The Chronicle of Higher Education - May 16, 2014

Transcription

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
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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
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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
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
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Professor Henri Barkey, an authority on the Kurdish conflict, can provide the insights needed to understand how reforms
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Learn More:
lehigh.edu/barkey
A5
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
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
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.”
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A9
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
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.
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.”
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
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-
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.”
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.
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
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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.
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
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
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
“There should
be a blanket
don’t-touch policy,
just as there is
with doctors
and analysts.”
A 21
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.
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
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.”
“With smart
students, there is
a sense of equality.
I have stuff to teach
them. They have
stuff to tell me.”
W
W
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.”
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.
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
RICHARD EKMAN
A 25
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
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
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
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
DENNIS M. BARDEN
A 27
In higher education,
campaigning for
a job is viewed
as distasteful at
best and corrupting
at worst.
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.
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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.
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
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
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
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
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
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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
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
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;
sigmaxi.org/programs/prizes/bugliarello.shtml
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
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
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).
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-
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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
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
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
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
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EFFECTIVE PRACTICES IN STUDENT AND FAMILY
FAMIL FINANCIAL EDUCATION
CALLING COLLEGES TO ACTION: A NEW FEDERAL RATINGS
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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
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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
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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/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
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;
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
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
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
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
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.
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
earned the terminal degree in their
chosen vocation. The annual application deadline is October 1. Visit
the Web site for more information.
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-
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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
Careers
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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
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.
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Post your job ad today at Careers.Chronicle.com and gain
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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
AA PRf
R (R fA)
AA A
 ARP
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.
Qualiications:
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
proessional reerences
our
with
contact inormation.
Please
speciy in your cover
letter
the speciic 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
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.
Multiple Positions  Humanities
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
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.
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.
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
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
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
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-
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
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.
A44 Student Affairs  Business Affairs
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
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
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-
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
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.
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
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.
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
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

The Chronicle of Higher Education - May 16, 2014

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