accommodations on Hagley’s grounds are available on first-come, first serve basis. Application deadlines are: March 31, June 30, and October 31. Visit the library’s website for submission details. Contact: Hagley Museum and Library; http:// www.hagley.org/library-researchgrants Humanities. Hagley Museum and Library invites applications for its Exploratory Research Grants, which support one-week visits by scholars who believe that their project will benefit from Hagley research collections, but need the opportunity to explore them on-site to determine if a Henry Belin du Pont research grant application is warranted. Applicants should reside more than 50 miles from Hagley, and the stipend is $400. Low-cost accommodations on Hagley’s grounds are available on first-come, first serve basis. Application deadlines are: March 31, June 30, and October 31. Visit the library’s website for submission details. Contact: Hagley Museum and Library; http://www.hagley.org/ library-exploratorygrant Humanities. Applications for “French Authors on Tour,” for financial aid to American institutions wishing to invite and play host to French authors for readings, signings, and symposia, from the book department of the cultural services of the French Embassy. Contact: French Embassy in the U.S.; http://frenchculture.org/ books/grants-and-programs/frenchauthors-tour International. Applications from the International Education Research Foundation for grants for research on international educational systems. Both individuals and institutions may apply. Visit the foundation’s Web site for more details. Contact: International Education Research Foundation, P.O. Box 3665, Culver City, Calif. 90231; (310) 258-9451; fax (310) 342-7086; [email protected]; http://www.ierf. org Professional fields. The National Academy of Arbitrators’ Research and Education Foundation (REF) supports research and education relevant to labor and employment arbitration. The REF welcomes grant applications up to $25,000 for any of the purposes listed under the REF tab of the homepage of the NAA website; Applications are processed as received and considered for funding in June and October. Contact: Allen Ponak, National Academy of Arbitrators, 1 N. Main Street, Suite 412, Cortland, N.Y., 13045; (403) 217-9856; http://www.naarb.org Science, technology, and math. Applications for the Whitaker International Summer Program, which provides funding for U.S. bioengineers and biomedical engineers to continue their existing master’s and Ph.D. work abroad. Summer grantees go abroad for eight weeks between June 1 and August 31. Grantees must: hold a bachelor’s degree by the beginning date of the grant; be enrolled in a BME or BME-related master’s or Ph.D. program; or be a recent recipient of a master’s degree in BME or a BME-related field. Applicants must be U.S. citizens or permanent residents. Visit the foundation’s Web site for additional information. Contact: http://www. whitaker.org Science, technology, and math. Applications are accepted for the Whitaker International Fellows and Scholars Program. The program sends biomedical engineers anywhere outside the U.S. or Canada to conduct academic or scientific research, pursue coursework, or intern. Other options are possible. Applicants must be U.S. citizens or permanent residents; be in the field of biomedical engineering/bioengineering or a closely related field; be enrolled or have received their most recent degree within the last three years; and have the language ability to carry out the proposed project in the host country at the time of departure. Fellows go abroad for one academic year and must hold a bachelor’s degree by the beginning date of the grant, or be in or recently A 33 completed a master’s degree, or be in a Ph.D. program, or currently employed with the most recent degree no higher than a master’s. Scholars go abroard for one semester or up to two academic years and should have a Ph.D., or will be awarded a Ph.D. before the beginning of the grant. Visit the program’s Web site for more details. Contact: http://www. whitaker.org December 15: Social and behavioral sciences. The Institute for Humane Studies at George Mason University is accepting applications for the Friedman Faculty Fund, which awards grants of up to $5,000 to full-time faculty and teaching fellows in the U.S., U.K., or Canada for education-enhancement activities designed to engage undergraduate and master‚ students with the ideas of liberty, beyond the classroom. Applications are accepted on a year-round, rolling basis, however applicants are encouraged to apply by December 15 for spring activities, April 15 for summer activities, and August 15 for fall activities. Visit the institute’s website for more details. Contact: Institute for Humane Studies; FriedmanFund@theihs. org; http://www.theihs.org/friedman-faculty-fund Student affairs. The Institute of International Education offers the Emergency Student Fund for students and scholars facing emergencies around the world. The fund helps international students in critical need of financial support to combat difficulties such as paying tuition, replacing essential items damaged in natural disasters, or providing urgently-needed medical equipment and care to students facing serious illness or disability. The institute will issue a call for applications to the fund in response to specific emergencies. However, students are generally nominated by their host universities, which are encouraged to provide as much support as possible to students. Visit the institute’s Web site for more details. Contact: Margot Steinberg; (212) 984-5310; [email protected]; http:// www.iie.org/What-We-Do/Emergency-Assistance/Emergency-Student-Fund Other. The Louisville Institute offers the first book grant for minority scholars to assist junior, non-tenured religion scholars of color to complete a major research project on an issue in North American Christianity related to the priorities of the Louisville Institute. Grant periods are typically one academic year in length. The maximum award is $40,000. Applicants must be members of a racial/ethnic minority group; have earned a doctoral degree; be a pre-tenured faculty member in a full-time, tenure-track position at an accredited institution of higher education in North America; be able to negotiate a full academic year free from teaching and committee responsibilities; and be engaged in a scholarly research project leading to the publication of their first (or second) book, focusing on some aspect of Christianity in North America. The annual application deadline is January 15. Visit the Web site for more information. Contact: Louisville Institute; info@ louisville-institute.org; http://www. louisville-institute.org/Grants/programs/f bmdetail.aspx Other. The Louisville Institute’s project grants for researchers support research, reflection, and writing by academics and pastors that can contribute to the life of the church in North America. The grant supports projects that contribute to an enhanced understanding of important issues concerning Christian faith and life, pastoral leadership, and/ or religious institutions. A grant amount of up to $25,000 will be awarded. Applicants must have Continued on Following Page A 34 m ay 16, 2014 | t he chron icl e of higher educ at ion Continued From Preceding Page earned the terminal degree in their chosen vocation. The annual application deadline is October 1. Visit the Web site for more information. Contact: Louisville Institute; info@ louisville-institute.org; http://www. louisville-institute.org/Grants/programs/pgfrdetail.aspx Other. The Louisville Institute invites applications for its sabbatical grant for researchers. This program supports yearlong sabbatical research projects that can contribute to an enhanced understanding of important issues concerning Christian faith and life, pastoral leadership, and/or religious institutions. This grant program is open to both academics and pastoral leaders. Applicants must have a terminal degree in their chosen vocation. The annual application deadline is November 1. Visit the Web site for more information. Contact: Louisville Institute; [email protected]; http:// www.louisville-institute.org/Grants/ programs/sgfrdetail.aspx Other. Applications for grants available from the Schlesinger Library at Harvard University. Research Support Grants are open to postdoctoral and independent scholars. Dissertation Grants are available to students enrolled in a relevant doctoral program and enables them to use the library’s collections. The Oral History Grants are available to scholars who are conducting oral history interviews relevant to the history of women or gender in the U.S. Visit the Web site for more details. Contact: Schlesinger Library; http://www.radcliffe.harvard.edu/ schlesinger-library/grants INSTITUTES, WORKSHOPS Arts. Registration is open for the Fashion Institute of Technology’s 2014 Summer Institue, which will be held on June 16-19. The theme of the institute is “Sustainability in Fashion and Textiles.” The institute is a four-day series of lectures, discussions, site visits, and hands-on workshops focusing on sustainability and technology in fashion and textiles. Designed for industry professionals as well as academics wishing to broaden their understanding of sustainability and how to support its integration into the industry, this interdisciplinary program will be important for designers, technologists, educators, and those involved in creation or production, as well as those seeking greater business and professional knowledge. Visit the institute’s website for more details. Contact: Fashion Institute of Technology; [email protected]; http://www.fitnyc.edu/21994.asp Education. The Summer Institute for Intercultural Communication offers professional development for people working in education, training, business, and consulting, in both international and domestic intercultural contexts. The institute begins in July. Visit the Web site for more details. Contact: Intercultural Communication Institute, 8835 S.W. Canyon Lane, Suite 238, Portland, Ore. 97225; (503) 2974622; [email protected]; http:// www.intercultural.org Humanities. Applications are accepted for the Columbia Center for Oral History’s summer institute, which is held annually in New York in June. The institute brings together oral historians, scholars, activists, and others for two weeks of advanced training in the theory and practice of oral history. Each year, a different theme is chosen as the focus of the institute. Visit the Web site for more details. Contact: Columbia Center for Oral History; (212) 854-4012; http://library.columbia.edu/indiv/ccoh.html PAPERS May 19: Education. Call for program proposals for the Conference on Col- The Chronicle of Higher Education CHAIRMAN (EDITOR 1966-97) Corbin Gwaltney CEO & EDITOR IN CHIEF Michael G. Riley EDITOR Liz McMillen PUBLISHER Mireille Grangenois EDITOR, SPECIAL PROJECTS Edward R. Weidlein CHIEF FINANCIAL OFFICER William J. Peyser MANAGING EDITOR Scott Smallwood CHIEF, HUMAN RESOURCES & ADMINISTRATION Lisa A. Birchard MANAGING EDITOR, THE CHRONICLE REVIEW Evan R. 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Copyright © 2014 by The Chronicle of Higher Education, Inc. The Chronicle of Higher Education® is a registered trademark of The Chronicle of Higher Education, Inc. Registered for GST as The Chronicle of Higher Education, Inc. GST No. R-129 572 830. Return undeliverable Canadian addresses to: Bleuchip International, P.O. Box 25542, London, ON N6C 6B2, Canada, Publications Mail Agreement No: 40612608. Digital edition provided by Texterity (http://www.texterity.com). Member, Alliance for Audited Media. lege Composition and Communication’s 2015 Annual Convention, which will be held in Tampa, Fla., on March 18-21. Contact: Conference on College Composition and Communication; http://www.ncte.org/cccc/conv May 20: Humanities. Call for papers for the 64th Congress of Phenomenology, which will be held at the Catholic University of the Sacred Heart in Milan, Italy, on October 1-3. The theme of the conference is “Eco-Phenomenology: Life, Human Life, Post-Human Life in the Harmony of the Cosmos.” Abstracts are due May 20 and full papers are due September 1. Contact: Daniela Verducci; daniela.verducci@unimc. it; http://www.phenomenology.org/ cfps.html May 30: Arts. Abstract submissions are invited for the Seventh International Urban Design Conference, which will be held in Adelaide, Australia, on September 1-3. This year’s conference theme, “Designing Productive Cities,” will explore the framework required for creating today’s cities, the process of designing and shaping our cities to make them more functional, attractive, and sustainable. Conference streams will include but not limited to: visualization; strategic planning; whole city thinking; urban design projects; active transport; international design; issues in construction; financing for compact cities. Please visit the conference website for more details. Contact: http://urbandesignaustralia.com.au/abstracts.html May 30: Education. The American As- sociation of Colleges for Teacher Education is accepting proposals for its 2015 annual meeting, which will be held in Atlanta on February 27 to March 1. Proposals should address the theme “Advancing the Imperative‚” and fit into one of the four strands: the moral imperative (diversity and inclusion); the profession imperative (marketing and promoting the profession); the curricular imperative (innovative practices that embrace the new landscape of teaching and teacher education); the research imperative (measuring the impact of teacher education). Contact: Matt Wales; (202) 478-4597; mwales@ aacte.org; http://edprepmatters. net/2014/03/call-for-proposals-reviewers-for-2015-annual-meeting-advancing-the-imperative May 30: Science, technology, and math. Individuals and organiza- tions are welcome to submit an abstract for paper or workshop presentations for the 2014 Urban Design Conference, which will be held in Adelaide, South Australia, on September 1-3. The theme for this year’s conference is “Designing Productive Cities.” Conference streams include but are not limited to: visualization, strategic planning, whole city thinking, urban design projects, urban informatics/smart cities, active transport, international design, issues in construction, and financing for compact cities. Contact: [email protected]. au; http://urbandesignaustralia. com.au/abstracts.html t he chron icl e of higher educ at ion | m ay 16, 2014 Careers A 35 Join Vitae, the first online career hub just for higher education How to Place a Job Announcement A37 | Index A47 On the Web 6,384 Positions Available How to Screw Up Your Campus Visit W hat is the worst mistake you can make on They don’t need to spend 30 more minutes on it. a campus visit? What they are evaluating—maybe even primarily—is your Multiple circles of hell are involved. collegiality. Can they stand to share a hallway with you for the Or, better: “All happy [campus visits] next five to 10 years? Will you be an engaged and supportive are alike; each unhappy [campus visit] is colleague? Do you know how to meet in the middle and share unhappy in its own way.” perspectives and ideas in the ways that make a faculty meeting But having said that, I’ll identify two key precepts of the camtolerable and effective? pus visit that must not be violated: So in all your interactions on the campus visit, seek connection 1. Never go over your allotted time for the job and engagement with the scholarly work of your interviewers. talk. Not in a desperate, pandering way, but in an educated and con2. Always express interest in the research of sidered way. I always tell clients to devote time to researching the faculty members, particularly female faculty members. work and recent publications or projects of the faculty members I was reminded of this by an email I received recently from a they’ll be meeting, and to give thought to points of connection reader, a full professor who is chairing a search at her instituwith their own work. “I see that you’ve been working on xxx; that tion. She explained that one candidate went over is something I’ve also encountered in my work on the allotted time by 20 minutes in his research pre- From yyyy. I like the way you deal with the issue in your sentation. “He saw me gently signaling,” she writes, article in qqqqq. I wanted to ask you about zzzz.” but “decided his material was so interesting that he Informed curiosity. felt it better to take an additional 20 minutes.” This is true for all faculty you’ll meet. Be particGuess what, candidates. Your material is not that A service of The Chronicle ularly careful that you don’t fall into unfortunate interesting. Nobody wants an extra 20 minutes of it. of Higher Education and offensive gender stereotypes. Don’t talk with People have things to do. End on time. male faculty members about their work and then This same candidate neglected to ask a single female faculty turn around and talk with female faculty members about childmember in the department about her work. My search chair care facilities, for example. writes, “He met with 10 female faculty, and somehow forgot In the words of my search chair: “Asking female faculty about to say the magic words: ‘Tell me about your research.’ He the shopping opportunities in the town, but not about their didn’t even bother to learn basic information about one of the research, isn’t the best move.” search-committee members, a woman. Oy.” Let me boil it down: Take a visible interest, or pretend to take Karen Kelsky is a career consultant who runs the website The a visible interest, in your interviewers’ work during the visit, Professor Is In. She’s been a tenured professor at two public particularly during the 30-minute conversations. It’s true that universities (Oregon and Illinois) and has advised many unyou are the one being interviewed. But at the stage of the camdergraduate and graduate students, as well as mentored junior pus visit, they actually already thoroughly know your research. faculty. She answers reader questions as a contributor to Vitae. KAREN KELSKY Haven’t Heard Back? Just Reject Yourself E arlier this year, Linda Ziegenbein, an adjunct lecturer in anthropology at the University of Massachusetts at Amherst, was one of three candidates selected to interview for a tenure-track position at a university in the Midwest. The search committee flew her out for two days of serious courtship: a tour of the campus, lunch with students, dinner with faculty members, meetings with various administrators. By the time she left, she was feeling confident. “It seemed to go really well,” she said. “I had a wonderful experience.” Then six weeks passed. Ziegenbein didn’t hear a peep from the committee. She began to wonder if it was a lost cause. Her suspicions were soon confirmed when she came across a status update from a Facebook friend. The friend, it turned out, had just landed the very same position. As for the search committee? “I never did hear from them again,” Ziegenbein said, chuckling. “It’s one of those things that’s so absurd it’s laughable.” “Departments spend hundreds of dollars to fly people in, they spend two intense days with them, and then they don’t acknowledge it,” she said. “They aren’t even doing a little bit to take the sting out of it.” So Ziegenbein decided to take matters into her own hands. With the help of her husband, a software developer, she created the Academic Rejection Letter Generator (http://rejletter.herokuapp.com), an electronic service that provides closure to academic job hunters. “I thought this would be something nice, and give people a chuckle,” she said. “So many people have had this experience. It almost seems normal for us.” SYDNI DUNN The generator is as simple as it sounds: Enter your name, and the tool will deliver the personalized disappointment you’ve been craving. As a bonus, it’s polite and professional. “When I wrote it, I thought, ‘What are things you would want to hear? What are the elements of a gentle rejection?’” Ziegenbein said. “I came up with four parts: Thank the person for coming out, compliment their research, give them a soft letdown, and wish them good luck.” Not every letter is the same, though. She crafted different sentences for those four main sections, which are scrambled each time the page is refreshed. In total, she said, there are 256 versions of the denial. One letter, for example, might say your research will “revolutionize the field,” while another will remind you that the decision is “not an indictment of your worth as a future scholar or colleague.” It’s hard to say exactly how many people have used the letter generator so far, she said, but she can tell, at least, that it has been in use. She’s also received positive feedback from people who have circulated the tool. But for Ziegenbein, it’s not about how many people visit the site; it’s about what they take away from it. “Anything we can do to help people on the job market is a good thing,” she said. “I hope this helps people who are in that awful place and encourages search committees to get in touch with candidates.” Have you ever received a truly awesome or terrible rejection letter? Send us examples at editorial@chroniclevitae. com. Names will be redacted. Sydni Dunn is a staff reporter at Vitae. JOBS FACULTY POSITIONS Humanities A39 Social & behavioral sciences A40 Science, technology, & mathematics A40 Professional fields A40-A41 ADMINISTRATIVE POSITIONS Academic affairs A41-A42 Student affairs A43-A44 Business affairs A43-A46 Deans A46 EXECUTIVE POSITIONS Presidents Chancellors Provosts A47 A 36 m ay 16, 2014 | t he chron icl e of higher educ at ion You. Your Career. Vitae. Tell your academic story. Build your network. Manage your academic career. All with Vitae—the first online career hub just for higher education. Signing up is fast, easy, and FREE. A37 MAY 16, 2014 THE CHRONICLE OF HIGHER EDUCATION Careers The Chronicle reaches 270,000 total print readers and digital subscribers weekly. Reach the Best Candidates through the Most Trusted Source in Academe Vitae, the online career hub for higher education, at ChronicleVitae.com. Chronicle.com reaches 2.1 million unique visitors monthly online. ! W NE Introducing the New Careers.Chronicle.com Now it’s even easier for you to recruit top talent. We’ve made it simple, fast, and convenient for you to place job ads day or night. Instant Job Posting On-Demand Tools Powerful Results Need to quickly fill an open position? Need to pack more power into your job ads? Wondering how your job post is performing? Now you can instantly place job ads online, saving your time and resources. Enjoy new ad packages that will grow your employer brand and maximize your reach to active and passive candidates. Know exactly when and where your ads are running — and how they’re doing in real time with the Manage My Ads tool. • Reach a diverse pool of engaged • Track the number of views and 24/7 Access to Your Ads • Purchase and post multiple open positions • Edit all of your job posts anytime Increased Exposure for Your Positions jobseekers on 11 Diversity Network sites • Realize cost savings with our new Real-Time Performance applicants your job ad receives • Benchmark ad performance for your institution’s open positions multichannel packages Post your job ad today at Careers.Chronicle.com and gain access to the largest audience in higher education. ChronicleVitae.com/jobs A38 THE CHRONICLE OF HIGHER EDUCATION MAY 16, 2014 COMING MAY 30: DIVERSITY IN ACADEME A SPECIAL REPORT Attract a Diverse Talent Pool of Faculty and Administrators Are you searching for a more impactful way to engage with diverse candidates for your open positions? Only The Chronicle enables you to promote your institution’s inclusive culture and current job openings to the largest audience of diverse candidates in higher education. The upcoming Diversity in Academe special report will include exclusive institutional data and insights on diversity, equity, and inclusion. Feature your open positions in the May 30 Careers section that will accompany this highly-anticipated special report. MAY 2, 2014 THE CHRONICLE OF HIGHER EDUCATION Social & Behavioral Sciences Science, Technology , & Mathematics Endowed Chair, Special Education Sam Houston State University is seeking applications and/or nominations for a candidate to fill the Eleanor & Charles Garrett Endowed Chair Position in Special Education. The of 2014. The successful candidateposition will begin the fall semester will possess a doctoral degree Special Education; have prior in experience in a school or clinic setting; possess a record of scholarly achievement that merits appointment as an associate or full professor; and have experience at a college university. Additionally, the or candidate must have an established research agenda and evidence of undergraduate and graduate programsgrant funding; experience with in education, both face–to-face and online; leadership and communication skills necessary to promote positive collaborations with faculty, staff, students and stakeholders the national, regional, state, and at local role in the Special Education program,levels. To effectively play a leading a commitment to Special Education the ideal candidate will possess and the mission of the College Education. of Section B FACULTY POSITION IN METALLU RGICAL & MATERIALS ENGINEERING The Department of Metallurgical & Materials Engineering (MTE) University of Alabama (UA) at The seeks outstanding applicants at the Assistant/ Associate and Full Professor level. We in the areas of transport phenomena are looking for a strong candidate in materials processing, chemicalmetallurgy, and ferrous and nonferrous must hold a Ph.D. degree in Metallurgical process metallurgy. Applicants Engineering or Materials Science and Engineering. The successful candidate will be expected to develop a strong externally funded research program and to excel in teaching. The University of Alabama has experienced unprecedented and prosperity over the last growth decade including significant increases in undergraduate and graduate enrollment within the College of Engineering and the completion of the new North Engineering Research Center which has more than 100,000 square feet dedicated to materials research. The MTE department is currently comprised of nine full-time faculty members active funded research grants and enrolls more than 130 undergraduatewith graduate students. The Department and has a strong history of research teaching in the areas of solidification and science and molten metal processing, materials characterization, mechanical behavior, thin film deposition, magnetic materials and devices, and computational materials science. More information about the Department of Metallurgical & Materials Engineering can be found at http://mte.eng.ua.edu/. A37 Senior Director, Global Learnin g and Curricular Change The Association of American Colleges national higher education organization and Universities (AAC&U), a committed to improving the quality of undergraduate education, productive, and creative individual. seeks a talented, self-motivated, the Vice President for Integrative The Senior Director will report to Learning and the Global Commons (ILGC). The ILGC office's areas of responsibility include: education the global commons: global, for civic, intercultural, ethical; twenty-firstcentury designs for general education; and fostering problem-center er 1, 2013 Novemb and ed cross-disciplinary inquiry across general education in the liberal arts and sciences. The Chronicle’s Diversity Network Expand the reach of your open positions with additional exposure on 11 diversity hiring sites. Institutions using the Diversity Network receive, on average, a 23% increase in views of their job postings. Diversity in Academe higher eduC aTion The Special Education program of is dedicatedniCle Chro to the goal of excellence The in Special Education, research, and professional development. endowed chair reports directly The to the Dean of the College of Education. The chair will be able to teach courses in Special Education; initiate and collaborate in research activities leading to scholarly publications and professional conference presentations; pursue and secure external grant funding; and participate in departmental, college, and university meetings and committees. Sam Houston State University, the third oldest public university in is located in historic Huntsville, Texas, a Huntsville combines the ease of city of approximately 35,000 people. small town living with the advantages Houston, the country’s fourth of largest Enrollment at SHSU has consistently city, only one hour to the south. increased over the last decade with a record enrollment of 19,200 in fall SHSU, please access our webpage of 2013. For more information about at www.shsu.edu. Applicants must submit the following: 1. Cover Letter 2. Curriculum Vitae (Faculty) 3. Three Letters of Recommendati on 4. Transcripts 5. Statement of Research & Goals (Faculty) 6. Statement of Teaching Philosophy. Salary and benefits are competitive. with curriculum vitae to the chair Send nominations or letters of interest of the search committee: Nancy Stockall, Associate Professor Special Education Box 2119 SHSU Sam Houston State University Huntsville, TX 77341-2087 Phone 936-294-3983; e-mail nxs016@shsu .edu All applicants must also apply online at: https://shsu.peopleadmin.com / The Search committee will begin reviewing materials on January 17, and continue until the position is 2014, filled. Sam Houston State University is an Equal Employer and Smoke/Drug-Free Workplace.Opportunity/Affirmative Action Plan All qualified applicants will receive consideration for employment without status, citizenship, color, religion, sex, regard to race, creed, ancestry, marital national origin, age, veteran status, disability status, sexual orientation, or gender identity. "at will" employer. Security sensitive positions Sam Houston State University is an accordance with Education Code 51.215. at SHSU require background checks in A Wider View Post-Doctoral - Learning Technologies Working with units and leadership in the University Information Technology Services Learning Technologies division, plan, duct, analyze and write up confor publication research on and evaluation of teaching and learning technologies, as well as innovative formal and informal learning spaces. Qualifications: Doctoral degree structional Systems Technology, in Educational Technology, InLearning Sciences, Educational Psychology, or related field with research experience relevant learning technologies and to learning spaces in higher education; Understanding and experience with both quantitative and qualitative research methods. We seek a candidate who can start as early as late spring or summer of 2014. The start early date one year (with possible renewal)is negotiable. The position is for with full benefits. To Apply: Visit indiana.peop leadmin.com/postings/85 0. Indiana University Equal Opportunity/Affirmative is an Action Employer. ter’s degree granting schools-”Top Up-andComing Schools” and “a strong commitment to teaching”. It was also ing some of the best first-year cited as havlearning communities, and experiences, service learning “programs to look for.” Given these accomplishments and a strong to students’ practical liberal commitment arts and civiclearning experiences, we are searching for a faculty member who is willing to be part of and further the College’s mission and programs. All candidates are encouraged to visit Wagner College’s main website at http:// www.wagner.edu and the Department of Business Administration’s main website at http://wagner.edu /business-admin/ Please send a letter of intent, teaching philosophy statement, research agenda, curriculum vitae, graduate transcript, dissertation abstract and/or a copy of the most reviewed publication, evidence recent peerof teaching ability and three letters of recommendation to: Dr. Peg Horan. Accounting Search Committee Chair Department of Business Administration. Wagner College. One Campus Road Staten Island, New York 10301 pho- Review of applications will begin on June 30, 2014 and will continue the position is filled. Applicants until must submit a cover letter, complete curriculum vitae, a research statement, a teaching statement, and a list of at least three references with contact information. Applicants are required to apply electronically at http://facultyjo bs.ua.edu/postings/35001. Inquiries can be addressed to the Search Committee Chair via email (mtefacsearch@ eng.ua.edu) or via surface mail (Department of Metallurgical & Materials Engineering, Box 870202, The University of Alabama, Tuscaloosa, AL 35487-0202). The Department is committed to building a diverse educational environment and encourages applications from underrepresented groups including minorities, women, and people with disabilities. The University of Alabama is an equal opportunity, affirmative action, Title IX, Section 504, employer. Salary is competitive ADA and commensurate with experience level. GEORGE MASON UNIVERSITY AA PRf R (R fA) AA A ARP The George Mason University, College of Education and Human Development invites applications from experienced math educators interested in serving in one of the following instructional roles for the college time term faculty (nontenure- starting in fall 2014: fulltrack, four courses per semester teaching load), part-time term faculty (negotiable teaching load), or adjunct faculty. Responsibilities: Teaching assignments will focus Education with an emphasis on courses in Mathematics assessment and technology on pedagogy, learning, for K-8 mathematics specialists, and preservice teachers in secondary elementary mathematics or . Term faculty members are also expected to work in collaboration with the Mathematics Education Leadership faculty assessment, and accreditation on program development, or elementary mathematics activities. Work in secondary may also include internship supervision in schools. Qualiications: Applicants must have an earned doctorate in mathematics education or a related field, experience teaching mathematics at the secondary level or elementary level, and demonstrated potential for teaching excellence university level. Preferred at the qualifications include experience in diverse settings; expertise based teaching, and professional with technology, inquirydevelopment schools; and interest/involvement with online learning initiatives. for ull consideration, n applicants must apply or position number f7556z at http://jobs.gmu.edu/; complete and submit the online application ; and upload a cover letter, .V., and a nlist o proessional reerences our with contact inormation. Please speciy in your cover letter the speciic aculty role(s) n or which you would like to be considered. AA/ The Senior Director will direct funded projects and is responsible conducting and managing research for and resource-development activities related to global and integrative and partner with key AAC&U learning, S/he will communicate staff web applications and development,regarding publications, project databases, conferences, and other project activities, including writing and editing materials dissemination of project, grant, for and other reports. The Senior Director will also work with the Vice President to create and plan new projects, identify new funding sources, and produce grant proposals. will assist in conceptualizing S/he and planning AAC&U meetings institutes, especially AAC&U's and Annual Meeting, and will represent the Association at outside meetings and through communication with colleges, universities, research centers and other education associations. QUALIFICATIONS AND EXPERIENCE • Ph.D or E.D. preferred • E xcellent communication (written and oral), analytical, interpersonal, collaborative, and supervisory skills • E xtensive knowledge of the inte llectual debates, campus struct ures for, and curricular designs in global education, general education, and liberal learning • E xperience in designing educational convenings for faculty and other academic leaders • E xperience with undergraduate educational reform as a faculty member or administrator or in a non-profit organization • P roven record of managing complex projects, budgets, and programs effectively • Experience and success in gran t-writing is a strong plus • E xperience with digital innovation in the context of promoting liberal education is also a strong • Ability to represent AAC&U effe plus ctively to the broader public Salary commensurate with experience; exceptional benefits. submit a letter of interest with Please salary requirements and CV by June 16, 2014 to: AAC&U, Box SDG L, 1818 R Street, NW, Washing ton, DC 20009 or to [email protected]. AAC&U believes that a broadly diverse staff is critical to achieving excellence as a national higher education association. We seek to recruit, develop, and retain the most talented people from a diverse candidate pool. We are fully committed to equal employment opportunity compliance with the full range and of fair employment practices and nondiscrimination laws. in chem or rel field and 1 yr rel exp. Exp can cessful candidate will have be gained concurrent with strong interperacademic sonal skills; online teaching May undergo pre-hire background studies. experience; exchecks. perience in academic program Send CV, cover letter and development graduate tranhelpful; knowledgeable of scripts to Anne Speck, Muhlenberg national trends College, in Rehabilitation Counseling 2400 Chew St., Allentown, services; and, PA 18104. EOE. grant writing experience.Requir ed Qualifications: An earned doctorate Computer Information Systems: in RehabilitaGeorgia tion Counseling, Rehabilitation, State University. J. Mack CounselRobinson Coling or a related field. ABD lege of Business. Faculty may be considPosition in Comered, though all degree requirements puter Information Systems. The Departmust be completed before employment ment of Computer Information commences. CRC or Certified Rehabilitation the J. Mack Robinson College Systems of Counof Business selor-eligible. Preferred Qualifications: at Georgia State University in Atlanta, GA Arkansas LPC or eligibility, invites applications for a tenure-track work experience Assisas a rehabilitation counselor, tant Professor. Job duties demonstrated are excellence (or potential) in search and service in the field teaching, reteaching, scholof Computer arship, and service Application Information Systems. Qualified materials candidates must be will have completed a Ph.D. submitted through the online appliin Computer cation system. Additional information Information Systems or a cognate about this position and application view of applications will begin field. Rerequirements immediateare available under the Jobs ly and continue until the link on the Huposition is filled. man Resources’ website at Please submit nominations http://ualr.edu/ or applicahumanresources/. Incomplete tions electronically to: Professor Ephraim will not be considered. UALRapplications McLean, Department Chair, is positioning itself for the future by gsu.edu. Applications must at emclean@ emphasizing inbe received by terdisciplinary collaboration, May 31, 2014. Georgia State high impact University is an learning experiences, community equal opportunity educational connecinstitution/ tions, and a campus-wide affirmative action employer. commitment to student success. The campus is currently undergoing an extensive administrative Counseling: The University of and academic reorganization Little Rock (UALR) College Arkansas at in order to more of Education, effectively align its assets Department of Counseling, with these prioriAdult ties. This is an exciting time habilitation Education (CARE) and Reto be at UALR. For more information visit plications for two full-time, invites apthe reorganizanine-month, tion web site at http://ualr.edu/aca tenure-track Assistant Professors demics/rein Rehastructure. bilitation Counseling (R99496 This position is subject to a preand R98015). employment criminal and The expected start date is financial history August 2014. The background check. A criminal Rehabilitation Counseling conviction program is a or arrest pending adjudication high enrollment, online CORE and/or adverse accredited financial history information Master’s Degree with six full alone shall not time disqualify an applicant in faculty members. Responsibilitiesprogram the absence of a include relationship to the requirements developing and teaching of the poonline graduate sition. Background check courses in Rehabilitation information will and/or counselbe used in a confidential, ing; advising graduate students; non-discriminatory manner consistent with clinical experiences; working supervising state and fedcooperatively eral law. The University of with rehabilitation organizations Arkansas at Litand agentle Rock is an equal opportunity, cies; serving on department, affirmative college and action employer and actively university committees; and seeks the canengaging in othdidacy of minorities, women, er service and research activities. veterans, and The sucpersons with disabilities. Under Arkansas COMING Examining White Privilege Opening Up Economics Welcoming Gay Students at HBCUs Making Math Matter to First-Generation Students MAY [email protected] 718-390-3437. Located in an increasingly diverse metropolitan area, Wagner College is committed ship and community outreach to scholarrelevant to the needs of New York City. Wagner values campus diversity (domestic and international) and in keeping with this initiative, it welcomes applications from diverse candidates and candidates who support diversity and internationalization efforts. n 30 Chemistry: Lecturer and Chemistry Instrument Technician for Muhlenberg College to work at Allentown, PA location. Provides tech services to chem dept. Order, repair, maintain + upgrade lab equip. Pos will teach 2 classes per semester + summer class as assigned in chem. Plan + deliver ed programs. Prov syllabus, instruct, eval, inform, assist students + assign grades. Some incidental travel may be involved. Must have MS ChronicleVitae.com/jobs DIVERSITY IN ACADEME A SPECIAL REPORT JOB ADVERTISING DEADLINE: MAY 19 Discover the most powerful network in diversity hiring for your campus. Contact us at (202) 466-1050 or [email protected] to secure your ad today. ChronicleVitae.com/jobs Multiple Positions Humanities MAY 16, 2014 THE CHRONICLE OF HIGHER EDUCATION TIDEWATER COMMUNITY COLLEGE WESTCHESTER COMMUNITY COLLEGE Administrator, Staff & Faculty Positions From here, go anywhere.TM Westchester Community College is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds. Administrators and Staff • Assistant Dean of Student Affairs, Educational Opportunity Center (EOC), Yonkers (search reopened) • Office Assistant (Word Processing-Spanish Speaking), EOC • Program Coordinator (Network Systems) • Senior Tutors (hourly position, EOC) • TASC Test Coordinator (hourly position, EOC) • TASC Examiner (hourly position, EOC) • Technical Assistant for Allied Health (hourly position, EOC) Full-time Faculty Instructor-level positions start in the Fall 2014. Requires Masters plus one-year related experience, unless otherwise indicated on website. • Chemistry (search reopened) • Digital Film • Emergency Medical Service • Fashion Design (also serves as Curriculum Chair) • Librarian Part-time Faculty Adjuncts at Educational Opportunity Center, Yonkers. Requires Masters and one-year related experience unless otherwise indicated on website. • Career Readiness, EMT, ESOL, Nursing For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc. edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE. Full-time, Tenure-track Position in British Literature 1800 to Present Humanities and Human Sciences Department The Department of Humanities and Human Sciences invites applications for a tenure-track Assistant Professor, beginning Fall 2014. We are seeking a British Generalist, 1800 to the present, with preference for candidates who specialize in fields after 1830. Desirable secondary specializations include transnational and global literatures, new media studies, or multi-ethnic studies. The candidate should be prepared to teach first-year composition courses as well as upper-level literature courses such as Victorian Poetry and Prose, Literary Criticism, and British Literature II. Ph.D. required at the time of appointment. The best candidate will have experience with assessment and curriculum development, as well as a record of successful teaching at the undergraduate level and a commitment to ongoing scholarly engagement. Teaching load will be 4-4. Rank and salary will be commensurate with experience. Requirements: A Ph.D. with a focus in Nineteenth or Twentieth Century British literature is required for this appointment. Degree must be in hand before a contract will be issued. About the University: Point Park University is an independent, coed institution located in downtown Pittsburgh with an enrollment of approximately 4,000 fulland part-time students in more than 50 majors and concentrations. To learn more about Point Park University visit http://www.pointpark.edu. Application Procedure: Please submit a letter of application detailing your interest, qualifications, and research focus; a CV; a statement of teaching philosophy; a writing sample not to exceed 30 pages; and at least three (3) letters of recommendation to Dr. Robert Fessler, Acting Dean, School of Arts and Sciences at [email protected]. Please note that the subject line must state the position for which you are applying. Review of applications will begin May 23, 2014 and will continue until the position is filled. Point Park University is an Equal Opportunity Employer. www.pointpark.edu Accounting: Assistant Professor - Will teach accounting courses, advise students, maintain an active research program, and engage in faculty service. Ph.D or ABD, Accounting; excellent teaching and research abilities. Please send applications to: Dr. Andrea Drake, Director, School of Accountancy and Information Systems, P.O. Box 10318, Louisiana Tech University, Ruston, LA 71272. Must respond within 30 days and refer to Job #14175 to be considered. EEO/AA/ ADA. Women and minorities encouraged to apply. Member of the University of Louisiana System. Admissions: Old Dominion University, located in the City of Norfolk in the metropolitan Hampton Roads region of coastal Virginia, is a state-assisted, Carnegie doctoral/research-extensive institution that serves its students through rigorous academic programs, strategic partnerships, and active civic engagement. Its 25,000 students, including more than 6,000 graduate students, form a diverse and multicultural community in six academic colleges. Old Dominion University is seeking a highly professional and experienced individual for the position of Admissions Counselor who will be responsible for supporting the implementation of the undergraduate admissions strategic plan to identify, recruit, admit and enroll future students to the institution. The position reports to the Director of Undergraduate Admissions and will support daily re- A39 MUSIC FACULTY Tidewater Community College invites applications for a faculty position in Music; this position is on the Norfolk Campus. The largest provider of higher education and workforce development services in Hampton Roads, TCC serves some 45,000 students annually. With four campuses, as well as regional centers for the visual arts, performing arts, advanced technology, automotive technology workforce development, and health professions, TCC is a comprehensive institution offering more than 150 programs, including a full complement of college transfer and career and technical education, workforce training and development services, and general community enrichment and outreach. The College anticipates filling this full-time, 12-month teaching faculty position, contingent upon availability of funding. Twelve-month teaching appointments run from July 1 to June 30 with the possibility of annual renewal. In academic year 2014-15, the College intends that this position serve on a twelve-month (July through June) appointment to fulfill program head responsibilities for the College's emerging Performing Arts Program. Future twelve-month appointments and assignment of program head responsibilities will depend on the College's needs and the incumbent's performance. While serving as program head, the successful candidate will assist the Dean in leading the development, growth, and coordination of the TCC Music Program, part of the emerging TCC Fine Arts Program. The Music Program, in collaboration with directors, deans, and faculty on all four TCC campuses, will provide innovative music curricula and experiences for TCC students and the surrounding community. Position is also involved in the coordination of performances at the TCC Jeanne and George Roper Performing Arts Center in Norfolk. A complete position description listing functional responsibilities is available at www.tcc.edu/jobs. Qualifications: Master’s or doctorate degree in music, music performance, or music education. Demonstrated ability to teach music theory, composition, appreciation, and instrumental or vocal lessons at the college level. Experience supervising, directing, and leading performing arts education programs. At least two years prior college teaching experience. Documented experience directing, conducting, and coordinating student performances. Experience with performing arts curriculum development and application. Demonstrated understanding of trends in the arts and cultural sector. Demonstrated ability to collaborate with diverse stakeholders in order to lead, promote, and maintain a performing arts program for the college and community. Preferred Qualifications: Terminal degree in music. Extensive background performing and teaching in the arts, including music, dance and/or musical theater. Experience applying innovative technology applications to teaching and learning. Knowledge of, and experience with, proven teaching strategies that promote student success. Experience supervising, directing, and leading performing arts education at the college level. Community college teaching experience. Experience working with a diverse student population. Demonstrated ability to effectively communicate (oral and written communication).Sufficient technology skills to work productively in an organization that utilizes significant information and instructional technology resources. Application Process: Potential applicants are encouraged to review the complete position description and qualifications on the College's website at www.tcc.edu/jobs prior to applying. For consideration, applicants must submit a cover letter addressing their qualifications for the position, a current résumé, unofficial copies of transcripts of all undergraduate and graduate degrees and any additional relevant coursework, and a completed Commonwealth of Virginia Application for Employment (available online at http://support.tcc.edu/hr/StateApplicationForm.doc). Unofficial transcripts will be accepted with the application; however, no offer of employment will be made prior to official transcripts being provided to the college. Review of candidate materials will commence May 21, 2014 and will continue until the position is filled. Please direct correspondence to: Chair, Faculty Search Committee - Music c/o Office of Human Resources Tidewater Community College 121 College Place, Suite 607 Norfolk, VA 23510 Applications may also be faxed to 757-822-1652 or submitted electronically to [email protected]. E-mail attachments are accepted only in uncompressed MS Word or Adobe Acrobat (PDF) file formats. Additional information about TCC and the position may be obtained by calling (757) 822-1709. All TCC positions require satisfactory completion of background checks prior to employment. Tidewater Community College is an EEO/AA employer and is strongly committed to achieving excellence through cultural diversity. The college actively encourages applications by and nominations of qualified minorities, women, disabled persons, and older individuals. ASSISTANT PROFESSOR/FACULTY FELLOW IN GLOBAL HISTORIES JOHN W. DRAPER INTERDISCIPLINARY MASTER’S PROGRAM ARTS AND SCIENCE The John W. Draper Interdisciplinary Master’s Program in Humanities and Social Thought invites applications for an Assistant Professor/Faculty Fellow in Global Histories. Initial appointment will be for one year beginning September 1, 2014, renewable annually for a maximum of three years, pending budgetary and administrative approval. We seek an outstanding interdisciplinary scholar whose work engages transnational perspectives and local history, cultural studies, and world politics since ca. 1500. We are open to a wide range of research interests, including colonialism and post-colonialism, gender, state formation, geography, environmental sustainability, and/or migration and diasporas, but particularly welcome specialization outside Europe. Responsibilities include, but are not limited to, teaching three courses a year, supervising theses, advising students, and participating in Program events. Candidates must demonstrate commitment to interdisciplinary scholarship and excellence in teaching, and have completed the Ph.D. no more than five years before the application date. All applications should be submitted to NYU’s online system, accessible through the “Employment” link on the Draper Program home page, http://draper.fas.nyu.edu. Please upload a letter of application, c.v., dissertation précis, descriptions of three courses you could teach in our program, and three references. Applications are due May 30, 2014. NYU is an Equal Opportunity/Affirmative Action Employer. cruitment activities of the undergraduate admissions office including connections with prospective students, application processing, territory management, travel planning, marketing and communications. The position ChronicleVitae.com/jobs Troy University – is a comprehensive public institution serving more than 30,000 students worldwide - 4 campuses in Alabama, locations in 8 states, 12 foreign countries, and 1 U.S. territory. Troy University is currently accepting applications for the following positions: Lecturer – History: PhD required Assistant/Associate Professor – Computer Science: PhD required Assistant/Associate/Full Professor – School Counseling: PhD required Lecturer/Assistant/Associate Professor – Psychology: PhD required Assistant/Associate/Full Professor – Clinical Mental Health Counseling: PhD required Please go to www.troyuniversityjobs.com for further details and information on how to apply. Troy University is an EEO and AA employer. Troy University – is a comprehensive public institution serving more than 30,000 students worldwide - 4 campuses in Alabama, locations in 8 states, 12 foreign countries, and 1 U.S. territory. Troy University is currently accepting applications for the following positions: Lecturer – Biology: Master’s degree required Lecturer – Social Science: Master’s degree required Lecturer – Mathematics: Master’s degree required Please go to www.troyuniversityjobs.com for further details and information on how to apply. Troy University is an EEO and AA employer. A40 Social & Behavioral Sciences Science, Technology, & Mathematics Professional ASSISTANT PROFESSOR ORGANIC CHEMISTRY The Department of Chemistry at Millersville University invites applications for a one-year, temporary position in Chemistry at the Assistant Professor level beginning in August 2014. The teaching responsibilities will include lectures and laboratories in Organic Chemistry and Introductory Chemistry. Full consideration given to completed applications received electronically by Sunday, June 1, 2014. For more information about the position and qualifications and to apply, go to http://jobs.millersville.edu/postings/746 and create a faculty application and upload application materials. An EO/AA institution. www.millersville.edu Plant Pathology Specialist The Department of Plant Pathology and Microbiology at the University of California, Riverside invites applications for a new Cooperative Extension (CE) Plant Pathology Specialist at the Assistant level (rank and step based on education and experience). The position is 75% (CE)/25% OR with an academic career-track, 11-month appointment. The position will be available starting July 1, 2014. For a complete announcement and to apply for this position please visit https://aprecruit.ucr.edu/ apply/JPF00136. The University of California is an Equal Opportunity/ Affirmative Action Employer. THE CHRONICLE OF HIGHER EDUCATION MAY 16, 2014 SYRACUSE UNIVERSITY Assistant Professor of Clinical-Medicine Martin J. Whitman School of Management Assistant/Associate Professor of Practice The Whitman School of Management at Syracuse University invites applications for a full-time non-tenure track position in Statistics at the rank of Assistant/Associate Professor of Practice beginning in mid-August 2014 in the Department of Finance. Qualified candidates must have an earned Ph.D. in Statistics or a closely related quantitative field with a record of scholarly research. The candidate is expected to demonstrate effective teaching at both the undergraduate and graduate level statistics, financial econometrics and related courses including specialized finance courses such as fixed income securities and computational finance, and contribute to service-related initiatives in the department. Courses are delivered either online or in a traditional classroom setting. Candidates will be evaluated according to the overall quality of their academic preparation and scholarly work, evidence of commitment to teaching and skills as a teacher, research ability and interest, and strength of recommendations. For a detailed position description and online application instructions, go to www.sujobopps.com (#071135). Cover letter, resume and contact information for three professional references must be attached. The school seeks candidates whose research, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in higher education. Syracuse University is an AA/EOE. UC College of Medicine, Department of Neurology and Rehabilitation Medicine is seeking an Assistant Professor of Clinical Medicine with teaching and patient care responsibilities. Patient care responsibilities will include inpatient consult services and an outpatient practice devoted to Multiple Sclerosis (MS) patients, as well as share in coverage of on-call schedules. Will participate in teaching of Medical Residents/Fellows/Students. Teaching duties will include precepting of medical students and/or residents in clinical activities, formal and informal lectures, and curriculum evaluation. Will also conduct clinical trials largely focusing on treatment of MS. Other responsibilities include participating in departmental and/or divisional service meetings or conferences and active participation in developing plans for growing the MS Center. Interaction in community and national meetings will be important to expand and further develop the image and presence of the MS Center. Minimum qualifications: Medical Degree or foreign equivalent, and the following by time of appointment: Ohio Medical License; 3 years of Neurology residency training and at least 1 year of fellowship training in Multiple Sclerosis. To apply, please visit www.jobsatuc.com and search for position 214UC8051. MOREHEAD STATE UNIVERSITY ASSOCIATE DEAN COLLEGE OF EDUCATION Morehead State University seeks a dynamic and visionary candidate to serve in the position of Associate Dean in the College of Education beginning July 1, 2014. Responsibilities: On behalf of, and in collaboration with the Dean, the Associate Dean oversees the academic programs and administrative services as well as the daily functioning of the college. As an integral part of the College’s Leadership Team the Associate Dean provides leadership to assess and streamline the policies and procedures related to faculty and programs. This is an administrative appointment with some teaching responsibilities for a dynamic, visionary individual who serves in the absence of the Dean. The successful candidate will be an effective leader and communicator with ability to promote excellence in faculty teaching, collaboration, scholarship, and service to ensure success of students at all levels. Other responsibilities include budget preparation and management, report preparation (CAEP, PEDS, Title I, etc.) strategic planning, accreditation efforts, and enrollment. Qualifications: Earned doctorate from a regionally accredited institution in a discipline within the College of Education and five years’ experience in higher education. Experience and/or ability in management of personnel, resources, and budget at a level equivalent to an academic department. Demonstrated abilities in the preparation and/or editing of reports, proposals, and academic documents. Abilities in data management and manipulation (database, spreadsheet, etc.). Demonstrated abilities to work effectively with faculty, students, administrators, alumni, the University community and external communities. Demonstrable commitment to promoting and enhancing diversity. Credentials suitable for appointment at the rank of Associate Professor or Professor. Understanding of shared governance, academic personnel issues, curricular and budgetary matters. Effective leadership, communication and interpersonal skills. Desired Qualifications: Previous experience as a tenured faculty member, departmental or division chair. Review of applications will begin immediately and will continue until position is filled. For priority consideration the online application and your supporting documents must be received by June 16, 2014. To apply, visit: www.moreheadstate.edu/employment to complete the MSU Application for Employment and submit a letter of application describing qualifications and experience, curriculum vita, letter of reference #1, letter of reference #2, letter of reference #3, statement teaching philosophy, personal vision statement for position, evidence of scholarly work, statement of administrative philosophy and reference list with telephone numbers and email addresses. Contact the Office of Human Resources at (606) 783-2097 should you have questions about our online application. Morehead State University is an EO/AA educator and employer with a strong commitment to community engagement. Assistant/Associate Professor of Elementary Health and Physical Education The Department of Teacher Education at The University of Mississippi seeks to fill the position of Assistant/Associate Professor of Elementary Health and Physical Education. For more information and to apply visit: jobs.olemiss.edu. Only applicants who apply online will be considered. Review of applications may begin immediately and continue until an adequate applicant pool is established. The University of Mississippi is an EOE/AA/Minorities/Females/Vet/ Disability/Title VI/Title IX /504/ADA/ADEA employer. is responsible for collaborating with departments across campus to support recruitment and enrollment initiatives and address needs of special student populations as needed. The candidate must have a bachelor’s degree and a valid driver’s license. The successful candidate must demonstrate strong organizational skills, excellent written and oral communication skills, time management mastery, the ability to meet deadlines, and the ability to relate to a variety of individ- uals. A master’s degree and successful experience in marketing or customer service in higher education or admissions is preferred. A letter of application, resume and the names, addresses, telephone numbers and e-mail addresses of three professional references should be sent to the attention of: Katie Crawford, Assistant to the Associate Vice President for Enrollment Management, Division of Student Engagement & Enrollment Services, Old Dominion University, 129 Koch Hall, Norfolk, VA 23529, emsearch@odu. edu. Review of applications will begin May 23, 2014 and will continue until the position is filled. Old Dominion University is an equal opportunity, affirmative action institution and requires compliance with the Immigration Reform and Control Act of 1986. Business Administration: Assistant Professor of Accounting (TenureTrack) Date posted: 4/2014, Closing date: 7/31/2014, Starting Date: Fall 2014, The Department of Business Administration--offering a B.S. in five concentrations; a M.S. in Accounting; and three MBA programs-seeks to fill a tenure-track faculty position at the Assistant Professor level, teaching varied undergraduate and graduate accounting courses. Candidate must possess an excellent record of teaching and the potential for excellence in research; corporate business/ accounting experience and knowledge of international accounting standards are preferred. Online course delivery, on-line Tax Preparation software, and experience with the VITA program are a plus. Minimum educational qualification requirements include an MBA plus CPA certification. Wagner College was cited in the 2013 edition of U.S. News’ “Best Colleges” magazine, as earning two #1 rank- Tenure-Track Faculty Position Available Fall Semester 2014 Danville Area Community College is an accredited public two-year college that serves more than 9,000 students annually. Danville Area Community College strongly supports teaching, learning, and classroom innovation. An example of this support is the College Foundation’s unique Faculty Endowed Chair professional development incentives. The College is located in Danville, in east central Illinois, 125 miles south of Chicago and 90 miles west of Indianapolis and enjoys a campus of 75 beautiful acres. The College is integrally linked with the local community of 34,000, a district of 88,000, and a strong network of area businesses, universities and other colleges. For additional community information, please refer to: http://www.vermilionadvantage.com/ Accounting Instructor (Business/Technology): Required qualifications include a Master’s degree in Accounting or a Master’s Degree in a related field, plus 18 hours of graduate work in accounting. Strong computer skills; excellent oral, written and interpersonal communications skills. Desirable qualifications include a CPA or other professional accounting certification; 2000 hours of documented related work experience in accounting; and recent college teaching experience in the subject area. APPLICATION PROCEDURES: For full consideration, applicants should submit a college employment application, a letter of application which highlights qualifications for the position, transcripts, and 3 letters of reference from individuals who are knowledgeable of the applicant’s background and experience. Address applications to Ms. Jill Cranmore, Director of Human Resources, Danville Area Community College, 2000 E. Main St., Danville, IL 61832-5199. An application can be downloaded from our web site at www.dacc.edu/hr or call (217) 443-8757. Applications submitted by May 30, 2014 will be given maximum consideration. Danville Area Community College is an equal opportunity employer. ings among northern master’s degree granting schools-”Top Up-and-Coming Schools” and “a strong commitment to teaching”. It was also cited as having some of the best first-year experiences, learning communities, and service learning “programs to look for.” Given these accomplishments and a strong commitment to students’ practical liberal arts and civic-learning experiences, we are searching for a faculty member who is willing to be part of and further the College’s mission and programs. All candidates are encouraged to visit Wagner College’s main website at http://www.wagner.edu and the Department of Business Administration’s main website at http://wagner.edu/business-admin/ Please send a letter of intent, teaching philosophy statement, research agenda, curriculum vitae, graduate transcript, dissertation abstract and/or a copy of the most recent peer-reviewed publication, evidence of teaching ability and three letters of recommendation to: Dr. Peg Horan. Accounting Search Committee Chair Department of Business Administration. Wagner College. One Campus Road Staten Island, New York 10301 phoran@ wagner.edu 718-390-3437. Located in an increasingly diverse metropolitan area, Wagner College is committed to scholarship and community outreach relevant to the needs of New York City. Wagner values campus diversity (domestic and international) and in keeping with this initiative, it welcomes applications from diverse candidates and candidates who support diversity and internationalization efforts. ChronicleVitae.com/jobs Clinical Assistant Professor Human Resource Development The Department of Educational Administration and Human Resource Development at Texas A&M University seeks a full-time, non-tenure track Clinical Assistant Professor of Human Resource Development with emphasis in Technology Management. This is a nine-month appointment with responsibilities for teaching four undergraduate courses per semester in the areas of human resource development and/or technology management. The anticipated start date is September 2014. Qualifications: Applicants for this position should have earned a doctorate in Human Resource Development, Technology Management, or a related field. ABD applicants will be considered, but all degree requirements must be completed by August 15, 2014. Applicants should have prior teaching experience at the University level in the fields of Educational Technology, Instructional Design, Human Resource Development, Technology Management and related fields. In addition, applicants should have experience using technology as a medium of instruction. For the detailed information regarding this position, please visit http:// eahr.tamu.edu/about/employment-opportunities Counseling: The Department of Counseling Psychology and Human Services in the University of Oregon’s College of Education invites applications for the position of clinical supervisor in our nationally recognized graduate program in counseling psychology. We seek a strong Oregon licensed or licensed-eligible psychologist who desires to work in an academic setting providing evidencebased clinical education and supervision to doctoral students in our APAaccredited graduate program. For full position description and application information, please visit our website at: http://jobs.uoregon.edu/unclassified.php?id=4677. Apply by May 26, Professional Academic Affairs MAY 16, 2014 THE CHRONICLE OF HIGHER EDUCATION DEAN OF ACADEMIC AFFAIRS The Dean of Academic Affairs is responsible for overseeing the program development and delivery of DKU graduate and undergraduate programs, including the inaugural programs in management studies, global health, medical physics and the undergraduate Global Semester Program. The Dean works with appropriate Duke faculty groups and leaders in planning and implementing additional graduate programs, in contributing to plans for the DKU undergraduate degree program, in developing research programs at DKU, and participates in overall academic strategic planning for DKU. This position reports to the Executive Vice Chancellor for DKU. The successful candidate will have a Ph.D. from an international university and an outstanding scholarly record. Significant academic administrative experience, preferably at the level of an academic dean or above, is also required. Individuals with an academic background whose experience has included leadership roles in non-profit institutions will also be considered. TO APPLY: Submit cover letter and CV to [email protected] Program Director Augustus C. Long Health Sciences Library (HSL) aims to be the focal point for the exchange of biomedical and scientific information that is vital to the broad range of aspirations and activities within the Columbia University Medical Center (CUMC). The Program Director will oversee planning, implementation, and marketing of HSL's strategic, progressive initiatives and programs. This position will manage a team of lnformationists, will provide direction to Education Design and User Experience Strategists, and will work closely with the Director for Library Operations and Knowledge Management Strategist to ensure an integration of new knowledge based initiatives throughout the library. The Program Director is expected to establish collaborative working relationships with CUMC senior administrators and faculty . This position will report to HSL's Executive Director. The Program Director is expected to actively monitor national and international trends, standards, and policies in knowledge management, and represent HSL, CUMC and the University in local, regional, national, and international forums and organizations. Applications are encouraged from energetic, creative and service oriented individuals interested in collaboration, teamwork and innovation. Application link: https://academicjobs.columbia.edu/applicants/jsp/ shared/frameset/Frameset.jsp?time=1398880226097 1201 West University Drive Edinburg, Texas 78539 Executive Director of the Career Center The Johns Hopkins University, a world leader in research and teaching, seeks an Executive Director of the Career Center as part of its strategy to build the Hopkins student experience so that it stands among the top ten in the nation. The Executive Director will oversee the development and delivery of communications, services, programs and tools to equip students to navigate the path from university to career and to support alumni in their early career management. He or she will expand existing employer relationships and chart new paths of collaborative service delivery while continuing the Career Center's recent history of innovative leadership. Reporting to the Dean of Academic Services within the Homewood Student Affairs Division, the Executive Director will lead an 11-person team serving the Krieger School of Arts and Sciences and the Whiting School of Engineering, including undergraduate students, graduate students, post-doctoral fellows and alumni of those schools. He or she will harness renewed institution-wide appreciation for the critical importance of career preparedness in fostering successful educational outcomes, in providing a broader platform for alumni and parent engagement and in realizing a more coherent "One University" identity for Johns Hopkins. Qualifications: Johns Hopkins will appoint an Executive Director who is or who will quickly become recognized as a field-leading career development officer. Applications from individuals with experience in university career services, corporate university relations, human resources, institutional advancement, alumni affairs and professional services are equally welcome. A master's degree is required. A minimum of five years of progressive management experience is required, preferably involving undergraduates and/or recent graduates, as well as employers and/or alumni. Demonstrated skill in fostering new institutional relationships, marshaling professional networks, staff supervision, budget management and strategic planning, are essential. Candidates should demonstrate the ability to engage faculty, trustees and senior administrators, to counsel creative, diligent, professionally ambitious and service-minded students and to cultivate and steward a resourceful alumni and parent population. Facility with developing effective assessment methods and articulating strategic priorities is essential. The successful candidate will evidence the capacity to work effectively with persons from diverse backgrounds to promote an inclusive campus and community culture. Review of candidate materials will begin immediately and continue until the appointment. A complete application will include a letter of interest, a curriculum vitae or résumé and contact information for five professional references who can speak about the candidate's qualifications for this position. Expressions of interest, applications, nominations and inquiries should be directed to Johns Hopkins's search consultant, Chuck O'Boyle of C. V. O'Boyle, LLC, at [email protected], who will furnish a detailed specification and an internal position summary upon request. The mission of The Johns Hopkins University is to educate its students and cultivate their capacity for life-long learning, to foster independent and original research and to bring the benefits of discovery to the world. Johns Hopkins does not discriminate on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristic. The university is committed to providing qualified individuals access to all academic and employment programs, benefits and activities on the basis of demonstrated ability, performance and merit without regard to personal factors that are irrelevant to the program involved. The Johns Hopkins University is an EO/AA employer committed to recruiting, supporting, and fostering a diverse community. Assistant Professor Loyola University Chicago, Health Sciences Division, is currently advertising for a tenure-track Assistant Professor to work with the viral hepatitis research group within the division to develop a strong mathematical modeling program. Ph.D. required with an established research program in viral hepatitis dynamics in vivo and in vitro. For full consideration, please apply online at www.careers.luc.edu/applicants/Central?quickFind=56966 by June 30, 2014. Direct questions to Ms. Marie Go, Email: MAGO@ lumc.edu. Loyola University Chicago is an Equal Opportunity Employer for Minorities, Women, Veterans, and the Disabled. Lecturer I The University of Texas-Pan American (UTPA) invites applications for a position as Lecturer I to teach the UNIV 1301 Learning Framework course, an entering freshman level course. The course is part of the University College at UTPA. To assure full consideration, please send an application letter, curriculum vitae, unofficial transcripts, and names and contact information of three references. Application materials will only be accepted electronically at https://careers.utpa.edu/hr posting #T00014. For questions regarding this position, please contact Dr. Joan Reed, Search Committee Chair at (956) 665-7963 or [email protected] To view a full job description, please visit our Human Resources Employment Opportunities page at https://careers.utpa.edu/postings/2882 UTPA is an EE/AA Employer. 2014 to be assured of consideration. The UO is an EO/AA/ADA institution committed to cultural diversity. Director/Library: Seeking energetic, creative, skilled leader to serve as Director, population 90,000, circulation 628,000, collection 243,400 items, 59 staff, budget 3.1 million, Cole & Osage counties Central Missouri. Director responsible for administration & operation of library system. Requirements: MLS/MLIS degree from ALA accredited institution, 10 years professional public library experience; minimum 5 years supervisory/managerial experience in public library. Proven fiscal management experience; ability to effectively plan & use library technology; thorough knowledge of public library service & HR management. Strong work ethic, integrity, commitment to serve as Library’s advocate in community; ability to inspire community support & possess excellent human relations skills. Experience with library building project, levy proposals preferred. Salary $80,000 negotiable based on experience. Excellent benefit package. EOE, committed to diversity, M/F/D/V. Website https://www.mrrl. org Cover letter addressing position requirements, resume, three profes- Assistant or Associate Professor of Management Assistant or Associate Professor of Management - The College of Business (COB) at Texas A&M University-Texarkana is currently seeking an outstanding candidate for an Assistant or Associate Professor of Management. For more information and how to apply, please visit our website at www.tamut.edu. Texas A&M University – Texarkana is an EEO/AA employer sional references with contact information by May 30, 2014 to Search Committee, c/o Elizabeth Beach, HR Officer, MRRL, P. O. Box 89, Jefferson City, MO 65102 or beache@mrrl. org. Jefferson City offers a great place to live with 90.2 cost of living index, quality education, shopping & recreation. Named America’s Most Beautiful’ Small Town by Rand McNally. Jefferson City information: visit local chamber website at http://www.jeffersoncitychamber.org or Jefferson City Visitor & Convention Bureau, info@ visitjeffersoncity.com. Economics: Contract Faculty Positions Department of Economics Ball State University Muncie, Indiana Contract faculty position available August 15, 2014, for the academic year. Major responsibility: teaching courses at the undergraduate level in macroeconomics. For more informa- tion, please go to http://www.bsu.edu/ hrs/jobpostings . Ball State University is an equal opportunity, affirmative action employer and is strongly and actively committed to diversity within its community. Educational Leadership: The Center for Leadership and Learning (CLL) at Arkansas Tech University seeks applications for a full-time, non-tenure track assistant professor beginning August 19, 2014. For positions duties, please visit https://www.atu.edu/ hr/employment/faculty.php. Requirements: An earned doctorate in Educational Leadership or related field; Background of successful school administration at the school/building level; Five or more years of experience in education. Preferences: Online teaching experience; Higher education experience; Collaborative professional experience i.e. working with ChronicleVitae.com/jobs partner schools, co-teaching, collaborative planning; Experience planning and delivering professional development. Please send application materials to Dr. Mona Chadwick, ATU Center for Leadership and Learning, 227 SR 333 South, Russellville, AR 72802 [email protected]. Closing date for accepting applications is May 30, 2014. This position is subject to a pre-employment criminal background check. A criminal conviction or arrest pending adjudication alone shall not disqualify an applicant in the absence of a relationship to the requirements of the position. Background check information will be used in a confidential, non-discriminatory manner consistent with state & federal law. AA/EOE. Executive Director: Position Description: Executive Director Chicagoland Regional College Program, Qualifications for Candidates Doctoral Degree Knowledge and experience overseeing grant-funded programs. Experience in higher education including agencies within higher education Experience creating and managing budgets Beneficial experience: third-party management of employees and grants Excellent skills in report writing and technical skills used in reports. Other Position Requirements Position is part-time: 1-2 full days (or 2-4 halfdays) per week Job classification: Educational Consultant, UPS Adherence to a college calendar schedule Salary: $600 per day, no benefits or vacation. Fine Arts: Concord seeks an assistant professor to teach and perform carillon and organ, as well as provide collaborative duties and responsibilities within the Division of Fine Arts. This is an endowed non-tenure track position. Concord University is the proud home to a 48 bell carillon cast in the Paccard Foundry of Annecy, France. It is the only true carillon in West Virginia. It was installed and dedicated in October of 1997. Please visit Concord’s website at http://jobs.concord. edu for a full job description of job responsibilities and qualifications needed for this position. Submit cover letter, resume/vita, and three professional references via http://jobs.concord. edu. Applications will be accepted until the position is filled. Concord Uni- A41 A42 THE CHRONICLE OF HIGHER EDUCATION MAY 16, 2014 ACADEMIC AFFAIRS VICE CHANCELLOR FOR ACADEMIC AFFAIRS University System of Georgia Executive Director of Continuing Education Search #67204 The Provost invites applications for the position of Executive Director of Continuing Education. Georgia Southern University (www.georgiasouthern.edu), a member institution of the University System of Georgia and a Carnegie Doctoral/Research University, is one of Georgia’s premier universities. A residential university serving more than 20,500 students, Georgia Southern is recognized for providing all of the benefits of a major university with the feeling of a much smaller college. Founded in 1906, the University offers more than 100 campus-based and online degree programs at the baccalaureate, master’s, and doctoral levels through eight colleges. The more than 900 acre park-like campus is located in Statesboro, a classic Main Street community near historic Savannah and Hilton Head Island. The Provost seeks a dynamic individual committed to developing, strengthening, and implementing continuing education programs that address the current and future educational needs of Georgia Southern University by working closely with college administrators/faculty and external clients. Continuing Education at Georgia Southern University serves as the educational link between the University’s colleges and the citizens in the region, state and globally in delivering lifelong learning programs. Continuing Education provides a variety of programs designed to improve the skills of the workforce, to enhance societal and cultural understanding, to facilitate healthy lifestyles, and constructive use of leisure time, and to address personal development and enrichment needs. The Executive Director will coordinate with the Provost to assure the mission of the Division is consistent with and supports the Mission of the University. Position Description. Reporting to the Provost and Vice President for Academic Affairs, the Executive Director will be responsible for the overall management and operation of the division, providing leadership in strategic planning for the unit, and for day-to-day functions and services. The Executive Director will be expected to spend at least one day each week in Savannah working with the Savannah market and staff at the Coastal Georgia Center. This 12-month administrative position may carry academic rank (non-tenure track) and requires a terminal degree in a related field supportive of Continuing Education Program Development. The salary is competitive and commensurate with qualifications and experience. Required Qualifications: • Earned doctorate by August 1, 2014 in a related field supportive of Continuing Education Program development • Experience in developing and leading initiatives in professional/personal development • Experience in online and face-to-face instruction and development • Minimum of 3 years related work experience, including management experience • Minimum of 2 years college/university teaching experience for appointment as a non-tenure track faculty member • Commitment to excellence in teaching and learning • Effective communication (verbal and written) Preferred Qualifications: • Experience with budget management in a service supported environment • Experience working in a diverse environment • Experience with computers and Microsoft Applications software Screening of applications begins June 1, 2014, and continues until the position is filled. The preferred position starting date is August 1, 2014. A complete application consists of a letter addressing the qualifications cited above; a curriculum vitae; and the names, addresses, telephone numbers, and email addresses of at least three professional references. Other documentation may be requested. Only complete applications and applications submitted electronically will be considered. Finalists will be required to submit to a background investigation. Applications and nominations should be sent to: Dr. Jean Bartels, Provost Search #67204 Provost Office, Georgia Southern University P. O. Box 8022 Statesboro, GA 30460 Electronic mail: [email protected], Telephone: 912-478-5258 More information about the institution is available through http://www.georgiasouthern.edu. Georgia Southern University seeks to recruit individuals who are committed to working in diverse academic and professional communities and who are committed to excellence in teaching, scholarship, and professional service within the University and beyond. Individuals who need reasonable accommodations under the ADA to participate in the search process should contact the Associate Provost. Georgia is an Open Records state. Georgia Southern University is an AA/EO institution. versity is an Equal Opportunity/Affirmative Action Employer. Women, minorities, and those with disabilities are encouraged to apply. Institutional Research: The Institutional Research Analyst is responsible for supporting the institution in its quest for student success through the design and implementation of institutional research that assists the College in making data-related decisions by providing management, verification, statistical analysis and reporting of student data. Security sensitive position. Please visit our employment opportunities at http://www.grayson. edu for application procedures. Email [email protected] or call (903) 463-8770. Library: Outreach and Instruction Librarian Westmont College is accepting applications for a faculty librarian position. For more information and to apply:http://www.westmont.edu/_offices/provostOpenPositions.html. Library: Westmont College is accepting applications for a Web Services and Instruction Librarian. Position description and application details: http://www.westmont.edu/_offices/ provostOpenPositions.html. Marketing: The University of Colorado Denver is seeking two Assistant Professors of Marketing. Full-time, tenure-track, 9-month faculty positions starting spring or fall 2015; duties include, 40% teaching; 40% research; 20% service. Teaching load consists of 4, 3-hour courses during 9-month contract. Requires: Ph.D. (DBA) in Marketing (or closely related field) from AACSB accredited (or equivalent) university. For full description, requirements and application process go to https://www.jobsatcu.com/postings/81728. Marketing: University of HoustonClear Lake. Application sought for one (1) tenure-track Assistant Professor of Marketing position begin- ning Fall 2015. Qualifications include a Ph.D. in Marketing (or ABD nearing completion). The position requires ability to teach consumer-oriented courses. Normal teaching load is nine hours per semester. Publications in refereed journals, presentations of academic papers at professional meetings, good oral communication skills, and a strong commitment to teaching are expected. Salary will be commensurate with experience and qualifications. The University of Houston-Clear Lake provides competitive research support. Applications are accepted only online at https://jobs.uhcl.edu. To apply, please complete the faculty application, attaching a letter of interest and vita online. Also mail 3 letters of recommendation and transcript to: Chair, Marketing Search Committee, University of Houston-Clear Lake, 2700 Bay Area Boulevard, MC 70, Houston, Texas 77058. Initial interviews will be conducted at the American Marketing Association’s Summer Educator’s Conference. Review of applications begins July 14, 2014 and continues Indiana University Kokomo is seeking a dynamic, innovative leader of academic affairs. IU Kokomo is one of eight campuses of Indiana University. The 51-acre campus is located in Kokomo, Indiana, and has approximately 2,700 FTE students, more than 250 faculty and staff, and an operating budget over $30 million. IU Kokomo serves as an essential educational resource and an important element of economic development in its 14-county region in north central Indiana. Founded in 1945, IU Kokomo now offers nearly 70 undergraduate degrees and a limited number of graduate programs, in the Schools of Allied Health Sciences, Business, Education, Humanities and Social Sciences, Sciences, Nursing, and Public Administration and Health Management. The next Vice Chancellor will have an opportunity to continue the strategic development of the institution and its commitment to academic excellence. He or she will report directly to the Chancellor. Indiana University Kokomo is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. IU Kokomo has experienced five years of continuous growth, has added 15 new degree programs in the past few years, 30 new faculty members, and two new facilities to the campus; Cole Family Wellness and Fitness Center and a new gym for its NAIA athletic program. Increasing retention and reducing time to graduation, increasing the number of diverse, highly-qualified students who choose IU Kokomo, and managing growth at a high-value, low-cost, comprehensive university are some of the challenges, and the opportunities, that await the next Vice Chancellor. The Vice Chancellor for Academic Affairs will oversee IU Kokomo’s academic programs, including the development, coordination, and promotion of all programs and courses; the recruitment, development, evaluation, and compensation of faculty members and other academic personnel; and the allocation of resources among schools, the library, and other academic units of IU Kokomo. The Vice Chancellor will also be responsible for cultivating a culture of research and creative activity among its faculty, including the production and publication of research/creative works and the support of applications for grants, sabbaticals, and other sources of support that will sustain research/creative productivity. School deans and the library dean report directly to the Vice Chancellor. An Assistant Vice Chancellor and Director of Advising, Student Success and Persistence will support the VC in guiding Academic Affairs. QUALIFICATIONS: A passionate, energetic, caring, resourceful, and accomplished individual; a team builder with a demonstrated commitment to serving diverse students; a commitment to affirmative action, equal opportunity, and diversity; previous successful leadership of a school, college, or other equivalent academic unit within an accredited university; earned doctorate or terminal degree from an accredited university; record of effective college or university level teaching, scholarly achievement, and service that meet IU Kokomo’s criteria for tenure as a full Professor; evidence of effectiveness within a highly consultative shared governance environment; evidence of success in implementation of strategic planning; experience and success in fiscal management; demonstrated ability to communicate effectively both orally and in writing; proven ability to work collaboratively with other senior university leaders across units and partner institutions. Review of applications and nominations will begin immediately and continue until the position is filled. Applications should include a letter of interest and curriculum vitae. Please send nominations and applications to [email protected]. The search committee is being assisted by Steve Leo and Matthew Bunting with Storbeck/Pimentel & Associates. Inquiries and questions may be conveyed via email or telephone (610/565-2910 ext. 312). Indiana University is an Equal Opportunity, Affirmative Action Employer. The University actively encourages applications and nominations of women, minorities, veterans, and persons with disabilities, and applications from candidates with diverse cultural backgrounds. until the position is filled. Preference will be given to applications received by August 18, 2014. The University reserves the right to extend the search or not to fill the position. UHCL is an Equal Employment Opportunity, Affirmative Action Employer. Mathematics: Assistant Professor of Mathematics. Reinhardt University, 7300 Reinhardt Circle, Waleska, GA 30183. Job Dutieis: Full-time tenuretrack position in mathematics to teach undergraduate and developmental mathematics at the post-secondary level. Advise mathematics majors and serve on faculty committees. Will utilize instructional technology, including learning management systems, computer algebra systems, graphing calculators, and tutorial software, to perform teaching duties. Job Requirements: Master’s degree or foreign equivalent in Mathematics. To Apply: Email cover letter and resume to: [email protected]. Ref: APM1. Mechanical Engineering: The Department of Mechanical Engineering at Gonzaga University invites applications for a full-time, tenure-track faculty position at the level of Assistant Professor in the area of Mechanical Engineering commencing either September 2014 or January 2015. Candidates will be considered with a specialization in an area including, but not limited to: Controls and Vibrations, Mechanics, Materials, Manufacturing, Design, and Thermal Sciences. The responsibilities of the position include teaching, professional development, advising, and academic citizenship and service. Required qualifications: Ph.D. in Mechanical Engineering or related field. Pre- ChronicleVitae.com/jobs REFERENCE/INFORMATION LITERACY LIBRARIAN (Position #FA391) (J. Sargeant Reynolds Community College, Richmond, VA) Master’s degree in Library and Information Science from an ALA accredited school. TYPE OF APPOINTMENT: Full-time twelve-month professional faculty-ranked appointment. Salary commensurate with the education and experience of the applicant. Salary range: $52,314-$100,716. Approximate maximum hiring salary: $55,586. Additional information is available at the College's website: www.reynolds.edu. APPLICATION PROCESS: Application reviews will begin JUNE 26, 2014, and will be accepted until the position is filled. AA/EOE/ADA/Veterans are encouraged to apply. ferred Qualifications: Relevant teaching experience, related expertise in bioengineering, laboratory experience, relevant, project-based experience through industry, consulting or academia, PE licensure (or the ability to pursue PE licensure), and student advising experience. To apply or view the full position description, please visit our website at https://gonzaga.peopleadmin.com/. Questions about this position may be directed via email to Dr. Steven Zemke, zemke@ gonzaga.edu. Position closes on May 31, 2014, midnight, PST. For assistance with your online application, call 509-313-5996. Gonzaga University is a Catholic, Jesuit, humanistic institution, and is therefore interested in candidates who will contribute to its distinctive mission. Gonzaga University is an AA/EEO employer committed to diversity. Candidates from under-represented groups are encouraged to apply. Medicine: Serve as Assistant Professor Clinical in The Ohio State Univer- Student Affairs Business Affairs MAY 16, 2014 THE CHRONICLE OF HIGHER EDUCATION DIRECTOR OF ADMISSIONS A43 Boston, MA Swarthmore College invites nominations and applications for the position of Director of Admissions. Swarthmore College is one of the nation’s finest institutions of higher learning. As an undergraduate residential liberal arts college located 11 miles southwest of Philadelphia with an exceptionally talented student body of about 1,500, Swarthmore provides a rigorous, engaging intellectual environment and a vibrant and diverse community. With an endowment of more than $1.6 billion, Swarthmore has significant financial resources to support its academic programs and student life. The strength of its endowment allows it to continue to offer a very low student/faculty ratio, as well as one of the most generous financial aid programs in the country. Reporting to the Vice President and Dean of Admissions, the Director of Admissions will be responsible for the leadership and management of the daily operations of the Office of Admissions, including setting the tone for a team-oriented office culture and training and development of 10 professional and 6 support staff. With the Dean’s support, s/he is responsible for Human Resources/staff issues. S/he acts as the senior advisor to the Dean on all admission matters and helps to guide planning and implementation efforts for the recruitment and admission of a diverse and academically exceptional class. The Office of Admissions is currently engaged in efforts to implement a new college admissions management software (CRM), to stream-line and improve the visitor experience, and to revise its publications and communications plan, and the Director will play an important role in shaping and leading these processes. The Director, with the Dean’s approval, also coordinates student recruitment and selection processes. This position is involved in all of the components of the admission program, including recruitment travel, interviewing, evaluating applications, and public speaking. When required, the Director will represent the Dean on-campus with all constituencies and off-campus with professional and educational groups, and in the press. For more information, please visit Swarthmore College’s website at www.swarthmore.edu. For best consideration, please send all nominations and applications by June 2, 2014 to: Shelly Weiss Storbeck, Managing Partner Annie W. Bezbatchenko, Consulting Associate [email protected] Swarthmore College is an equal opportunity employer. The College actively seeks and welcomes applications from candidates of diverse backgrounds. Alma, MI Vice President for Finance and Administration A lma College seeks an accomplished and strategic leader to be its next Vice President for Finance and Administration. A key member of the President’s senior administrative team, the Vice President serves as treasurer to the Board of Trustees and as Alma’s chief financial officer, overseeing the college’s $110 million endowment and an annual operating budget of $65 million. The Vice President is also responsible for the Business Affairs sector, which has 90 full-time employees and a budget of $14 million; the sector includes financial services, facilities management, human resources, information technology services, mailing and printing, food services, and College Corner Coffee and Books. Vice President for Enrollment Management and Student Affairs T he Boston Conservatory, the nation’s oldest performing arts conservatory of its kind, invites applications and nominations for the newly created position of Vice President for Enrollment Management and Student Affairs. Located in Boston’s historic Back Bay/Fenway area, the Conservatory offers fully accredited graduate and undergraduate degrees in music, dance, and theater. A new venture, the Conservatory College, is in development and will complement the deep academic and artistic training offered in the traditional academic programs. The new Department of Enrollment Management and Student Affairs brings together areas that have previously reported to different units within the Conservatory. The new model makes an intentional statement about the interdependent elements of enrollment, retention, student financial services, student life, registration, and career services. The new model will provide an enhanced student experience from pre-enrollment through graduation. The Conservatory is seeking an experienced enrollment leader with a broad higher education perspective who will provide oversight and direction for the areas of admissions, student services (including financial aid, bursar, and registrar) and student affairs (including residence life, counseling and wellness services, judicial affairs, student activities and career services.) It is expected that the VP will chair and revitalize the Committee on Retention. The VP will implement an enrollment management plan that is grounded in best practices, the strategic use of data, and the Conservatory’s traditional audition model that understands, enhances, and communicates the Conservatory’s distinctive strengths and possibilities to a targeted audience of students and families. The Conservatory recognizes the potential in a robust international enrollment effort and will expect the VP to propose a strategy for this initiative as an important first-year priority. Reporting to President Richard Ortner, the Vice President will serve as a key member of a strong and progressive senior administrative team which values collegiality and transparency. He/she will lead the Conservatory in large-scale conversations about enrollment priorities, shifting demographics, and institutional aspirations. The Vice President must possess a deep understanding of, passion for, and ability to articulate the benefits of the education of artists in the Conservatory setting. He or she will possess exceptional communication skills and the ability to compellingly tell the story of The Boston Conservatory. The VP will have a strong analytic and strategic operating style, the ability to adapt to shifting priorities, strong listening skills, and the ability to manage change in a confident and respectful manner. A Bachelor’s degree is required; a Master’s degree or commensurate leadership experience is preferred. Inquiries, nominations, and applications are invited. Review of applications will begin immediately and will continue until the position is filled. For fullest consideration, applicant materials should be received no later than June 1. Candidates should provide a professional resume, a letter of application that addresses the responsibilities and requirements described in the Position Description (available at www.wittkieffer.com), and offers an indication of the candidate’s particular interest in/qualification for joining a performing arts community. Candidates should also provide the names and contact information of five references. References will not be contacted without prior approval of candidates. These materials should be sent electronically via e-mail to the Boston Conservatory consultants Sheila Murphy and Robin Mamlet at [email protected] . The consultants can be reached by telephone through Felicia Kowalczyk at (630) 575-6936. The Boston Conservatory values diversity and is committed to equal opportunity for all persons regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status or any other status protected by law. The ideal candidate will have a broad portfolio of leadership accomplishments with demonstrated financial and management success, an entrepreneurial spirit, and an understanding of and commitment to liberal arts education. A Phi Beta Kappa institution, Alma is a selective, residential private liberal arts college of 1400 students. It is dedicated to providing an academically challenging undergraduate education in a supportive environment emphasizing active, collaborative learning and close student-faculty interaction. The college is located in the city of Alma, Michigan, less than an hour north of Lansing and two hours from the state’s largest city of Detroit. Nominations and applications (letter and resume) should be sent to [email protected] by June 30, 2014. Confidential inquiries may be addressed to Alice Miller or Peggy Plympton. Alma College is an equal opportunity employer committed to recruiting and retaining a diverse faculty, staff and student body. ChronicleVitae.com/jobs A44 Student Affairs Business Affairs THE CHRONICLE OF HIGHER EDUCATION MAY 16, 2014 Director of Housing and Residence Life Humboldt State University Humboldt State University invites inquiries, applications, and nominations for the position of Director of Housing and Residence Life. About the University: Humboldt State University is a comprehensive, residential campus located 280 miles north of San Francisco in the rural redwood coast region of California. It is the farthest north of the 23 campuses that make up the California State University System and serves approximately 8,000 students. Excellence in undergraduate education is Humboldt's primary mission, while maintaining a strong commitment to environmental responsibility and social justice. Academic programs in the natural resources and science areas are particularly strong and attract students from across the country. The University is located in Arcata, a vibrant and welcoming community filled with music, art, and festivals. Humboldt State is celebrating its 100th anniversary in 2013-14. The University offers 44 undergraduate majors, 73 undergraduate minor degrees, 72 options/concentrations, 12 graduate programs, 13 credential programs and 12 certificates of study. The most popular disciplines include Art, Biology, Business Administration, Elementary Education, English, Kinesiology, Psychology, and Wildlife. Humboldt consistently ranks among the top regional colleges in publications such as U.S. News & World Report, Money, Making a Difference, College Guide, and Outside magazines. The University has been named a “Best in the West” school by the Princeton Review since 2006-07. About the Position: Reporting to the Vice President for Enrollment Management & Student Affairs, the Director of Housing and Residence Life (DHRL) serves as the Chief Housing and Residence Life Officer for the University. The Director provides leadership to the following services with the Department: residential life programs and services; facilities management (maintenance, custodial, and grounds services); capital planning and construction; business and administrative services; information systems; marketing/promotion, and summer conferences. The Director administers and provides leadership to the Department with the assistance of three Associate/Assistant Directors. Student Housing and Residence Life supports nearly 40 full-time staff and over 100 student staff members. The Director is responsible for a housing operation that serves over 2,000 residents and that includes 12 themed living options for students. Working with the staff, the Director oversees the development of programs and services to meet the needs of the resident students. The Director is responsible for an annual operating budget of approximately $12 million and maintenance and construction reserves ranging at any given time from $4-$8 million. The Director leads efforts to design and construct additional campus housing as needed. The DHRL reports to and works closely with the Vice President for Enrollment Management and Student Affairs, and maintains a collaborative working relationship with all of the functional units within the Division and across campus. The Director works in concert with the Director of Dining to ensure that the combined programs of Student Housing and Residence Life and Dining Services is seamless, productive, functional, and responsive to the needs of students and the campus in general. The Director administers all fiscal affairs and maintains close relationships with the Vice President for Administrative Affairs/Chief Financial Officer and the Chancellor’s Office Financing and Treasury Department. In addition, the Director provides oversight of the management and operation of Humboldt State University’s licensed Children’s Center, a child care facility of over 100 children clients, with a full time staff of approximately 14 and 50 part time student assistants. Qualifications: The successful candidate must meet the following minimal qualifications: 1. An earned master’s degree in education, student personnel, business/public administration, or a related field or at least ten years of housing management experience. 2. A minimum of five years experience in student housing, student life, privatized housing, or property management in administrative roles at the Assistant/Associate Director level or above or equivalent managerial experience. 3. A record of demonstrated accomplishment with the following services within student housing and residence life: residential life programs and services, student conduct, facilities maintenance and capital planning, summer conferences, and comprehensive fiscal planning, including reserve management. The successful candidate must have excellent interpersonal and communication skills, including a demonstrated ability to work effectively with people of diverse backgrounds; an engaging leadership style and record of accomplishment in consulting and collaborating with campus constituencies to develop, administer, and improve student services; evidence of strong commitment to the University’s student-centered philosophy and a keen understanding of current issues confronting students and higher education. Experience with new housing design and development is a plus. How to Apply: Interested individuals should send a letter describing their interest in and qualifications for the position, and a resume. The packet should be sent electronically (Microsoft Word attachments preferred) to [email protected]. The subject line in the e-mail should be DHRL. Documents that must be mailed should be sent to William Spelman Executive Search, Stony Point Landing, 667 Midship Circle, Webster, NY 14580. Confidential inquiries will be received at 951.201.8800. Confidentiality will be maintained, and references will not be contacted without prior knowledge or approval of the candidate. For full consideration, all materials should be received by June 13, 2014. The application review process will continue until the position is filled. Humboldt State is committed to achieving the goals of equal opportunity and endeavors to employ faculty and staff of the highest quality reflecting the ethnic and cultural diversity of the state. Additional information about Humboldt State University can be found at www.humboldt.edu. Humboldt State is an Equal Opportunity/Title IX/ADA Employer. Applications from and nominations of qualified women, minority candidates, covered veterans, and disabled persons are particularly encouraged. Humboldt State University hires only individuals authorized to work in the United States. Classification: This position is an Administrator III in the California State University Management Personnel Plan. Under this plan, incumbents are subject to normal management reviews and serve at the pleasure of the University President. Additional MPP information can be found at the following website: www.calstate.edu/HRAdm/policies/mpp.shtml. Fingerprinting information: All applicants should be aware that the successful candidate will be fingerprinted, as required by HSU. Mandatory Reporter Statement: The person holding this position is considered a ‘mandated reporter’ under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. Position designated for Form 700 filing: This position is a “designated position” in the California State University’s Conflict of Interest Code. As such, you will be required to file Conflict of Interest forms subject to the regulations of the Fair Political Practices Commission. sity, Department of Surgery, Division of General & Gastrointestinal Surgery, Columbus, Ohio. Lectures and clinical teaching of medical students and residents in general surgery and gastrointestinal surgery; patient care in general surgery and gastrointestinal surgery; research; service to Division, Department, and University. Requirements: M.D. (foreign equivalent acceptable); 60 months of residency or fellowship training in surgery; Ohio medical license. Send resume and cover letter to Attn: L. Lawrence, Program Manager, Center for Minimally Invasive Surgery, Wexner Medical Center, The Ohio State University, 558 Doan Hall, 410 W. 10th Avenue, Columbus, OH 43210. EOE/ AA/M/F/Vet/Disability. Physics: The Department of Physics at Old Dominion University and the Thomas Jefferson National Accelerator Facility (Jefferson Lab) are seeking a theoretical physicist in the field of hadronic and nuclear theory to support the Jefferson Lab 12 GeV physics program. The appointment is expected to be made at the tenure-track, Assistant Professor level with an anticipated start date of Fall 2014. The candidate must have a PhD or equivalent in nuclear/hadronic physics or related field. The Department of Physics at Old Dominion University, where the appointee would be a regular faculty member, currently has twenty-one full-time faculty, 50 PhD graduate students and more than 80 undergraduate majors. The Jefferson Lab Theory Center, where the appointee would be a staff member, currently consists of fourteen permanent staff members (nine of whom have joint appointments at neighboring PhD-granting universities), together with postdoctoral fellows, and graduate students. The candidate would be expected to initiate and maintain a research program that strengthens the work of Jefferson Lab and the Department in extracting definitive physics results from data in the JLab 12 GeV era. A particular emphasis is expected to be leadership in the determination of a multi-dimensional image of hadron structure using the tools and framework of Quantum Chromodynamics, and its implications for a deeper understanding of hadron dynamics. At the same time, the candidate should demonstrate potential for excellence in teaching at both the undergraduate and graduate levels. Further information about Old Dominion University, the Physics Department and Jefferson Lab can be found at http://www. odu.edu/physics and http://www.jlab. org. Applicants should submit an application packet by email to [email protected] as a single pdf file. A complete application will consist of 1) a letter of application describing the individual’s qualifications for the position; 2) a curriculum vitae, and; 3) a vision statement addressing research and teaching. Applicants should also arrange to have three letters of reference sent directly to the email address above. Review of applications will begin immediately and continue until the position is filled. Both Old Dominion University and Thomas Jefferson National Accelerator Facility are equal opportunity, affirmative action employers and require compliance with the Immigration Reform and Control Act of 1986. Political Science: The Political Science Department at Le Moyne College, located in Syracuse, New York, invites applications from qualified candidates for a tenure-track faculty opening for the position of Assistant Professor of American Politics, with a strong emphasis in Public Law, beginning August 2015. The successful candidate will offer traditional public law courses at the undergraduate level, such as Introduction to Legal Studies, Judicial Institutions, Judicial Politics and Constitutional Law. In addition, the successful candidate will have the capacity to offer courses in the area of American Government and will also serve as the Director of the Legal Studies Program and as a Pre-Law Advisor. Qualified candidates must possess a Ph.D. degree in Political Science or a related field at the time of appointment. Qualified candidates must demonstrate teaching effectiveness, manifest a strong understanding of and commitment to a liberal arts education and be dedicated to maintaining an active research agenda. Review of completed applications will begin October 1, 2014 and will continue until the position is filled. To apply, applicants must submit the following required materials: a letter of interest, curriculum vitae, and a statement of teaching philosophy. Documentation may be submitted to: Diann Darmody-Ferris, Le Moyne College, 1419 Salt Springs Road, Grewen Hall, 2nd Floor (Human Resources), Attn: Political Science Search, Syracuse, New York 13214 or by following the application instructions (click the Apply Now’ button) found on our website at http://www.lemoyne.edu/employment. A member of the Political Science Department will attend the APSA Convention to meet with interested candidates. For further information please contact Dr. Delia Popescu at [email protected]. Le Moyne College is a private, selective and diverse learning community that strives for academic excellence in the Jesuit ChronicleVitae.com/jobs Assistant/Associate Vice President for Advancement Shenandoah University invites applications and nominations for the position of Assistant/Associate Vice President for Advancement. The Assistant/Associate Vice President for Advancement will report directly to the Vice President for Advancement. This position requires a well-rounded, experienced professional to be responsible for creating synergies between the major gifts program, the annual giving program, research and advancement services as well as overseeing the University’s stewardship program and advancement related special events. In this role, the selected candidate will need to be effective in cultivating relationships for major gifts, and providing leadership and guidance for fundraising programs, as well as management of staff and volunteers. Shenandoah University is a leader in liberal arts and professional education in the Shenandoah Valley and northwestern Virginia region. The university is located in the beautiful and historic Shenandoah Valley, approximately 70 miles west of Washington, DC. For more information, go to www.su.edu. For more information and to apply for this position, please visit www.su.edu/careers. Shenandoah University does not discriminate on the basis of sex, race, color, religion, national or ethnic origin, age, physical or mental disability or sexual orientation. Director of Admissions For a complete description of the job and compensation, visit our website: www.sjc.edu. Go to the bottom of the home page and Click on — “Administrative Offices” under Santa Fe “Employment.” This is a full-time, 35 hours per week, exempt position. Send resume, letter of intent, salary history and names, addresses and phone numbers of three professional references to [email protected]. Resume packets will be accepted until interviews begin. EQUAL OPPORTUNITY EMPLOYER A45 MAY 16, 2014 THE CHRONICLE OF HIGHER EDUCATION BUSINESS AFFAIRS Chicago, IL D Senior Vice President for Advancement ePaul University, the nation’s largest Catholic university, providing an education rooted in the Vincentian tradition, seeks a senior vice president for advancement to build upon a tremendous foundation of success. Under the leadership of the university’s president, the Rev. Dennis Holtschneider, C.M., DePaul continues to thrive and to advance its reputation, taking its place among the most exceptional urban universities in the United States with an unwavering commitment to student learning and success. The new senior vice president will succeed Mary Finger, Ed.D. who is departing after serving the university for nine successful years to become president of Seton Hill University. The university has experienced a dramatic expansion of fund raising results, alumni and donor communications, and alumni outreach programming at DePaul during the period of her leadership. Reporting directly to the president and serving as a member of his cabinet, the senior vice president will be a critical player on the senior management team and will have the opportunity to make a direct, personal impact on DePaul’s future. The senior vice president will join DePaul at an ideal time. The university will complete its ambitious Many Dreams, One Mission campaign in June 2014, having exceeded its fund raising goal of $300 million. The momentum for philanthropy is strong, a culture of philanthropy has emerged and is taking hold, and there remain many untapped prospects with capacity. Partnering closely with the president, board members, senior administration, deans, faculty, and staff, the senior vice president will create a strategic vision and plan for the next phase of advancement, capturing the current energy and support for the division and continuing to build a culture of philanthropy. The senior vice president will provide leadership for a dedicated and cohesive unit of 106 staff and engage them in the shared goals of advancement and the university as a whole. The senior vice president will be a strong collaborator who will foster partnerships across the university and identify, engage, and cultivate future and current donors in support of universitywide advancement efforts. The senior vice president will both support Fr. Holtschneider as the university’s principal spokesperson and fund raiser and have the ability to work directly with prospects to secure their support. The successful candidate will be an experienced development professional with a record of success leading an effective organization, planning and executing a major campaign, raising major and principal gifts, managing staff, and building programs. Above all, he or she will be a strong university citizen and a person of unquestionable integrity with a deep commitment to DePaul’s mission, the ideals of Catholic higher education, and the best traditions of the advancement profession. A bachelor’s degree is required with an advanced degree preferred. Experience in a comparably complex setting is preferred. Founded in 1898 by the Congregation of the Mission (Vincentian) religious community, DePaul University has become the nation’s largest Catholic institution of higher education and one of the largest private universities in the nation. As a Vincentian and Catholic university, DePaul is committed to providing higher education of superior quality especially to those segments of our society that have not previously had access to higher education: first-generation college students, immigrants, the poor, and other underserved groups. DePaul is a Carnegie doctoral/research institution serving approximately 25,000 full- and part-time students. With one campus in the heart of Chicago’s business district, another in the Lincoln Park neighborhood, and three in surrounding suburbs, its location in a world-class city affords many opportunities for students, faculty, and staff. About 65 percent of DePaul’s 160,000 living alumni reside in the Chicago metropolitan area, and the alumni body is increasingly becoming a loyal, engaged, and committed community. Confidential Inquiries, nominations and applications are invited. Review of applications will begin on May 15, 2014, and will continue until the position is filled. For fullest consideration, applicant materials should be received by June 1, 2014. Candidates should provide a resume and a letter of application that address the responsibilities and requirements described in the leadership statement, available at www.wittkieffer.com. These materials should be sent electronically via e-mail to DePaul University’s consultants, Dennis Barden and Amy Crutchfield, at [email protected]. Documents that must be mailed may be sent to: DePaul University c/o Dennis Barden/Amy Crutchfield Witt/Kieffer 2015 Spring Road, Suite 510 Oak Brook, IL 60523 The consultants can be reached by telephone at 630-990-1370. DePaul University values diversity and is committed to equal opportunity for all persons regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status, or any other status protected by law. tradition rooted in the liberal arts and sciences. Le Moyne is an equal opportunity employer and encourages women, persons of color and Jesuits to apply for employment. Registrar: Millsaps College invites applications for the position of Registrar. The Registrar is responsible for overseeing the academic standards, policies, and regulations of the Col- lege and supervises the employees of the Registrar’s Office. In particular, this individual provides strategic leadership and overall management of office operations; serves as primary li- San Diego, California Vice Chancellor / Chief Financial Officer T he University of California, San Diego (UC San Diego) has attained remarkable success in the fifty years since its founding. A student-centered, research-focused and service-oriented public university and a member of the prestigious Association of American Universities, the university notes among its distinctions nearly $1 billion in federal support of research in FY 2012-2013, placing it fifth in the nation among all research universities both public and private. The campus has grown to accommodate almost 30,000 students, boasts more than 154,000 alumni, is located in the heart of San Diego’s biotech industry on the Torrey Pines mesa, and benefits from its leadership role in the University of California, one of the world’s great educational institutions. The campus is home to Scripps Institution of Oceanography, an internationally acclaimed leader in climate, earth and atmospheric sciences, the UC San Diego School of Medicine, UC San Diego Health Systems’ two medical centers (La Jolla and Hillcrest), and to many highly ranked academic programs across other disciplines. UC San Diego seeks a Vice Chancellor / CFO to lead a newly consolidated financial organization that will provide the institution-wide leadership for all financial reporting and planning, as well as important support to the implementation of the newly completed Strategic Plan and operational leadership for the primary financial and administrative operations at the University. In addition to all financial functions, the new CFO will have oversight of human resources, administrative computing, housing and real estate. The new Vice Chancellor will join UC San Diego at a most propitious moment. Under the leadership of the Chancellor, Pradeep K. Khosla, finishing his second year in the role, the University has recently completed its first comprehensive strategic plan, and now begins the exciting work of effectively implementing these major strategic priorities. In addition, the Chancellor is building his academic and administrative team to lead UC San Diego in the coming years; this individual will play a vital leadership role on that team providing the expertise to ensure that the University effectively plans for all of its resource needs and works effectively with the entire UC system. This individual will advise the Chancellor and senior leadership regarding all financial and human resource issues facing UC San Diego, and will be responsible for the short- and long-term financial health of the University, leading institution-wide initiatives to develop multi-year, multi-fund financial plans and forecasts, annual budgets and appropriate financial reporting. He/she will oversee the financial planning and accounting operations, business process improvements, financial analysis, human resources, administrative computing, real estate and housing, dining and hospitality units, and will have a dotted-line reporting relationship with the financial officers in the Executive Vice Chancellor and all Vice Chancellor areas on the general campus, at the Scripps Institution for Oceanography, and the UC San Diego Health Sciences, with its School of Medicine and Health System. To achieve success in this role, the Vice Chancellor will be an experienced and visionary leader with a proven record as a strategist with direct oversight experience of a variety of financial and administrative functions. He or she will possess a track record of increasing experience within a complex, highly productive matrixed environment, preferably in a large research university. He/she will have strong communication skills and will possess a solid record as a collaborative leader able to guide staff through organizational change. The Vice Chancellor will lead by example with a strong orientation to mission and service. Recruitment will continue until the position is filled. Nominations, expressions of interest, and applications (including a cover letter and resume) should be submitted via email to: [email protected] All candidates are asked to address contributions to diversity in their application letter. Material that cannot be emailed may be sent to: Vice Chancellor/Chief Financial Officer The University of California San Diego Attention: Manny Berger/Peggy Plympton 2015 Spring Road, Suite 510 Oak Brook, Illinois 60523 Confidential inquiries and questions concerning this search may be directed to Manny Berger or Peggy Plympton via email at [email protected] . The University of California, San Diego is an equal opportunity / affirmative action employer with a strong institutional commitment to excellence and diversity (http://diversity.ucsd.edu/). aison to certain college-wide committees; implements and interprets academic policies; and leads in process evaluation and improvement. Applicants should possess a bachelor’s de- ChronicleVitae.com/jobs gree and at least five years in the field or in a related area. A master’s degree in an appropriate field is highly desirable. The successful candidate will have the following qualities. Evidence of experience collaborating with faculty and staff, including demonstrated abilities to communicate clearly and succinctly with all of the college’s constituencies and a history of com- A46 Business Affairs Deans THE CHRONICLE OF HIGHER EDUCATION MAY 16, 2014 University of Wisconsin-Milwaukee Dean of the School of Education DEAN OF THE FISHER COLLEGE OF BUSINESS The Ohio State University invites nominations and applications for the Dean of the Fisher College of Business. The Ohio State University is one of the nation’s leading public universities, and Ohio’s premier Research 1 flagship public university with a vision resting on the heritage and legacy of its land-grant mission. The University is committed to excellence in teaching and learning, research and innovation, outreach and engagement, resource stewardship, and assuring access to higher education. The Max M. Fisher College of Business has a base of more than 72,000 living alumni and an international reputation. The College is ranked among the top 25 business schools in the nation at both the undergraduate and graduate levels. The College, with over 6,000 undergraduates and over 900 graduate students across its masters and doctoral programs, is fueled by the faculty and staff ’s devotion to Max Fisher’s vision to create a worldclass environment, which includes scholars who are among the best recognized, most highly cited, and most influential individuals in their fields of research in the world. The Fisher goal is to prepare undergraduate students for success and leadership opportunities upon entry to the professional workforce, while preparing graduate students for higher level leadership and professional activities. The University seeks a visionary leader dedicated to enhancing and strengthening the mission of the Max M. Fisher College of Business and to furthering its commitment to excellence in teaching, research and business and community engagement. The Dean reports directly to the Executive Vice President and Provost and is a member of the Council of Deans and the Professional Deans Cluster. The Dean has the primary responsibility for fostering and maintaining an environment that encourages creativity and scholarship. As such she/he must possess the breadth of view and experience needed to appreciate, celebrate and facilitate a model of business education that combines the best practices in classroom instruction, experiential and service learning, case study, and international education. The Dean is also accountable for academic and professional development of faculty and staff, budgetary oversight and planning, and curricular excellence. The Dean will lead the Fisher College of Business’ efforts in fundraising, business outreach, enhancing and articulating the College’s vision. The Dean must effectively brand and position the College in an increasingly competitive marketplace. The successful candidate will have the vision, talent, and energy to build on Fisher’s legacy of academic excellence and provide an environment for faculty, students, staff and alumni to continue to make a profound impact in business and society. The Dean will be a champion of the school as a community of scholars, teachers and leaders and will be seen as the school’s leading supporter of its core strengths and values. The Dean will lead a dynamic and innovative academic culture that values excellence, leadership, teamwork, integrity and community. All applications and nominations will be held in the strictest of confidence. Review of potential candidates will begin immediately. Applications should include a formal letter of interest and curriculum vitae. Please email applications and nominations to: Email: [email protected] Korn/Ferry International The Ohio State University is tobacco-free campus and an Equal Opportunity employer which actively seeks diversity among its employees. Passage of a pre-employment criminal background check will be required of the final candidate. Faculty Opening Dean of the College of Biosciences Kansas City University of Medicine and Biosciences is seeking candidates for the position of Dean of the College of Biosciences. As chief academic officer for the College of Biosciences, the Dean is responsible for the academic, personnel, financial and administrative affairs of the college. The Dean is also responsible for communicating the vision and goals of the college to key community partners and professional organizations, as well as seeking public and private funds to support the goals of the college. Desirable applicants will hold a doctor of philosophy in a biomedical sciences or a biosciences-related field, along with 10 years of experience in academia and/or biomedical sciences research, educating students and working with university faculty. KCUMB offers an outstanding salary and benefits package. For more information or to apply, visit https://jobs.kcumb.edu. mitment to customer service. Demonstrated proficiency in data analysis, report design and creation, database use, and process evaluation and development. Familiarity with contemporary software used to support Registrar functions. Experience with Ellucian Colleague is preferred. The DEAN OF ALLIED HEALTH Baptist Memorial College of Health Sciences (Baptist College) invites applications for the position of Dean of Allied Health Division. Baptist College, located in Memphis, Tennessee, is an accredited private, Christian specialized post-secondary degree-granting institution, which offers baccalaureate degrees in nursing and allied health majors. The Dean of Allied Health provides overall leadership for six undergraduate majors in the division, which are: diagnostic medical sonography, medical laboratory science, medical radiography, nuclear medicine technology, radiation therapy, and respiratory care. The University of Wisconsin-Milwaukee (UWM) invites applications and nominations for the position of Dean of the School of Education (SOE). The SOE’s central vision is to become a premier urban school of education, recognized for its diversity, and known for excellence in teaching, learning, and research. SOE houses five departments (Administrative Leadership, Curriculum and Instruction, Educational Policy and Community Studies, Educational Psychology, and Exceptional Education). The School offers undergraduate, masters’, and doctoral degree programs, as well as certifications in more than 30 program areas. With over 70 tenure track faculty, the School serves approximately 2,500 students. For more information about the SOE, please visit https://www4.uwm.edu/soe/ UWM seeks candidates with a strong record of professional accomplishment, commitment to excellence in both research and teaching, and outstanding management and leadership skills. The Dean must be a person of the highest integrity and an educational leader. The successful candidate will have the following professional qualities and qualifications: • Professional and scholarly achievement sufficient to be tenured as a full professor in a department within the School of Education. • Demonstrated experience working with a wide range of disciplines and degree programs at graduate and undergraduate levels, including professionally accredited and licensure programs. • Multiple years of experience in budgeting, including resource management and allocation. • Successful record of integrating research, teaching, and service within an organizational structure as part of a balanced educational program. The Dean of Allied Health reports directly to the Provost and has oversight of the division budget, faculty and staff development and evaluation. He/she is responsible for division strategic planning, accreditation of each program, and program development and evaluation. The successful candidate will have obtained an earned doctorate or have completed one by the hiring date, in a discipline related to either curriculum and instruction, academic administration and/or leadership or adult education, from an accredited institution. The successful candidate will have : 1)knowledge and experience in a) educational practices and procedures; b) assessment of student learning; c) various teaching modalities; 2) five (5) year of progressively responsible and significant educational leadership at a baccalaureate granting institution; 3) the ability to develop, manage, promote and evaluate academic/educational programs. Review of candidates will begin immediately and continue until position is filled. Please complete an application and submit your resume at https://bchs-bmhcc.icims.com by entering the word college in keyword space and then search. You may contact Adonna Caldwell at [email protected] or 901-572-2592 if additional information is needed. Detailed descriptions of the position, the SOE, UWM, and the City of Milwaukee are available at: http://www4.uwm.edu/secu/news_events/soe-dean/soe-index.cfm The Committee will accept applications and nominations until the position is filled. Initial screening of applications will begin July 26, 2014 and continue until an appointment is made. For best consideration, applications must be received on or before July 25, 2014. Applications received after this date may not receive consideration. The Chair of the Search and Screen Committee welcomes all inquiries and nominations via email [email protected] Nominations should include a nominee’s name, position, email and telephone number. Application materials must include a cover letter, a complete resume, and contact information for at least five references, uploaded through UWM’s Applicant Information Management System (AIMS): http://jobs.uwm.edu/postings/18585 In accordance with Wisconsin’s Open Records Law, requests for confidentiality by nominees and applicants will be honored, except that names and titles of the finalists must be disclosed. UWM is an AA/EOE employer: All applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or protected veteran status. Director of Information Technology American University of Sharjah (AUS), a major provider of high-quality American-style higher education in the Gulf, is seeking to hire a qualified individual to work as Director of Information Technology (IT). The university is looking for a senior Information Technology professional with a bachelor’s degree or equivalent in computer science, IT or a related field; and/or seven or more years of experience managing an IT unit; in-depth working knowledge of: (1) the Internet and related applications; (2) state-of-the-art hardware and software applications pertaining to a higher education environment; and (3) administrative software/ERP applications; excellent written and verbal communication skills; strong project and vendor management skills. Job duties include (but are not limited to) operations, development and people management tasks and responsibilities. Candidate must be able to supervise all IT service-related activities including back-up/restore operations, administration of all core IT services (network, telephony and server), troubleshooting and resolving network-related problems, web applications and database development/management; recommend changes to the department employees’ status and evaluate their performance; prepare the department’s manpower and budget estimates; develop a high-quality IT service to all stakeholders and customers within AUS; build and instill a customer service oriented approach to delivery of IT services on campus; take a leadership role in the design and implementation of a university wide disaster recovery plan as it relates to IT. To apply, please submit a cover letter and curriculum vitae to [email protected] The position applied for should be mentioned in the email subject line. Applications for this post will be considered until the position is filled. You will be contacted if you are shortlisted. For more information, please visit our website at www.aus.edu/IT-Director AUS is a not-for-profit, independent, institution of higher education formed on the American model. It offers 26 majors and 53 minors at the undergraduate level, and 14 master’s degrees through the College of Architecture, Art and Design; the College of Arts and Sciences; the College of Engineering; and the School of Business Administration. ChronicleVitae.com/jobs Registrar reports to the Senior Vice President for Academic Affairs and Dean of the College and works closely with academic and student-affairs deans and others to accomplish the mission of the college. Millsaps College is an equal opportunity employer and encourages applications from women and minorities. Employment will be contingent on complete background verification. http://www.millsaps.edu/ Interested applicants should send a letter of interest, resume, and contact information for three employment-related references to [email protected], Attn: Registrar Search. Religious Studies: Union College (Schenectady, NY) The Program in Religious Studies is inviting applications for a 2-year Visiting Assistant Professor position, beginning September 2014. There is a possibility that the position could be extended past two years. A strong program of research and a commitment to undergraduate teaching are necessary. In addition to teaching the introductory class in Religious Studies and the upper-level seminar in Theory and Method in the Study of Religion, we are looking for someone whose expertise lies in the area of Religion and Science. Ph.D. by appointment date preferred. Union is a small, highly selective private college founded in 1795 with a long history of excellence in the liberal arts, sciences, and engineering. Union is located in New York’s Capital Region, a mid-sized metropolitan area full of affordable, livable neighborhoods and interesting cultural and recreational opportunities. It is also about an hour from the Adirondack Mountains and about three hours from Boston and New York City. Teaching load is two courses per trimester. Interested candidates should send an application letter, C.V., statements of teaching and research interests, three letters of recommendation, and any evidence of scholarship and teaching skills, including course evaluations if available, to Prof. Peter Bedford, Director, Program in Religious Studies, at [email protected]. Questions may be emailed to Peter Bedford at [email protected]. Applications will be reviewed starting May 14, until the position is filled. Union A47 MAY 16, 2014 THE CHRONICLE OF HIGHER EDUCATION EXECUTIVE PRESIDENT AND CHIEF EXECUTIVE OFFICER Headquartered in Tampa, Florida with a regional office in Singapore and an office in Europe under consideration, AACSB employs 76 staff in these and other locations. AACSB generates about $19 million in annual revenues from membership dues, accreditation fees, conferences, seminars, and sales of other products and services. The organization is governed by a 30-member Board of Directors. AACSB seeks a successful leader in business, higher education, and/or not-for-profit associations. She or he will be expected to lead and implement strategic planning efforts around key issues facing the organization, including globalization and continued international expansion, the impact of increasing technology on management education, and enhancing the value of accreditation. (For a discussion of key issues, see www.aacsb.edu/resources/transform.) The ideal candidate will have an advanced degree in business or related field, experience working with leaders in higher education and other sectors, a commitment to standards of excellence as reflected in accreditation processes, and a vision for the organization’s global potential. The President/CEO must be fluent with issues of management education in order to be a highly credible representative of AACSB among audiences ranging from deans and corporate CEO’s to the general public. Screening will begin in late spring and continue until an appointment is made. All communications will be treated confidentially. Nominations, inquiries and applications (cover letter, resume/CV, references) should be directed to [email protected]. For additional information, including a detailed position description, visit www.aacsb.edu/careers/ceo or contact one of the search consultants at Diversified Search. Kim M. Morrisson, Ph.D., Senior Managing Director Betty Hasler, Managing Director Euris Belle, Principal Diversified Search 404-942-6307 PRESIDENT With the departure of President Eric J. Barron to assume the Presidency of Pennsylvania State University, Florida State University announces a nationwide search to recruit its next President to lead the institution’s continuing ascension. R . W I LLI A M F U N K & A S S O C I AT ES The Board of Directors of AACSB International seeks a proven leader, innovator, and global thinker for the position of President and Chief Executive Officer. Established in 1916, AACSB International is a global, nonprofit membership organization whose mission is to advance quality management education worldwide through accreditation, thought leadership, and value-added services. AACSB International’s products and services include internationally recognized accreditation for undergraduate, master’s, and doctoral programs in business and accounting; conferences, seminars, symposia, and webinars that provide global professional development opportunities; publications that provide insight into business education; access to extensive global data and corresponding reports related to business schools; networking through groups and events held both online and in live environments; and sponsorships, exhibiting, and business development opportunities. Residence Life: Coordinate the overall operation of a Student Housing program of 200 residents in apartment-style complex at a Community College. Supervise six (6) Resident Assistants, implement training, plan community development programs, manage room assignment process, and facilitate maintenance and custodial functions. Maintain positive working relationship with Campus Police, Business Office, and all Departments within Division of Student Services. Assist Dean of Student Services in adjudicating Student Judicial Procedures. Located in the heart of the state capital, Florida State offers a distinctive academic environment built on its cherished values and unique heritage, an exceptional campus located on the oldest continuous site of higher education in Florida, numerous topranked academic programs, creative activities, and championship athletics. The University enrolls approximately 41,475 students, employs over 2,000 faculty, and has an annual operating budget of $1.3 billion. Florida State University's 17 colleges offer more than 300 undergraduate, graduate, doctoral, professional and specialist degree programs, including medicine and law, covering a broad array of disciplines critical to society today. Each year the University awards over 3,100 graduate and professional degrees. In addition to the campus in Tallahassee, Florida State includes branch campuses in the Republic of Panama, Panama City, FL, and Sarasota, FL, which is home to the John and Mable Ringling Museum of Art and associated arts programs, one of the nation’s largest museum/university complexes. Reporting directly to the Florida State University Board of Trustees, the President serves as the chief executive officer of the University and is responsible for its continuing pursuit of excellence and effective operation. The University community and Trustees have developed a list of ten characteristics/attributes integral to the role of President: • Proven leadership skills. • Strong strategic planning capabilities coupled with a visionary outlook. • Student centered – a dedication to making the student experience an optimal one. • Excellent communications skills – an excellent ‘listener’ – an individual who listens to the thoughts and ideas of others. • Goal oriented – an individual who sets aggressive goals and knows how to achieve them. • An understanding of the legislative process and its impact on higher education. • An enthusiastic fundraiser – who enjoys this aspect of Presidential responsibilities. • Loyalty to Florida State and a passion to continue the advancement of the institution. • Approachable – enjoys and welcomes the opportunity to interact with all constituents. • Appreciates and values faculty and staff…sensitive to their needs and input. (A more complete criteria statement can be found at http://presidentialsearch.fsu.edu). The University has retained R. William Funk & Associates to assist in this search. Interested parties are encouraged to submit a resume and letter of interest to the consultant at the address below: AACSB International is an Equal Opportunity Employer and welcomes a diverse pool of applicants in this search. College is an equal opportunity employer and strongly committed to student and workforce diversity. Union College is committed to providing access and reasonable accommodation in its application process for individuals with disabilities and encourages applicants with disabilities to request any needed accommodation(s). Union College’s strategic plan highlights the role of diversity in providing an effective education for the 21st century at the heart of our mission and vision for the College. Diversifying the student body, the faculty, the administration, the staff and the curriculum requires a commitment to honor our mission and advance our goals. Union provides a blend of intellectual, social and cultural opportunities to facilitate the integrated academic, social and personal development of a diverse community. We value and are committed to a host of diverse populations and cultures including, but not limited to, those based on race, religion, ability, ethnicity, sexual orientation, gender, gender identity and national origin. Florida State University, one of the nation's elite research universities with the Carnegie Foundation's highest designation, Doctoral/Research University-Extensive, and one of two preeminent universities in the State of Florida, seeks an exemplary leader to serve as its 15th President. FSU President Search R. William Funk & Associates 100 Highland Park Village, Suite 200 Dallas, Texas 75205 Email: [email protected] Fax: 214/295-3312 ~Florida State University is an affirmative action/equal opportunity employer~ Provost/Chief Operations Officer (COO) Antioch University Seattle seeks applications for the position of Provost/Chief Operations Officer (COO) to provide comprehensive leadership for, and effective management of, all educational programs and activities for the campus consistent with the mission of Antioch University. The Provost/COO must possess a deep commitment to progressive education, participatory governance, and social justice. This position requires knowledge of and experience in creatively leading and managing innovative faculty in the development, implementation, and evaluation of non-traditional curricular offerings and programs. The Provost/COO is responsible for the administration of all campus academic programs and will work closely with the Campus President, CFO, and campus based leadership. Qualifications: An earned doctorate from an accredited institution of higher education. At least 5 years successful teaching experience and 5 years administrative experience at the department chair level or above. Demonstrated competence as a higher education leader and administrator including skills in organization, management, finance, and communication. Visit http://www.antiochseattle.edu for a more detailed Position Announcement and application instructions. INDEX OF POSITIONS AVAILABLE IN BOXED ADS Academic affairs/other A39, A42, A46 Accounting/finance A40 Admissions/enrollment/ retention/registration A43, A44 Adult/continuing education programs A42 Alumni affairs A41 Biology/life sciences A40 Business/administrative affairs/other A45 Business/management/ other A40 Career services A41 Chancellors/presidents A47 Chemistry/biochemistry A40 Chief academic officers/vice presidents A42 Chief business officers/vice presidents A43-A45, A47 Antioch University Seattle is an affirmative action, equal opportunity employer. ChronicleVitae.com/jobs Chief student-affairs officers/vice presidents A43, A44 Computer services/ information technology A46 Dean A40, A46 Development/advancement A41, A44, A45 Education/other A40 English/literature A39 Executive directors A42 Executive positions/other A47 Financial affairs A43, A45 Health/medicine/other A41 History A39 Humanities/other A39 Librarians/library administration A41, A42 Library/information sciences A41 Management A40, A41 Mathematics A40 Medicine A41 Music A39 Professional fields/other A40, A41 Provosts A47 Residence life A44 Science/technology/other A39, A40 Social/behavioral sciences/ other A39 Student affairs/other A43, A44 Teacher education A40 Technology administration/ other A46 A48 m ay 16, 2014 | t he chron icl e of higher educ at ion MORE VIEWS INSIDE Trust the Education Department With a Student Database? Not Likely The agency has yet to show that it puts integrity of data and educational excellence ahead of other objectives: A25 Sure, Dave Is a Great Guy. But Who Is He? Nomination letters have long been a part of the search process, but many of them are just plain bad: A27 Athletics and Academics Can Be a Winning Partnership W hen I became dean of the faculty, nine years ago, I think I knew as little about intercollegiate athletics as it is possible to know in our culture. I knew that students missed classes sometimes on game days. I knew that many students seemed to like athletics a lot. But I didn’t know much about the experiences of student-athletes on the playing field, and I didn’t know that athletics can be a strong partner in advancing the college’s educational mission. I know now. At Union College, the athletics department reports to the dean of the faculty and is part of the academic-affairs division of the college. I have come to value this structure because it has led me to develop a close partnership with our athletic director. Consequently, the academic administration supports and encourages the athletic department’s close attention to the academic lives of student-athletes. Our athletic director’s performance is evaluated, in part, on POINT OF VIEW the percentages of student-athletes who study abroad and who engage in undergraduate research, as well as on their grade-point averages in an environment in which there are plenty of distribution requirements and no hiding places in “easy” majors. The overall educational experience of student-athletes and the extent to which their academic abilities and successes are representative of the student body as a whole are high priorities, higher than win-loss records. These educational priorities for student-athletes are common in the NCAA’s Division III. Our league, the Liberty League, has done a good job of supporting all of its member institutions in integrating academic and athletic life. The big surprise at Union has been our success in adapting the Division III model to Division I hockey. Union College completed its men’s hockey season this year by defeating the University of Minnesota for the national title at the Frozen Four, in Philadelphia. That is, a liberal-arts college—with 2,200 students, one National Hockey League draft pick, and no athletics scholarships—versus a major university, with 34,500 undergraduates on its flagship campus alone, 14 NHL draft picks, and 18 men’s-hockey scholarships. To play at this level, Union has followed the road less taken to competitive success, a path THERESE A. McCARTY home in closely knit communities with small classes, in which face-to-face interaction thrives even as use of social media grows. Athletics can be a great ally in perpetuating the uniquely American, highly effective model of liberal-arts education. It is not unusual for students to come out of high school with deeper interest in sports than in physics or literature. An environment in which coaches put academic priorities first, and in which faculty members respect the importance to students of athletics and other out-of-class activities, can draw students more deeply into the life of an academic community and more deeply into the life of the mind. Meeting students where they are can be an important ingredient in helping them to move forward productively. With the prospect of athletics scholarships’ being considered employee pay, and athletes’ becoming employees, implying athlete first and student second, maybe it’s time to find better ways to integrate the academic and the athletic more deeply throughout the academy. Our student-athletes can only benefit from a high priority’s being given to their education. And in an era of angst about students’ staying home and self-educating with MOOCs, colleges and universities can capitalize on the fact that athletics draws students to the physical space of a campus. But how students integrate their academic and athletic lives once they get on the campus is critical. I have learned that a crucial ingredient in creating a culture of mutual respect and strengthening the academic lives of athletes is the institutional structure of situating athMICHAEL MORGENSTERN FOR THE CHRONICLE letics within academic affairs. And, of course, the importance of having an athletics staff that places high priority particular place and which is personal, with each on education can hardly be overstated. player’s identity reflected in a particular role. As I watched our hockey players compete for a Technology is opening up opportunities for national title, I could not have been more proud engagement on a global scale. This can come at the that they were gaining the skills and knowledge in expense of community life—what we could call the the classroom and in the rink that would lead them local scale. College graduates are going to need skill to medical school, to business, to engineering, to in living and working in both global and community education careers. While the benefits of education spheres. They will need to be able to communicate that last a lifetime are the first priority, it’s also fun virtually with people whom they have never met, to see evidence that learning to think critically leads who are operating in widely varied cultural contexts. to getting lots of pucks in the goal as well. But they will also need to understand what it means to be of a place, to be part of a community. Small liberal-arts colleges like Union have a great record of Therese A. McCarty is dean of the faculty and vice preparing students in both ways—sending them to president for academic affairs at Union College, in study abroad in high numbers and educating them at Schenectady, N.Y. that relies on a strong academic-athletic partnership. Along the way, we have had ample opportunity to reflect on the relationship between athletic and academic priorities. Athletics teams are the anti-MOOC. Membership is limited and competitive, not massive or open. Teams can’t play online. And, to state the obvious, in spite of their potential contributions to learning, athletics competitions are not courses. Rather, a team is an extracurricular activity that is grounded in a