Transitions: College to Workforce

Transcription

www.insightintodiversity.com
September/October 2013
$3.99
Transitions: College
to Workforce
New hiring models and long-serving support
programs help recent college grads, veterans,
and PhDs achieve success in the job market
Focus: Recruitment
| IN THIS ISSUE |
30
Closing the Gap
Two longtime programs support minority PhD candidates
More than one-third of college students are people of color, yet nearly 80 percent of
the nation’s higher education faculty are white. Two longtime programs, the Institute on
Teaching and Mentoring and Preparing Future Faculty, aim to support minority doctoral
students in order to close that gap.
By Susan Borowski
22
18
Talent from the Trenches
The Great Divide
U.S. veterans bring home
valuable employment skills
Transitioning from student to
employee, people with disabilities
experience vastly different levels
of accommodation
26
By Nancy Fowler
College Admissions:
A Call to Collaborate
By Jamaal Abdul-Alim
20
By Janet Edwards
To Retain Gen Y Talent, Employers
Retool Hiring Models
By Joe Santana
On the Cover: Ansley Abraham, PhD, (left) recognizes Edme Soho, PhD, with his doctoral award during the 2012 Institute on Teaching and
Learning annual awards dinner. Soho participated in the Alfred P. Sloan Foundation Minority PhD Program. He is currently an assistant professor of
mathematics at CUNY-Hostos Community College, in Bronx, N.Y., and an adjunct professor at LaGuardia Community College, in Long Island City, N.Y.
2
| In Every Issue |
In Brief
4 INSIGHT Into Diversity’s New Mobile App; Adis Vila Joins
Connecting Diverse Professionals To Diverse CareersTM
Volume 81 No. 6,
Volume 82 No. 1
Editorial Board; Tax Credits for Hiring Veterans
6 8 Keys to Success
New Directions
7 Career Announcements
Legal INSIGHTS
8 Diversity Faces Another Supreme Court Review
By Shirley Wilcher, JD, CAAP
10 What the High Court’s Ruling on DOMA Does Not Say
By Jeffrey W. Larroca, JD
HEED Award Spotlight
12 Faculty Diversity: Modest Program Makes Vital Impact
By Nancy Fowler
Recruiter’s Corner
15 Align Recruiting Messages with Institutional Values
By Vicky Ayers
CDO Corner
16 Modern Means
By Ozzie Harris II, JD, and Desmond Pennamon
Careers
36 Job Opportunities
11132 South Towne Square, Suite 203
St. Louis, Missouri 63123
314.200.9955 • 800.537.0655 • 314.200.9956 FAX
[email protected]
[email protected]
www.insightintodiversity.com
ISSN: 2154-0349
© 2013 Potomac Publishing, Inc.
Contacts:
Lenore Pearlstein | Publisher
Holly Mendelson | Publisher
Janet Edwards | Editor
Daniel Hecke | Art Director
Editorial Board:
Pamela W. Arnold
Vicky Ayers
Kenneth J. Barrett
Edna Chun, DM
Deborah Dagit
Tia T. Gordon
Melanie Harrington
Ozzie Harris II, JD
Gloria Johnson Goins
Jeffrey W. Larroca, JD
Hollande Levinson
Frank McCloskey
Graciela G. Meibar
Julia Méndez
Tanya Odom
James O. Rodgers
Joe Santana
Casandra Singleton
Adis Vila, JD, MBA
Jennifer Wade-Berg, PhD
Shirley J. Wilcher, JD, CAAP
Anise D. Wiley-Little
Damon A. Williams, PhD
Contributing writers:
Jamaal Abdul-Alim
Vicky Ayers
Susan Borowski
Edna Chun, DM
Nancy Fowler
Ozzie Harris II, JD
Jeffrey W. Larroca, JD
Desmond Pennamon
Joe Santana
Shirley Wilcher, JD, CAAP
The views expressed in the content of the
articles and advertisements published in
INSIGHT Into Diversity are those of the authors
and are not to be considered the views
expressed by Potomac Publishing, Inc.
12
insightintodiversity.com
3
[ In Brief ]
INSIGHT Into Diversity
Launches Mobile App
INSIGHT Into Diversity magazine
has launched a dynamic new mobile
app. The app is available to our
readers on five different platforms—
Apple iPad and iPhone, Amazon
Kindle, and Google Android tablets
and smartphones.
The print and digital editions
of INSIGHT Into Diversity will
continue to be published, says
Lenore Pearlstein, co-publisher along
with Holly Mendelson. INSIGHT
Into Diversity, celebrating its 40th
anniversary in 2014, is the oldest and
most widely read national diversity
and inclusion magazine in higher
education today.
“Because the ever expanding digital
experience enhances our connection
to readers, we’re excited about the
unique features and interactivity our
new app offers to them, as well as to
4
our advertisers,” Pearlstein says.
After downloading the free app,
readers have the ability to “clip” and
share important, favorite, or otherwise
interesting content using Twitter,
LinkedIn, Facebook, and other
social media channels, as well as via
email and text messaging. Simple
navigation, including pinch and zoom
capabilities, are standard features.
Advertisers can embed videos
and other links to any company
or institutional website
page within all display
and recruitment ads. The
ability to include a video
of a campus tour or link
to video and photographs
of an organization’s
conferences or other past
events provides exciting
opportunities for increased
advertising exposure.
The timing of the new
mobile app coincides with
the debut of a new modern
design for the print version
of the magazine, featuring
additional columns such as
“CDO Corner,” updated
layouts, and more news about
people and events in the field
of diversity and inclusion.
“We’ll continue to add
interactive features to
our app as they become
available,” Pearlstein says.
“We want INSIGHT Into Diversity
to be available whenever, wherever,
and however readers seek news about
diversity and inclusion in higher
education and in the workplace. In
this era of on-the-go technology
and viral sharing, we want to make
sure our readers have the best user
experience possible.”●
Adis Vila, JD, MBA
Adis Vila Joins
Editorial Board
The INSIGHT Into Diversity
Editorial Board has recently been
strengthened by the addition of Adis
Vila, JD, MBA. A respected diversity
leader, Vila has served in senior roles
for the U.S. government, in managerial
positions in business and higher
education, as a college professor, and as
a practicing attorney.
Most recently, she worked for the
U.S. Air Force Academy, where she
served as the Academy’s first chief
diversity officer. Vila is also a former
member of the U.S. government’s
Senior Executive Service (SES/
SL), and served as a vice president
for Nortel Networks, Vigoro, and
Miami Dade College. She is a former
assistant secretary of administration
for the U.S. Department of Agriculture
and a former secretary of Florida’s
Department of Administration.
Her teaching experience includes
Rollins College, Dickinson College,
Florida International University’s
Schools of Business and Public
Affairs and Services, University of
Miami, DeVry-Keller Graduate
School of Business, and Nova
Southeastern University.
Vila earned her bachelor’s degree
in mathematics from Rollins College,
a master’s in business administration
from the University of Chicago Booth
School of Business, and a Diplôme
in International Law from the
Graduate Institute of International
and Development Studies in Geneva,
Switzerland. Vila earned her law degree
from the Levin College of Law at the
University of Florida. ●
Reminder: Tax Credits for
Hiring Veterans Extended
Through December
With about three months remaining
before federal tax credits for hiring
veterans expire, employers may want to
consider stepping up their hiring pace
if they know they’ll have jobs open
over the next few months.
The tax credits fall under the Vow to
Hire Heroes Act of 2011, which is part
of the Work Opportunity Tax Credit
(WOTC). New categories of qualified
veterans were added and credits of up
to $9,600 have been extended through
Dec. 31, 2013, for both taxable and
tax-exempt employers that hire eligible
unemployed veterans.
For more information, visit IRS.gov.●
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OUR PEOPLE.
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JOIN THE TEAM BEHIND THE BRANDS.
An equal opportunity employer, m/f/d/v.
5
Helping Veterans Succeed on Campus
‘8 Keys to Success’
8
The Obama Administration has identified eight strategies that community
colleges and universities can implement to help ensure veterans make
a successful transition to higher education. More than 250 schools
across the nation have already committed to the effort, called “8 Keys to
Success.” The program aims to help veterans and service members obtain
college degrees and other credentials required for competitive jobs in the
present and future workforce.
“8 Keys to Success” was developed in association with education experts, the U.S.
Dept. of Education, and the U.S. Dept. of Veterans Affairs.
6
1. Create a culture of trust and connectedness
across the campus community to promote
well-being and success for veterans.
2. Ensure consistent and sustained support
from campus leadership.
3. Implement an early alert system to ensure
all veterans receive academic, career, and
financial advice before challenges become
overwhelming.
4. Coordinate and centralize campus efforts
for all veterans, together with the creation
of a designated space (even if limited in size).
5. Collaborate with local communities and
organizations, including government agencies,
to align and coordinate various services for
veterans.
6. Use a uniform set of data tools to collect
and track information on veterans, including
demographics, retention, and degree
completion.
7. Provide comprehensive professional
development for faculty and staff on issues
and challenges unique to veterans.
8. Develop systems that ensure sustainability
of effective practices for veterans.
Source: U.S. Department
of Education
[ New Directions ]
David Acosta has been named
associate vice
chancellor
for diversity
and inclusion
at University
of California,
Davis, Health
System. Previously, he served as chief
diversity officer at the University
of Washington School of Medicine.
Acosta will lead diversity activities
across all health-system operations,
including UC Davis School of
Medicine, Betty Irene Moore School of
Nursing, UC Davis Medical Center, and
the physician practice group.
Katrice Albert,
PhD, has been
appointed vice
president for
equity and
diversity at the
University of
Minnesota, Twin
Cities. Albert
previously served as chief diversity
officer at Louisiana State University.
She also worked in multicultural
affairs at Boston University School of
Medicine and Auburn University.
William A.
Boerner, EdD,
has joined
State University
at New York
(SUNY) Fredonia
as the chief
diversity officer.
He will also
chair the institution’s Affirmative
Action Committee. Previously, Boerner
worked at Morehead State University,
in Morehead, Ky., and at Mount
Holyoke College in South Hadley, Mass.
Karen Dace,
PhD, has been
named vice
chancellor for
diversity, equity
and inclusion
at Indiana
UniversityPurdue
University Indianapolis (IUPUI).
She most recently served as deputy
chancellor in the Division of Diversity,
Access and Equity at the University
of Missouri-Kansas City. Dace also
served as associate vice president for
diversity at the University of Utah.
Lori S. Gentles has been appointed
vice president for human resources
and diversity and inclusion at
California State University, Fullerton.
She is the former associate vice
president for human resources and
safety and risk management at San
Francisco State University.
Mae Mosley has been named director
of employee relations and diversity
for Oak Ridge Associated Universities
(ORAU) in Oakridge Tenn. Mosley
will manage and direct employee
relations and diversity, and oversee
the organization’s occupational health
functions, services, and programs.
Additionally, Mosley will serve as
a technical advisor to the ORAU
Diversity Council.
Adrienne Walker Hoard, EdD, has
been named director of the Black
Studies Program at the University
of Missouri-Kansas City. Hoard
previously served as professor of art
and art education at the University
of Missouri-Columbia. She has also
taught at Ohio State University and
Louisiana State University.
Tyvi Small has
been named
director of the
newly created
Office of
Diversity and
Community
Relations at the
University of
Tennessee (UT) College of Business
Administration in Knoxville, Tenn.
Small, who joined UT in 2007, has
been instrumental in recruiting,
developing, and supporting a diverse
student population within the college.
Kim LeDuff,
PhD, has been
named associate
vice provost
for equity,
diversity and
international
affairs at the
University of
West Florida in Pensacola, Fla. LeDuff
previously served as director of
the School of Mass Communication
and Journalism at the University of
Southern Mississippi, where she also
led efforts to form a diversity plan for
the university.
David S. Wilkes,
MD, has been
named director
of the Robert
Wood Johnson
Foundation’s
(RWJF) Harold
Amos Faculty
Development
Program, which encourages diversity
in medical and dental school
faculties. Wilkes, who is an alumnus of
the RWJF program, will remain in his
position as executive associate dean
for research affairs at the Indiana
University School of Medicine.
Mia Mallory, MD, has been named
associate dean for diversity and
inclusion at the University of
Cincinnati (UC) College of Medicine,
in Ohio. Mallory, an associate
professor of pediatrics, returned to
UC after two years as an emergency
physician at Children’s Healthcare
of Atlanta. Previously, she served
as associate residency director for
pediatrics at Cincinnati Children’s
Hospital Medical Center.
LaNeeca Williams has been named
diversity and equity officer at The
University of Evansville in Evansville,
Ind. She most recently served in
a similar role at Colorado State
University-Pueblo. Prior to her
position at CSU-Pueblo, Williams
served as director of diversity and
affirmative action at Indiana State
University.
Has your campus or company recently hired a new diversity administrator? Has your college or university
received grant funding for a diversity initiative? INSIGHT Into Diversity would like to publish your news.
Please email: [email protected]
7
[ Legal Insights ]
Diversity Faces Another Supreme Court Review
Schuette Case also Raises Questions of Democracy and the Independence of the Judiciary
By Shirley J. Wilcher, JD, CAAP
In October 2013, the U.S.
Supreme Court will take up another
case affecting the use of race in
college admissions. Schuette v. Cantrell
and its companion case, Schuette v.
Coalition to Defend Affirmative Action,
involves a challenge to Michigan’s
Proposal 2, a state initiative passed
in November 2006 to bar the use
of race in education, employment,
and contracting. Proposal 2, which
amended the constitution of the
State of Michigan, was approved by
52 percent of the electorate after the
Supreme Court’s Gratz v. Bollinger
and Grutter v. Bollinger decisions in
2003. Grutter approved taking race
into account as part of a holistic
admissions process.
State Initiatives
Circumvent Grutter
Anti-affirmative action advocates Ward
Connerly and Jennifer Gratz, the lead
plaintiff in Gratz v. Bollinger mobilized
to place on Michigan’s November 2006
statewide ballot a proposal to amend
the Michigan Constitution “to prohibit
all sex- and race-based preferences in
public education, public employment,
and public contracting. . . .” Proposal
2 closely resembles Proposition 209,
the California Civil Rights Initiative,
passed by the voters in 1996. Other
initiatives have been passed in Nebraska,
Oklahoma, Washington, and Arizona.
8
Proposition 209 was challenged by a
coalition of civil rights groups. Coalition
for Economic Equity v. Wilson. The
Ninth Circuit Court of Appeals upheld
the initiative in 1997.
Litigation Challenges Proposal 2
The Coalition to Defend Affirmative
Action, Integration and Immigrant
Rights and Fight for Equality by
Any Means Necessary (BAMN) filed
suit challenging Michigan’s Proposal
2 in federal court in November
2006. In a separate case, a group
of faculty members and students
seeking admission to the University of
Michigan, including Chase Cantrell,
filed suit against the Proposal in
December 2006.
In March 2008 the federal district
court rejected the Plaintiffs’ arguments
that Proposal 2 violated the Equal
Protection Clause of the Fourteenth
Amendment. In July 2011, the Sixth
Circuit reversed the district court’s
grant of summary judgment in favor
of the Attorney General, concluding
that the portions of Proposal 2 that
affect Michigan’s public institutions
of higher education impermissibly
alter the political process in violation
of the Equal Protection Clause. In 16
November, 2012, the Sixth Circuit
Court of Appeals sitting en banc
upheld the earlier ruling finding
Proposal 2 unconstitutional.
On March 25, 2013 the Supreme Court
agreed to hear the case. Arguments will
be heard during the next Supreme Court
term beginning October 15, 2013.
The Political
Restructuring Doctrine
When race is the predominant factor
explaining a state’s decision to establish
a distinct political process, such as
Proposal 2, the governmental action
creates a racial classification subject to
strict judicial scrutiny to determine if it
is constitutional. Applying strict scrutiny
the court determined that Proposal 2
violates the Equal Protection clause of
14th Amendment because it distorted
the political process by making it more
difficult for racial minorities to change
admissions policies in their favor.
They would have to alter the state’s
Constitution while others interested in
non-racial changes could:
•Lobby the admissions committee
•Petition the leadership of the
university
•Seek to influence the school
governing board
•Initiate a statewide campaign to alter
the state’s Constitution
The Schuette case does not question the
constitutionality of affirmative action
and diversity programs. The sole issue
is “whether Proposal 2 runs afoul of
the constitutional guarantee of equal
protection by removing the power of
university officials to even consider using
race as a factor in admissions decisions
— something they are specifically
allowed to do under Grutter.”
Citing Washington v. Seattle School
Dist. No. 1 (1982), a school busing
case, and an earlier Supreme Court
decision, Hunter v. Erickson (1969),
involving housing discrimination, the
Sixth Circuit wrote: “[T]he State may
no more disadvantage any particular
group by making it more difficult to
enact legislation in its behalf than it
may dilute any person’s vote or give …
any group a smaller representation than
another of comparable size.”
Attorney General Bill Schuette asserts
that Hunter and Seattle are inapplicable
to Proposal 2 because Proposal 2 only
burdens racial minorities’ ability to
obtain preferential treatment.
What’s at Stake in Schuette?
If the Supreme Court overturns the
Sixth Circuit’s decision in Schuette, and
by extension the Seattle and Hunter cases,
local majorities will be able to use political
processes such as initiatives, which
bypass traditional checks and balances,
to overturn court decisions or legislation
aimed at protecting not only racial
minorities and women, but other groups
who do not share the favor of religious,
ethnic, or social and cultural majorities.
As the framers of the Constitution
understood, democracy is precious to
society, but the rights of the majority
should not be given full rein, trampling
the interests of those who have been
harmed historically due to their
minority status. A balance must be
maintained. The Judiciary was uniquely
constituted to maintain that balance
by its independent review of such
initiatives. The question is whether this
Court will abdicate its constitutional
responsibility in Schuette or if Proposal
2 and similar initiatives will receive the
scrutiny they deserve.●
Shirley J. Wilcher, JD, CAAP, is
executive director of the American
Association for Affirmative Action
and is a member of the INSIGHT
Into Diversity Editorial Board.
5
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9
[ Legal Insights ]
What the High Court’s Ruling
on DOMA Does Not Say By Jeffrey W. Larroca, JD
On June 26, 2013, the U.S.
Supreme Court ruled on the U.S.
v. Windsor case, declaring the
Defense of Marriage Act (DOMA)
unconstitutional. Enacted in 1996,
before same-sex marriage was legal
in any state, DOMA provided a
federal definition of marriage as a
legal union between one man and one
woman. While there is a great deal
of commentary on the decision, it is
important to identify what it does not
say. The opinion, written by Justice
Anthony Kennedy, goes quite a ways in
explaining the strides made by same-sex
marriage proponents: “Slowly at first and then in rapid
course, the laws of New York came
to acknowledge the urgency of this
issue for same-sex couples who
wanted to affirm their commitment
to one another before their children,
their family, their friends, and their
community. And so New York
recognized same-sex marriages
performed elsewhere; and then it
later amended its own marriage
laws to permit same-sex marriage.
New York, in common with, as of
this writing, 11 other States and the
District of Columbia, decided that
same-sex couples should have the
right to marry and so live with pride
in themselves and their union and
in a status of equality with all other
married persons.”
10
Justice Kennedy’s historical recap,
however, is a prelude to the basis of
his decision, which is that Congress
unconstitutionally infringed on the
rights of states to designate who
could and who could not marry in
their jurisdictions. As held by the
Supreme Court:
“The class to which DOMA directs
its restrictions and restraints are
those persons who are joined in
same-sex marriages made lawful
by the State. DOMA singles out
a class of persons deemed by a
State entitled to recognition and
protection to enhance their own
liberty. It imposes a disability on the
class by refusing to acknowledge a
status the State finds to be dignified
and proper. DOMA instructs
all federal officials, and indeed
all persons with whom same-sex
couples interact, including their own
children, that their marriage is less
worthy than the marriages of others.
The federal statute is invalid, for no
legitimate purpose overcomes the
purpose and effect to disparage and
to injure those whom the State, by
its marriage laws, sought to protect
in personhood and dignity. By
seeking to displace this protection
and treating those persons as living
in marriages less respected than
others, the federal statute is in
violation of the Fifth Amendment.
This opinion and its holding are
confined to those lawful marriages.”
Nothing in the decision suggests
a constitutional right for same-sex
couples to marry, and a state remains
free to deny or allow same-sex couples
the right to marry and to define
marriage as it deems fit. It is a fair
reading to say that the rights of gay
couples to marry and the rights of states
to, as Justice Kennedy writes, define the
statuses “the State finds to be dignified
and proper” both received a boost.
The case, however, has immediate
practical consequences. By finding
DOMA unconstitutional, the Supreme
Court acknowledges the authority of
each state to decide its own definition
of “spouse.” Therefore, if an employee is
married to a same-sex partner and also
lives in a state that recognizes same-sex
marriage, then the employee will be
entitled to receive the benefits of federal
law previously denied.
For example, same-sex couples
in states where their marriage is
recognized may now take leave under
The Family & Medical Leave Act
(FMLA) to care for their spouse who
is suffering from a serious health
condition. Under FMLA, eligible
employees are entitled to 12 weeks of
job-protected leave to care for certain
family members, including spouses
with a qualifying medical condition.
FMLA regulations define “spouse”
as “a husband or wife as defined
or recognized under State law for
purposes of marriage in the State
where the employee resides….”
FMLA is not the only federal
law impacted by the Supreme
Court’s decision on DOMA. The
Court’s decision will affect how the
Affordable Care Act (Obamacare) is
administered, as well as several other
benefits. For example, health care
continuation coverage under COBRA
was only available in the case of a
qualifying event that resulted in a loss
of coverage to spouses of the opposite
sex. After Windsor, these continuation
benefits will be made available to
same-sex spouses.
A plethora of other federal laws and
regulations related to spousal rights,
from The Health Insurance Portability
and Accountability Act to survivorship
annuities to dependent care assistance
to rules under Individual Retirement
Accounts, are affected. Indeed, as
reported by the Washington Post, one
of the most dramatic impacts may be
tax related: “There is a smaller outcome
derived from the same decision: The
U.S. Treasury owes Ms. Edith Windsor
of New York City $363,053. Plus
interest! That is the amount that the
estate of Windsor’s late wife, Thea
Spyer, paid in taxes upon Spyer’s death
in 2009. Had they been a heterosexual
married couple, there would have been
no tax due, but by virtue of the Defense
of Marriage Act the federal government
did not recognize their marriage as
valid for tax purposes.”
So, while Windsor did not rule
that prohibiting same-sex marriage
is unconstitutional, its effect is
nonetheless sweeping.●
Jeffrey W. Larroca, JD, is a member
of the Eckert Seamans law firm in
Washington, D.C., in the Litigation
Division. His practice is focused on
labor and employment, and litigation.
Jeff is a member of the INSIGHT
Into Diversity Editorial Board. If you
have a legal question for Jeff, email
[email protected].
Diversity has
gone mobile.
The FREE INSIGHT Into Diversity App is
now available for iPad and iPhone.*
*Also available for Amazon Kindle, and Google
Android tablets and smartphones.
11
[ HEED Award Spotlight ]
Fall 2012 cohort, African American Professor Program
Faculty Diversity:
Modest Program Makes Vital Impact
Results are impressive, but more funding is needed to meet the demand
for University of South Carolina’s African American Professor Program
By Nancy Fowler
12
W
hen Toby Nelson’s mother
dropped him off at the
University of South
Carolina in 1997, she had one piece
of advice for their family’s first college
student: “Do good.”
After 10 years of following his
mother’s succinct counsel, the Lake
City, S.C., native completed a PhD
in chemistry and biochemistry. Now
Nelson is a tenure-track assistant
professor of chemistry at Oklahoma
State University. He credits USC’s
African American Professor Program
(AAPP) for a good portion of his
achievements, likening it to a family.
“They believed in celebrating success,
no matter how small, and inspired us
to do our best,” Nelson said.
AAPP was formed in 1997 to
address the underrepresentation
of African American professors
on U.S. college campuses. Initially,
funding came from the South
Carolina General Assembly, the W.K.
Kellogg Foundation, and USC. Now
the university bears sole financial
responsibility—a year-to-year
situation, according to AAPP director
John McFadden, PhD.
“We could very, very much use
additional funding,” McFadden says.
“There must be some individuals,
foundations, or entrepreneurs out there
that would like to see the program
continue and even expand.”
The program makes an essential
contribution toward creating a more
diverse faculty nationwide, McFadden
says. “It’s important because it
allows for higher education to have
a more interculturally diverse faculty
representation so that the knowledge,
the skills, and the abilities which are
being disseminated represent our
global society,” he says.
Hundreds Seek Program Slots
Nelson knows first-hand the
importance of African American
role models. As an undergraduate
at USC, he was inspired to see a
black professor standing before his
chemistry class. “It helped me to
understand that this is something I
am capable of doing,” Nelson says.
Later, pursuing his doctorate, Nelson
got a leg up on the world of academia
through AAPP’s offerings, including
mock professional interviews.
There are hundreds of Toby Nelsons
hoping for the chance to be part of the
African American Professors Program,
but only a small fraction are accepted.
Right now, 400 students from USC
and other universities are interested,
but current funding supports just 20.
New slots only open up as members
complete their PhDs, and only three
will do so in December.
December’s graduation will bring to
40 the total number of AAPP alumni
since its inception. The graduates
hail from 20 distinct disciplines,
from environmental science to music
to speech and language pathology.
They’re scattered among 21 different
universities across the country. Many
of the 10 or so alumni not currently
employed in a university system teach
as adjunct professors. “Just think what
we could do with more funding,”
McFadden says.
John McFaddon, PhD
Funding Needs Persist
Presently, even the current level of
AAPP funding is in jeopardy. It
takes $10,000 to $15,000 per year to
cover the cost of a single student’s
participation, for a total annual budget
averaging $250,000. That money
supports professional development,
writing seminars, publishing, research,
networking tips, stress-reduction
techniques, mentoring, financial
planning and budgeting, and other
aspects of the program. It also foots
the bill for books and travel expenses
to academic events around the world.
But the one-time grant from the
Kellogg Foundation expired in 2001.
And in 2010, state government
withdrew its support. Since then, USC
has picked up the tab, but McFadden
realizes that future funding is
interrelated with the university’s budget
and administrative priorities. “We
don’t know from year to year what the
funding is going to be like,” he says.
While support for AAPP is
Winifred Thompson, PhD
uncertain, the original issue has
become proportionately more dire.
When AAPP was launched in 1997,
African American professors made up
5 percent of the U.S. total, according
to the National Center for Education
Statistics (NCES). That same year,
NCES figures for African American
students show a 9 percent enrollment.
By 2011, the rate of black students
enrolled had grown to 14 percent.
But the figure for African American
professors remained unchanged: still
5 percent. It would be even lower
by a small fraction if the number
of black professors, drawn from
4,706 institutions, did not include
100 historically black colleges and
universities, where African American
professors are in the majority.
13
AAPP alumnus Sam Deutsch, PhD, (left) with NASA astronaut Bernard Harris Jr., MD, in the
2011 Dream Tour at the Apollo Theater. The program encourages young people to pursue their
dreams, especially in STEM fields.
Paying it Forward
AAPP graduates
hail from 20 distinct
disciplines, from
environmental
science to music to
speech and language
pathology. They’re
scattered among 21
different universities
across the country.
14
When Winifred Thompson entered
USC’s doctoral program in public
health, she already had her master’s
degree, 10 years of work experience,
and a 3-year-old child. Before
completing her PhD in 2006, she
had a second child. The African
American Professor Program
provided the Columbia, S.C.,
native with not only professional
development, but also important
connections with parents on the
USC campus and in other states.
“It was nice to know there were others
out there who were juggling children
and part-time jobs as well as pursuing
this same degree,” Thompson says.
Now Thompson is a research
assistant professor with the Rollins
School of Public Health at Atlanta’s
Emory University. There, through the
Association of Black Public Health
Students and in other encounters,
she provides others with the kind of
support and knowledge she gained
through AAPP.
“I mentor and advise students, not
only on courses, but how to interview,
how to negotiate,” Thompson says. “I
definitely want to give back.”
Sam Deutsch, PhD, who earned
his doctoral degree in chemical
engineering in 2006, also pays it
forward. The Westchester County,
N.Y., native, understanding that
working in academia is strongly
encouraged but not a requirement
of AAPP, decided late in his
program that industry offered better
opportunities for his research interests.
As an engineer with ExxonMobil in
Beaumont, Texas, Deutsch has many
opportunities to work with young
students. Two years ago, he teamed up
with NASA astronaut Bernard Harris
Jr., MD, the first African American to
walk in space, to become a “Rock Star
of Science, Technology, Engineering,
and Math” in a Dream Tour science
camp sponsored by his company.
“I had the good fortune to team
up with him at the Apollo Theater in
Harlem and speak to 1,600 screaming
sixth-graders about why engineering
was so great,” Deutsch says. “I’m a
big advocate of mentoring all young
people, not just young people of color.”
Increasing the number of African
American professors benefits students
of all races by creating a faculty that
better represents a global society,
McFadden says. And in McFadden’s
estimation, as successful as the
program has been, the results amount
to maintaining the status quo. Even
at USC the percentage of African
American professors remains the same
as it was in 1997: 4 percent.
The number of AAPP alumni in the
national faculty pipeline does make a
difference, and the potential exists to
expand that impact, McFadden says.
“If we didn’t have these 40 graduating
and going forward, that would be 40
less than what would be out there in
the marketplace.”●
Nancy Fowler is a contributing writer
for INSIGHT Into Diversity.
[ Recruiter’s Corner ]
Align Recruiting Messages
with Institutional Values By Vicky Ayers
I once had the pleasure of
coordinating a search for a chancellor
in a prestigious small university—a
historic, Midwestern institution that
had been founded by a particular
Christian denomination but which
had long since cut its direct ties to the
church and functioned as a secular
institution. As an innovative change
agent, the new chancellor was to bring
a modern sensibility to the university
and lead it into the 21st century. The
trustees were open to new ideas and
ready to embrace a chancellor who was
very different from those who had led
the institution’s first 150 years.
That is, they were excited and
accepting of a new and different
chancellor as long as the chancellor
wasn’t a woman. While no one wanted
to come right out and say it, the signs
were there:
“I don’t know if you will be able to
find a woman who understands how
important sports are to the institution.”
“We usually expect the chancellor’s
spouse to entertain and be a part of
the institution’s social and charitable
communities. Would a man want to
play that role?”
“We still get some major support
from ‘X’ Church and they don’t believe
women should lead men.”
And finally, someone said it: “I’m not
sure we’re ready for a woman.”
Ask any human resources director:
managing a recruiting function is
often like being the central object in
an old-fashioned taffy pull. At one end
are regulatory bodies like government
and accreditors tugging one way, while
faculty and staff tug from the other end.
Meanwhile, the governing body and
administration tug the middle in their
own preferred directions.
“Bring us diversity.”
“Bring us someone who will fit in.”
“Bring us someone who understands
and advocates for faculty.”
“Bring us someone who puts the
mission before everything and everyone.”
“Bring us someone with new ideas.”
“Bring us someone who respects our
traditions.”
“Bring us candidates who belong to
underrepresented groups.”
“Bring us candidates who have
strong histories of success in
institutions just like ours.”
And so on, ad nauseam. What to do?
First, cast your net as widely as
you can manage. I once had a hiring
manager ask me how I could build
a candidate pool with such broad
diversity. My answer—“Advertise
the position in places where diverse
professionals will see it”— seemed to
be a revelation. Recruiting is just like
any other business. You go where your
customers are.
What is more difficult is reconciling
disparate messages about which
characteristics candidates should
possess. Believe it or not, there is a way
to reach agreement, even when the
messages are in direct conflict—even
when the messages are both “Bring us
women candidates,” and, “We aren’t
ready for a woman.”
Resolving conflicting ideas about the
qualities a new employee should bring
to the job requires identifying the values
an institution’s constituents can agree
upon and understanding how those
values are furthered by people within
the institution. Recruitment is successful
when candidate values and institutional
values are aligned. There may well be
issues that arise, and some will relate to
diversity. The art of recruiting, however,
is to pinpoint and illuminate areas of
congruence—places where concerns
about specific characteristics break
down in light of shared values.
And what about the university that
wasn’t ready for a woman chancellor?
That search closed successfully with the
board’s unanimous choice of a winning
candidate. The new chancellor is doing a
great job, and everybody admires her.●
Vicky Ayers is senior director for
executive recruitment at RPA Inc.,
a private national firm serving the
recruiting needs of higher education
and nonprofits. Vicky is a member of
the INSIGHT Into Diversity Editorial
Board. If you have a question, email
Vicky at [email protected].
15
[ CDO Corner ]
Ozzie Harris II, JD
Modern Means
Emory University creates a new process for annual
review of diversity and inclusion initiatives
By Ozzie Harris II, JD, and Desmond Pennamon
More modern infrastructure and less rhetoric:
this is the challenge in our diversity conversations.
We are busy creating welcoming language and
egalitarian visions, but the deeper struggles of
implementing change and creating accountability
continue to elude many of us.
16
M
ost universities seek to
build community and
empower diversity, but
it’s difficult to ensure that goals set
by mission statements are driven into
the numerous divisions and learning
sectors ultimately responsible for
carrying out the work. For example,
a professor’s level of commitment to
diversity sets the stage for how a first
year student experiences inclusion—
and this perception is multiplied by
subsequent courses and experiences.
Additionally, the importance of
inclusion will undoubtedly differ
for post-graduate students in, say,
a residency program dealing with
diverse groups of patients. In an
attempt to understand, evaluate, and
inspire leadership in every sector of
our environment, Emory University
created the Advisory Council on
Community and Diversity (ACCD).
The ACCD replaced three older
structures (focused on race, gender,
and sexuality) intended to advise
the president but not sufficiently
positioned or resourced to effectively
inform major offices and units across
campus of diversity concerns.
Guided by the Steering
Committee, the ACCD is
determined to expand Emory’s
understanding of diversity and
inclusion by addressing infrastructure
issues that inhibit communication
and practical progress. The Steering
Committee is composed of about
40 members selected for their
passion for diversity issues and
their enterprise-wide expertise.
All members must demonstrate an
interest in finding ways to measure,
review, and improve Emory’s
capacity for access, equity, inclusion,
and learning.
This tremendous effort is facilitated
and advanced by 23 unique Divisional
Committees (DCCDs). The
DCCDs are at the center of Emory’s
transformation and are the relays for
conversation, data, and action between
the administration and various major
units. Generally, the DCCDs are
composed of five to 15 members,
including the chair. The more than 200
DCCD members include sociologists,
grant administrators, librarians, health
care professionals, development
officers, human resources professionals,
admissions officers, communication
professionals, researchers, alumni
affairs officers, and legal scholars.
Specifically, the Division
Committees are asked to report on
various aspects of diversity, paying
particular attention to gender,
gender identity, race, national
origin, sexuality, religion, class, and
disability. Their reports are annual
documents that create expectations
and compile meaningful information
about Emory’s ability to recruit, hire,
promote, graduate, and heal people
who have chosen to become part of
Emory’s community. The major unit
reports will also highlight exemplary
initiatives and programs that support
their constituents.
The ACCD, through its Steering
and Divisional committees, and in
collaboration with several key offices
(financial aid, human resources,
institutional research, and registrar),
is responsible for identifying,
assessing, and prioritizing issues
and items that may close the gap
between Emory’s diversity aspiration
and practical reality. (To be clear, the
division reports are not “diversity
plans” but annual documents
intended to operationalize and
evaluate tactics and strategies that
sustain, enhance, or create support
for diversity and inclusion.)
A series of questions that frame
important considerations on
community and diversity facilitates
conversations between the two
committees. We refer to these
questions, and the way they are
bundled, as “diversity templates.” The
Steering Committee developed these
templates using several traditional
indicators—primarily race and
gender information cross-matrixed
with recruitment, hiring, retention,
promotion, and graduation data—
gathered by the registrar, human
resources, and institutional research.
With additional information acquired
through surveys and focus groups, the
templates ask divisions to examine
their efforts and report on what they
believe the data suggest about the
experiences of faculty, staff, students,
patients, and alumni.
In our first year of an annual
process, Division Committees will
use the data to establish baseline
measures of access, equity, inclusion,
and learning. To date, the Division
Committees are very engaged in this
creative process, some developing
their own survey instruments, others
looking at institutional data in new
ways—including seeking additional
information about patient health
outcomes and employee satisfaction
and experience.
Currently, the DCCDs are
completing their divisional reports,
which will be presented in early
October. Because we are in our first
year, there is much we do not know;
however, we are very encouraged
by what we hear and are beginning
to see. All major units are on track
to submit their reports and orally
share their division’s efforts with the
ACCD Steering Committee. From
those reports and short presentations,
the committee will begin to better
understand Emory’s successes as
well as identify areas that require
additional attention. In the spring of
2014, priorities, recommendations,
and accolades will be forwarded
by the Steering Committee to
the president and provost for
consideration and action. It is hoped
that these reports will be instructive
to all units and possibly establish best
practices at Emory.●
Ozzie Harris II, JD, is senior vice
provost for community and diversity
at Emory University, and is a member
of the INSIGHT Into Diversity
Editorial Board.
Desmond Pennamon is the program
assistant for community and diversity
at Emory University.
17
College Admissions:
A Call to Collaborate
A new report finds enrollment strategies perpetuate racial inequity. Education
leaders say a collective response is required, along with better recruitment
strategies and more student support.
By Jamaal Abdul-Alim
D
“I think there’s a
collective responsibility.
This is not something
that any one institution
is going to be able
to fix.”
Jonathan Alger, President
James Madison University
18
espite increases in college
enrollment among black and
Latino students, a new report
asserts that over the past two decades,
the nation’s postsecondary education
system has become a “passive agent” in
perpetuating its own racial stratification.
The Georgetown Center on
Education and the Workforce released
the report, titled Separate And Unequal:
How Higher Education Reinforces The
Intergenerational Reproduction Of White
Racial Privilege.
Higher education leaders say the
report delineates a longstanding
problem that can only be solved with
more collaboration, better recruitment
strategies, and increased academic and
social support for students.
“I think there’s a collective
responsibility. This is not something
that any one institution is going
to be able to fix,” says Jonathan
Alger, president of James Madison
University ( JMU) and an advocate of
access and diversity for students from
socioeconomically disadvantaged
backgrounds.
White students are overrepresented
in the nation’s top 468 colleges
and universities, while similarly
qualified black and Latino students
are overrepresented in open-access
institutions where students are
statistically less likely to graduate,
according to the report.
The problem cannot be fully
explained by varying degrees of
college preparedness among students,
which is largely the result of racial
and ethnic disparities at the K-12
level, says Anthony Carnevale, PhD,
director of the Georgetown Center
on Education and the Workforce and
lead author of the report.
“In the end, the preparation is
certainly a key part of the narrative but
it’s not all about preparation,” Carnevale
says. “It’s also about the risk averse
policies of higher education, which are in
turn tied to the competition for prestige
and make [colleges and universities]
obsess about test scores and be unwilling
to take any risk at all.”
The type of college attended—
selective versus open-access—is a
bigger determinant of whether a
student graduates than test scores, the
report states.
According to the report, among black
and Latino students who score in the
upper half of SAT/ACT test takers,
those who attend a top college graduate
at a rate of 73 percent; that rate is 40
percent for equally qualified minorities
who enroll in open-access institutions.
The average completion rate at top
colleges is 82 percent, the study finds.
Completion matters because college
graduates tend to earn more over their
lifespans than people without degrees;
someone with a bachelor’s degree earns
an average of $2.27 million over a
lifetime versus $1.5 million for a college
dropout, according to the report.
Carnevale suggests that in the interest
of promoting upward social mobility,
selective colleges should be willing to
accept more minority students who are
in the top half of SAT/ACT test takers
instead of only admitting students with
the highest scores.
Terry Hartle, vice president at the
American Council on Education,
said getting more students from
disadvantaged backgrounds enrolled
in selective colleges is not easily
accomplished.
“The solutions are elusive,” Hartle
says. “It’s easier to identify the challenges
than to say it’s easily fixable if we do
these four, five, or seven things.”
Hartle says one of the
biggest underlying challenges is
“undermatching,” a phenomenon
in which students gravitate toward
institutions less challenging than others
where they could succeed.
“A lot of students who are
academically talented may not even
apply to selective institutions because
they are concerned that they might not
be able to do the work, might not be
able to afford it, or they will be socially
uncomfortable for whatever set of
reasons,” Hartle says.
Another problem is lack of
counseling services—or at least,
inadequate counseling—in high school.
“Many students who would be good
candidates for those schools are coming
from high schools where they don’t get
the counseling and advice to help them
think about these things,” Hartle says.
Alger, JMU president, says colleges
and universities need to be more
proactive about helping students before
they arrive on campus.
“We can’t just wait for students to
come to us in twelfth grade because a
lot of the die has already been cast by
then in terms of where they are likely to
apply,” Alger says.
He points to several different models
that have had some success in this
regard. They include Rutgers Future
Scholars (RFS), a privately funded
program that provides a “pre-college
culture of university programming,
events, support, and mentoring” to firstgeneration and low-income students in
the four campus communities of New
Brunswick, Piscataway, Newark, and
Camden, beginning in middle school.
Those who successfully complete the
program are awarded full tuition to
Rutgers if they are accepted.
Rutgers Future Scholars graduate
from high school at a rate of 99 percent,
whereas the New Jersey state average is
86 percent, according to RFS data.
Of the 183 scholars in the inaugural
cohort—referred to as the Class of
2017—149 applied to Rutgers, 105
were accepted to Rutgers, and at least
89 had been admitted toward the end
of their senior year.
“They didn’t get a separate
admission deal,” Alger says. “They
knew what it would take and had
somebody believe in them that said:
‘You can do this, we want to help
you and we’re going to stick with you
through the next several years.’”
Funding for such initiatives will
be a key part of the discussion going
forward, says Michelle Asha Cooper,
president of the Institute for Higher
Education Policy.
“A big part of the [Georgetown]
report was not only stratification
happening in the system, but also …
underrepresented racial minorities going
to schools that are less resourced to serve
them well,” Cooper says. “And this is
something we have known for decades.
“Until we have the desire to do
something differently, we’re going to
have the same outcomes,” Cooper says.
“My recommendation is we start with
institutions and focus on money: then
we’ll be able to have a more substantive
conversation around solutions.”●
Jamaal Abdul-Alim is a contributing
writer for INSIGHT Into Diversity.
Michelle Asha Cooper, PhD, President,
Institute for Higher Education Policy
Anthony Carnevale, PhD, Director,
Georgetown Center on Education and
the Workforce
Jonathan Alger, President,
James Madison University
19
[ Focus: Recruiting ]
To Retain Gen Y Talent,
Employers Retool Hiring Models
The new workforce is more diverse, connected, and
mobile—and is driven by the opportunity to continue
learning and growing
By Joe Santana
M
any noted researchers and
speakers say that when
today's university graduates
join companies, they no longer plan to
stay for decades. While some attribute
this trend to a lack of the babyboomer, “one-company-person” work
ethic, Bruce Clarke, president and
CEO of CAI, a North Carolina-based
human resource management firm, has
a different take.
According to Clarke, “What these
pundits are noticing is really no
more than a response by many Gen
Ys to shifts in underlying employeremployee work relationship factors.”
He lists five specific shifts:
• Mobility—People can travel all
around the world much more easily
than they could 50 years ago. In the
past, people targeted top jobs only in
their own or neighboring towns.
• Information availability—Finding
a job years ago required a great
deal of effort. Today, platforms
like LinkedIn make company and
candidate information much easier
to find. A Gen Y worker trained
by a blue-chip company for three
years becomes a sought-after job
candidate by talent-poaching
competitors.
• Demographics and ideological
shifts—As more professional
women join the workforce and
20
many men want to participate more
actively in their family life, the
percentage of professionals choosing
to leave the workforce temporarily
or lessen their workloads to focus
on other life components increases.
So a young professional seeking a
fast-track career out of college may
choose a job with an organization
that requires intense time
investments, only to later decide to
look elsewhere for something with
greater work-life balance.
• Changes in the economy—
Pensions, formerly the biggest
golden handcuffs, are gone. People
today rely more on their own selfdirected and portable retirement
savings. If in the coming years
healthcare becomes completely
detached from the workplace, that
separation will be one more step in
this direction.
• Kinds of available jobs—There
simply aren’t as many visible
opportunities in even the largest
companies for a smooth job-tojob ascent. As companies become
flatter and jobs are consolidated or
disappear, paths are no longer as
clear.
In light of all these factors, it’s not
surprising that this latest generation is
so prone to job-hopping. How, then,
do employers ensure they will get the
most out of their university relations
investments and have the talent they
need to continue to support their
business efforts?
Strategies for Getting and
Keeping the Best of the Best
Simon Kho, director of U.S. University
Relations at BP, says his company
recognizes that “students today are
looking for a place to develop and
learn, not a place where they passively
wait to be tapped for the next role.”
BP knows students are looking for
an employment opportunity in which
they can develop their careers, Kho
says, and addresses this mindset with a
two-step value proposition approach.
The first value proposition focuses
on making BP a desirable starting
point for entry-level professionals
who are looking for opportunities to
learn and develop within a company
on the cutting edge of its field. For
these recruits, BP has “The Challenge
Program,” which consists of three
years of rotational assignments that
provide opportunities for participants
to gain new skills and experiences.
At the end of the program, these
employees—now with three years of
experience—enter their next phase in
growing their careers.
BP then responds with its second
value proposition, “The Excellence
Program,” which includes a 10-year
career map within BP that allows
participants to focus their careers.
BP is clearly attuned to today’s
talent competition needs and serious
about getting and keeping the best
talent. Its search for talent includes
high school outreach programs and
sponsored co-op and internship
programs, all with the purpose of
increasing awareness and interest in
STEM careers in the energy industry.
In order to make better investments
for a strong workforce that reflects its
global footprint, BP factors in diversity
and inclusion needs. The company
currently invests approximately
half a billion dollars in training and
development. “We pride ourselves on
still offering a great deal of on-site
training and experiential training, in
conjunction with our other formal
training programs,” Kho says.
Another company that understands
and addresses these shifts is Philips,
the multinational engineering and
electronics conglomerate. Russell
Schramm, head of talent acquisition
for Philips North America, notes
that a key factor in his company's
success is finding people for whom
Philips is a good match. Schramm
does not assume that Philips is for
everyone or that everyone is for
Philips. To that end, his recruiters
are specifically trained to do two
things. First, recruiters ask, and
explore with candidates, what is not
on their resumes. For example, what
are these candidates looking for in a
company? What do they expect life
in the company to be like? Second,
recruiters tell candidates what is not
in the job description. What are the
opportunities and constraints relative
to working for Philips?
This two-way transparency is
designed to help Philips find the
best mutual match and increase the
chances of the company getting what
it wants—and the candidate getting
what he or she wants as well—in both
the short and long term. Schramm
believes that people today don’t
necessarily come to the company
looking for a short stint before
jumping out, but instead come in
looking for “soft benefits that replace
the old hard benefits. If they don’t
find the soft benefits they want, they
leave.” That is why carefully matching
mutual needs and expectations up
front is so important.
Once these mutually beneficial
selections have been made, Schramm
believes that Philips also has a great
strategy designed to address its team
members’ desire to continuously
grow. For example, Schramm says
Philips has essentially embraced
all of its employees by providing
an opportunity for them to grow
individually through a development
process that does not solely focus its
investments on select, high-potential
workers while ignoring everyone else.
“Basically, we’ve opened up the same
questions we use with high-potential
to everyone: 'What departments
would you like to explore? What
countries?' The result has been some
unconventional, highly productive
careers where people move across
regions and function areas, keeping
their passion sparked and aligned
with their work,” says Schramm.
He adds that at Philips, career
mobility is not a ladder, but a lattice
of opportunities where people can
move in a variety of directions based
on personal desire and organizational
need. Development at Philips,
Schramm says, is a never-ending,
continuous process driven by what he
refers to as a “10/20/70 approach”: 10
percent classroom training, 20 percent
peer training, and 70 percent on-thejob training. Each manager at Philips,
Schramm says, plays an important
part in this approach through
courageous career conversations with
team members.
New Metrics for
Measuring Success
Despite efforts and investments in
time and money, there will still be
higher mobility among this group
than there ever was among cohorts
of the past. Looking at the economy,
it’s pretty clear that we are not
returning to those old days of “golden
handcuffs” any time in the near future.
Individual retention is simply no
longer a good metric for assessing the
performance of investments in hiring
and retaining employees.
As a replacement to the traditional
“retention metric,” Clarke advises
employers to measure success on the
basis of how many winners, in terms
of contribution to the company, come
from their efforts. For example, given
four candidates the company found,
wined, dined, hired, and developed,
if one stays on to innovate a new
multimillion-dollar product and
three fall away, that one remaining
employee’s achievements can be
considered the return on investment
(ROI) of the whole effort with that
cohort. The key to improving this
model, then, is not focusing on the
retention of everyone, but rather on
improving the overall process so as
to increase gross returns from those
recruits retained.
The Bottom Line
This new, more diverse, connected,
and mobile workforce is a passionate
and powerful resource driven
by the opportunity to continue
learning and growing. Rather than
painfully noting how they cannot be
incentivized or managed using the
techniques of the past—which were
designed to work within a different
business context—organizations
will benefit greatly by adopting the
new strategies of companies that are
tapping into what this author calls
Gen Y ’s “new career calculus.”●
Joe Santana is president of Joseph
Santana, LLC, a consulting practice
providing diversity and inclusion
assessments, diagnostics, solutions,
and tools. He is best known for his
work as Siemens’ first diversity officer
in the USA, the innovative design of
D&I metric models, and his thoughtleadership articles and white papers.
Joe is a member of the INSIGHT Into
Diversity Editorial Board. For more
info, visit www.joesantana.com.
21
Talent from
the Trenches
U.S. veterans bring home
valuable employment skills
By Nancy Fowler
22
When
Scott Wolfe
was a tank
gunner in
Baghdad,
he faced constant mortal danger as his
company maneuvered through Sadr
City under the threat of homemade
bombs and grenade fire. After Wolfe
came home, his new employer tapped
into his expertise in defense operations
to keep other U.S. soldiers safe.
Wolfe’s story illustrates how the
armed forces can provide a training
ground not only for combat, but also
for the civilian workplace. Defense
contractor BAE Systems hired Wolfe
in 2009 to work at their Nashua,
N.H. location. His first position
involved manufacturing laser systems
that thwart missiles aimed at U.S.
aircraft. For Wolfe, 32, the job
completed a circle.
“Working here, and on the
products we make, allows us to keep a
connection to our brothers and sisters
who are still in the fight,” Wolfe says.
Great fits like the one Wolfe found
with BAE are far from unusual,
according to Judy Young, who runs
a Cornell University-based program
called Employer Assistance and
Resource Network (EARN), which
supports veteran recruiting.
23
“L
Judy Young, Manager, EARN Project
ots of defense contractors
are eager to hire veterans,”
Young says. “They have
an understanding of the industry by
virtue of using the equipment the
companies manufacture and develop.”
Employers outside the defense
industry also actively pursue veteran
employees. They value veterans’
problem-solving and communications
abilities, management experience, and
other skills. Businesses ranging from
Microsoft to AT&T to Target employ
numerous strategies for attracting
veterans, including referrals by other
veterans in the company and targeted
branding.
“Resource groups help them develop
the image of an ‘employer of choice’ for
veterans,” Young says.
More Than Hard Skills
James Rodriguez, Government Relations
Director, BAE Systems
24
Nearly 900,000 U.S. veterans are
unemployed, according to Cornell’s
AskEARN.org recruitment website.
But an improving picture emerges
from the federal government’s newest
unemployment figures. This past May,
6.6 percent of veterans were jobless,
down from 7.8 percent in May 2012
and a percentage point lower than the
overall U.S. unemployment rate of 7.6
percent for May 2013.
The reasons companies are hiring
veterans extend far beyond their
technical expertise, says Jan Collier,
AT&T vice president for global
human resources. Veteran employees
also enter the workplace with valuable
personal traits, forged through combat
and camaraderie.
“They provide us with tremendous
leadership, understand teamwork, are
able to adapt, and are loyal,” Collier says.
In addition to being team players,
veterans are accustomed to diverse
workplaces, can multi-task, and work
well under pressure, according to
findings by Cornell’s Industrial and
Labor Relations educational program.
Another bonus: employers of veterans
are eligible for substantial tax breaks.
The VOW To Hire Heroes Act of
2011 offers companies a number
of tax benefits, which increase with
the new hire’s previous length of
unemployment.
For example, giving a job to a
veteran who’s been out of work for at
least six months earns an employer a
$5,600 tax credit on the first $14,000
in wages. If that veteran has a servicerelated disability, the credit increases to
$9,600 on the first $24,000. But there’s
a downside: the paperwork.
“Often companies don’t feel it’s worth
the effort,” Young says. “So the benefit is
not as widely used as it could be.”
The number of
returning veterans
entering the job market
will increase by an
estimated one million
in the next five years.
Some companies take advantage
of paperwork assistance from
organizations including the Veterans
Administration (V.A.) and state
vocational rehabilitation services.
BAE Systems—whose 33,500-person
work force includes 3,700 veterans—
is currently investigating available
help, according to the company’s
government relations director, James
Rodriguez, the retired U.S. Marine
who hired Scott Wolfe.
“We employ veterans because it’s
good for our business,” Rodriguez says.
“But we’re starting to put policies into
place to also start using the tax credits.”
Meeting Challenges,
Accommodating Disabilities
Even those who support the hiring
of veterans acknowledge there
are obstacles to overcome. These
challenges may include problems
translating military experience into
civilian work settings as well as the
need to create workplace support,
including in-house organizations
exclusively for veterans.
“You have to have programs so
they can connect with other veterans,”
Rodriguez says. “Once they get into a
business, they may no longer have that
camaraderie they’re used to.”
One of the best ways to ensure
success is by making certain the job is
a good match. It can be as simple as
placing someone with an intelligence
background into a job that involves
intelligence work.
“It’s just common sense, but a lot
of people don’t understand that,”
Rodriguez says. “They think just
putting someone in a job is going to be
beneficial, but it’s not, in the long term.”
Perhaps the most visible challenges
are adapting to the signature injuries
of recent wars: traumatic brain
injury (TBI), depression, and posttraumatic stress disability (PTSD).
Some 250,000 veterans are affected
by PTSD; about one-fourth of those
veterans also deal with other injuries.
Veteran Scott Wolfe’s ongoing
exposure to explosive blasts resulted in
a mild form of TBI, which affects his
balance and other parts of his nervous
system. An ongoing concern for him is
pain management.
In his new BAE position of
managing the Warrior Integration
Program, Wolfe has an ergonomic
chair and an eye-level computer screen
that spares him the neck discomfort
that results from looking down. For
other employees who can’t sit for long
periods, the firm also provides desks
that can be raised and lowered.
“Just like they would for any other
employee—veteran or not—who has a
disability,” Wolfe says.
Wolfe, who has three school-age
children, also enjoys flexibility in his
work schedule. This ensures time
for family and higher education,
but mainly allows for the frequent
appointments necessary for managing
his medical condition.
Help with accommodations
is available through the EARN
veterans employment program and
the V.A., among other organizations.
Becoming more knowledgeable
can help ease employers’ concerns,
according to Tim Carson, who works
as a diversity manager for another
defense contractor, Rockwell Collins.
“The first thing on their minds is,
‘Wow this is going to be expensive,’”
Carson says. “But on average, most
accommodations cost less than $500.”
‘We Owe It to Them’
Nearly 10 percent of Cedar Rapidsbased Rockwell Collins’ 19,000
employees are U.S. veterans. The firm,
which focuses on electronics used in
communications and aviation, recruits
talented veterans even before they’ve
hit the job market.
“We’re trying to encourage
student vets who are exercising their
GI benefits to pursue STEM fields—
science, technology, engineering,
and math—and create relationships
to get them into in our company,”
Carson says.
In a pilot program, Rockwell Collins
is working with Student Veterans
of America to reach out to veterans
attending the University of Iowa, often
using social media to make connections.
The company hopes to expand its
outreach to more universities in other
cities where it has offices.
The pool from which Rockwell
Collins and other companies recruit
will increase by an estimated one
million returning veterans in the
next five years, according to the
U.S. Department of Education. The
Obama administration has asked
private companies to hire or train
100,000 unemployed vets or their
spouses by the end of this year.
Carson, an 82nd Airborne Division
army veteran, believes that hiring
veterans is not only good for Rockwell
Collins and other companies; it’s also
the right thing to do.
“They’ve served our country,” Carson
says. “And we owe it to them and their
families to do what we can.”●
Tim Carson, Diversity Manager,
Rockwell Collins
Scott Wolfe, Program Manager, Warrior
Integration Program, BAE Systems
Nancy Fowler is a contributing writer
25
The Great Divide
Transitioning from student to employee, people with disabilities
experience vastly different levels of accommodation
By Janet Edwards
26
While students with disabilities generally
receive adequate, sometimes even
exceptional, support during their
college years, it’s an altogether different
circumstance when they cross the threshold
into employment, where disability services
are consistently minimal. Since many factors
are in play, a clarion call is sounding for
higher education leaders and employers to
join forces and bridge what one expert calls
the “Grand Canyon gap” between disability
services provided during college and those
provided after graduation.
C
olleges and universities are
better at accommodating
students with disabilities
because they’re governed, along with
the American Disabilities Act (ADA),
by Section 504 of the Rehabilitation
Act, which requires institutions—and
all agencies receiving any amount of
federal dollars—to provide comparable
education for students with and
without disabilities.
“The end goal is to provide students
with disabilities equal access as far as
in-class and exam accommodations,”
says Susann Sears, disability
specialist for Disability Resources
and Educational Services (DRES) at
the University of Illinois at Urbana
Champaign (UIUC).
Too often, student disability
services offices don’t receive the staff
and financial backing to go above
and beyond what the law minimally
requires in regard to equal access, she
says, but as the world’s first university
to provide disability services in higher
education, UIUC stands out as an
exceptional model.
“We have institutional support from
the top that allows me the opportunity
to look at how we can elevate the
career transition piece,” Sears says.
“Ultimately, why is it that students
go to college? It’s so they can become
competitively employed once they
graduate from here.”
But meaningful employment is hard
to come by for college graduates who
have a disability. According to the
National Council on Disability, the
unemployment rate for this group is an
abysmal 45 percent, a figure that’s even
higher among blacks and Hispanics.
Additionally, more than one-third
of people with disabilities who hold a
college degree earn less than $10,000
per year—wages that fall below the
poverty level.
Companies have less experience in
providing disability services—and less
incentive to provide them—because
they’re accountable only under the
ADA, which prohibits discrimination
based on disability in employment,
public services, and accommodations.
The ADA does not require businesses
to alter the work environment to
accommodate an employee, except
when reasonable accommodations are
specifically requested. But again, most
employees are reluctant to self-identify
so such requests are rarely made.
“In a corporate setting, you don’t
typically have a mechanism at the time
an employee joins the company for
learning what resources are available for
an accommodation,” says Deb Dagit,
president of Deb Dagit Diversity LLC.
“There is opportunity to self-identify
when a new employee enrolls for
benefits, but that doesn’t trigger anything
in terms of providing information.”
During the late 1990s, Alan Muir,
executive director and co-founder of
Career Opportunities for Students with
Disabilities (COSD), located at the
University of Tennessee (UT), observed
a disconnect between student disability
services and career services at most
higher education institutions across the
country. With Bob Greenberg, PhD,
director of Career Services at UT, he
conducted research and documented
that gap for the first time. One remedy, says Muir, is to better
prepare students for what to expect
in the workplace. “They think their
college accommodations will translate
into work, but that’s not necessarily
so,” he says.
Sears agrees: “Sometimes students
are unaware of what their needs are
because employment is very different
from the higher education setting,” she
says, adding that new graduates may
not even realize they have rights in the
workplace.
Along with knowing what worked
best for them in college, new graduates
need to learn how to effectively
disclose a disability—not blurting it
out during an interview, for example,
and then expecting a potential
employer to know how to discuss it
proactively, Muir says.
“It’s a very intricate dance and it
starts with the student,” he says. And
just as students can help themselves
by understanding what they need and
how to self-disclose, employers can
improve hiring processes, productivity,
and work environments by learning
how best to respond once a disclosure
is made, Muir says.
While students generally feel
comfortable disclosing disabilities on
campus, the vast majority of people
with disabilities are wary of alerting
employers to their needs, says Sears.
27
Easy Access to Campus Services
Susann Sears, Mobility and Medical
Specialist, Division of Disability Resources
and Educational Services, University of
Illinois at Urbana-Champaign
More than one-third of
people with disabilities
who hold a college
degree earn less than
$10,000 per year—
wages that fall below
the poverty level.
28
Students self-disclose a disability to
their college or university because
they get something important in
return: academic accommodation.
They can opt to disclose a disability
on their application, but failing
that opportunity, there are other,
non-threatening invitations to do
so once they arrive on campus, says
Sears. Her office, for instance, sets
up information tables during UIUC
resource fairs, admitted student days,
and freshman orientation.
“When students come into higher
education, it’s their responsibility to
self-disclose to the disability services
office,” says Sears. “We don’t go out
and actively recruit students due to
the legalities of that, [but] we try to
make every effort on our campus to
be visible.”
In addition, the documentation
students submit to colleges and
universities for accommodation
requires a much more detailed
explanation of their disability and
specific information related to their
needs than what graduates might
later submit to an employer, she says.
“The kind of documentation that is
academically oriented comes from a
broad range of experts. Our offices are
known for physical disabilities, but 83
percent of the students we serve have
non-physical disabilities,” she says.
That ratio is flipped on the
corporate side, Dagit says. The
majority of workers employers know
about have physical or sensory
disabilities and occasionally metabolic
disabilities like diabetes, but rarely do
employees self-disclose disabilities
related to developmental, psychiatric,
learning, or attention disabilities.
“There’s a big shift when that
happens,” says Dagit. “Where it’s been
a very visible aspect of a student’s
life to be accommodated for nonapparent disabilities throughout their
academic career, there seems to be an
unspoken norm that these things are
no longer safe or appropriate to bring
up when you cross the threshold into
employment.”
Employee Disability
Services: M.I.A.
Along with the fear of being
stigmatized, a new employee is
unlikely to consider disclosing a
disability because, in most cases, the
opportunities—and invitations—to do
so are limited. In addition, employers
typically fail to see the benefits
of encouraging employees to seek
accommodation.
“Employers simply don’t have the
hands-on experience of talking about
disabilities and what accommodations
might be helpful,” says Muir. As a result,
new employees aren’t sure if they’ll be
welcomed, and they aren’t comfortable
assuming an employer will know how to
handle their disclosure, he says.
“Employers may not realize their
culture is not as inclusive as they would
like it to be,” Muir says.
Companies resist improving
disability services because they don’t
view it as an area of core competency,
Dagit says. Although the vast majority
of disabilities are non-apparent,
employers judge the need based on
visible disability in the workforce and
therefore fail to recognize the true
volume of need, Dagit says.
“On the corporate side, if you
think about why you would bother
to tell anyone, it seems like nothing
good could come of it,” she says.
“I’ve had people whiz by me in a
power wheelchair who do not selfidentify because they think that if it’s
documented, the other thing that will
happen is that you are more likely to
be terminated and less likely to get a
promotion.”
Employers also fail to address
disability services because they view it
as a potential risk if it’s done wrong,
Dagit says. “One of the interesting
and ironic aspects of this is that if you
look at the majority of lawsuits that
are brought against companies based
on disabilities, it’s people who cannot
get in. They can’t get in as an employee
and they can’t access the products and
services,” she says. “There are very
few legal cases brought by someone
inside the company and there are very
good reasons for that. Whereas it’s
abundantly clear there’s not much of a
‘what’s in it for me’ to identify, there’s
even a greater motivator in terms of
losing your job.”
Anyone with a disability learns from
a young age that having a disability
makes getting a job difficult, Dagit says,
so those who have jobs are reluctant to
take a chance on losing them.
“We have to get employers
to understand this because legal
departments turn things on their heads
and treat everyone who identifies
as having a disability as a potential
litigant,” Dagit says.
The fear factor on the part of
employers cannot be overstated, agrees
Muir. “Most companies need to have
their legal department heavily involved
in every decision they make in this field
and it’s something that’s not necessarily
true anymore in other aspects of
diversity,” he says.
There are good reasons a company
would want employees to self-identify,
beyond compliance with the ADA,
Dagit says, including employee
engagement and productivity. “Even
from a benefits perspective, people get
well faster if they stay at work and have
the resources they need,” she says.
Bridging the Gap
Higher education lends itself to
facilitating important conversations and
creating opportunities to bridge the gap
between student services and employee
accommodations, says Sears. Her office
routinely meets with employers to share
information and resources.
“We spend quite a bit of time talking
to them about how it is we work with
students on our campus,” she says. “We
give them a sense of what constitutes
an accommodation, and we ask what
characterizes a strong applicant for
their particular company. We also spend
time talking about what is a reasonable
accommodation. Employers still have
a basic interpretation of what disability
is; they think of physical and visible
disabilities, but non-visible disabilities
make up the majority.”
Informing employers about the
spectrum of disabilities is crucial, says
Muir, because 24 percent of all college
students have at least one diagnosis
of a psychiatric disability, according
to the National Center for Education
Statistics.
Muir says too often employers think
they know what accommodations
might be needed without asking the
individual employee. “I spend a lot of
time educating employers to be able
to ask, once the [disability] disclosure
is made, ‘What would make your job
easier?’ and ‘What are some of the
things we can provide that could be
helpful to you?’”
Corporations could take their cue
from campus services, Dagit says,
since rarely is one particular person
or office able to inform the employee
situation. “The interactive process
is good on campus, but lacking in
corporations—and that means simply
having a conversation between the
person with a disability and the person
who is going to help them get the
accommodation. On campus, that’s all
they do and they get really good at it.
With an employer, you end up with a
broad range of people who might be
the first point of contact, and who may
or may not have any experience ever
having had this conversation before.
Diversity tends to be a sidecar, not a
central part of human resources. They
want to outsource it but can’t find a
vendor. Even those who do it best, such
as Merck or Starbucks, have just one
person in place.”
The divide between student and
employee experiences in regard to
accommodation is fixable and, given the
grim employment statistics, imperative,
says Dagit.
“This is a call to action for higher
education and business leaders to
talk about how to remedy this Grand
Canyon gap between pursuing higher
education and having that result
in meaningful and economically
viable employment for people with
disabilities,” she says.●
Deb Dagit, President, Deb Dagit Diversity LLC
Alan D. Muir, Founding Executive Director,
Career Opportunities for Students with
Disabilities (COSD)
Janet Edwards is the editor of
INSIGHT Into Diversity.
29
30
Closing the Gap
Two longtime programs support minority PhD candidates
31
By Susan Borowski
Two programs introduced to prepare doctoral
students for careers as college and university
professors observe their twentieth anniversary
this year—the Compact for Faculty Diversity
Institute on Teaching and Mentoring, and
Preparing Future Faculty.
T
Featured, previous page:
Participants in the 2012 Compact
for Faculty Diversity Institute
on Teaching and Mentoring
32
he Institute on Teaching and
Mentoring is an outgrowth
of the Compact for Faculty
Diversity, created in 1993 with the
specific intent to support minority
doctoral students. While Preparing
Future Faculty (PFF) was not
established with this particular goal,
models of the program are in place at
various universities around the country,
and many of them focus on ensuring the
success of underrepresented candidates.
More than one-third of college
students are people of color, yet nearly
80 percent of the nation’s college and
university faculty members are white,
according to the National Center for
Education Statistics.
The Compact for Faculty Diversity
began as an alliance between three
regional organizations: Southern
Regional Education Board (SREB),
Western Interstate Commission
for Higher Education (WICHE),
and New England Board of Higher
Education. Today, SREB is the
primary coordinator of the Institute on
Teaching and Mentoring.
The fact that cultural demographics
are not yet reflected in the faculty of
colleges and universities is a disparity
that must be resolved, says Ansley
Abraham, PhD, director of the SREB
Doctoral Scholars Program. “People
of color will drive the economy of the
U.S. in the future,” says Abraham. “We
in higher education cannot afford to
discourage people of color from pursuing
advanced degrees, or any degree.”
Among minority faculty, 7 percent
are African American, 6 percent are
Asian/Pacific Islander, 4 percent are
Hispanic, and 1 percent are Native
American. A large number of African
American faculty members teach
at historically black colleges and
universities; only about 4 percent of
the nation’s black professors teach at
predominantly white institutions.
“When minority students get to
college, they need to see people who
look like them in roles of leadership; that
is so critically important,” Abraham says.
“They need to see role models who have
achieved advanced degrees so they’ll be
inspired to do the same.”
Institute on Teaching
and Mentoring
Abraham is one of the primary
facilitators of the annual Institute
on Teaching and Mentoring. The
Institute is the largest gathering of
minority PhDs in the nation, bringing
Gina McCaskill, PhD, Assistant Professor, East Carolina University
together individuals from more
than 40 states and more than 230
institutions. This year, the Institute
will be held Oct. 31 to Nov. 3, in
Arlington, Va.
Over the past 20 years, 7,000
individuals have participated in the
Institute—many more than once. In
2012, nearly 1,200 doctoral scholars
attended. SREB doctoral scholars, who
receive financial support to pursue
their degrees, account for a quarter of
the Institute’s enrollees.
Over a period of four days, and
in 50-plus workshops and sessions,
Institute scholars explore the journey
of earning a PhD and becoming a
faculty member. Session topics range
from best practices for working on
committees or obtaining tenure to
writing grant proposals. The Institute
also provides a forum for students to
build professional networks that last
throughout their careers.
Gina McCaskill recently completed
her PhD and has accepted a tenure
track position at East Carolina
University. She attended all but one
Institute during her doctoral program.
In 2013, she plans to attend as a junior
faculty member.
The program was expanded four
years ago to include a junior faculty
professional development conference
that runs concurrent with the Institute.
“There are different kinds of problems
and issues faced once they become
faculty, so we added a component to
help them transition,” says Abraham.
Through the Institute training,
McCaskill learned interviewing skills,
salary negotiation, and what to look
for in a mentor. Even more than
specific skills, she says, “I learned
what it is to be a PhD, especially as
a minority faculty member. Having
support at the Institute from other
faculty members who are minorities
provided me with a perspective I
would need as an African American
woman going into academia.”
Paul Sparks, an SREB doctoral
scholar and PhD candidate in the
Department of Civil Engineering at
Vanderbilt University, has attended
the Institute for the past three years.
“The Institute has instilled in me
an immense basis of support and
provided an avenue to make amazing
connections with experts in various
fields,” he says.
The Institute provides a lot of
skills development opportunities, but
Abraham believes its greatest reward
Paul Sparks, PhD candidate at Vanderbilt
University, and SREB Doctoral Scholar
may be inspirational rather than
informational.
“It’s one of the few venues these
students will ever go into where they
will come into contact with that
many minority PhD students,” says
Abraham. “That has an enormous
impact, especially when one is
pursuing an advanced degree and is
the only minority in the department. It
can be very isolating. Talking to other
minority students confirms for them
that others are going through the same
things they are experiencing.”
Sparks agrees. “I am very thankful
for hearing the unfiltered truth about
what my peers have gone through.
Their knowledge and insight have
helped me navigate the process better.”
Preparing Future Faculty
The Preparing Future Faculty program
has worked with more than 200,000
individuals nationwide over the past
two decades. It was originally created
to help PhD candidates seeking
careers in academia to develop a more
rounded skill set.
“PhDs came out of their programs
really prepared to do only one thing:
research. So the original mission was
to prepare future faculty to address
33
Ansley Abraham, PhD, (third from left) director of the SREB Doctoral Scholars Program,
talks with a group of doctoral students
“When minority students get to college,
they need to see people who look like
them in roles of leadership; that is so
critically important.”
Ansley Abraham, PhD
Director, SREB Doctoral Scholars Program
the full range of responsibilities —
teaching and service, in addition
to research,” says Daniel Denecke,
associate vice president, programs
and best practices at the Council of
Graduate Schools, and PFF program
director.
The Council of Graduate Schools
is the primary coordinator for PFF.
The program emphasizes mentorship,
feedback, and giving students an
understanding of what it’s like to be
a faculty member in a wide range of
institutions.
Preparing Future Faculty has many
offshoots, with universities creating
their own approaches. The City
University of New York (CUNY )
Pipeline Program, for example,
encourages minority undergraduates
in the CUNY system to enroll in
34
graduate school. During their junior
year, they participate in a six-week
summer institute to practice critical
thinking, prepare for Graduate Record
Exams, and learn other essential skills.
Pipeline students are paired with
Magnet Fellows—graduate students
who receive a fellowship from the
CUNY Graduate Center and who
act as mentors as part of their own
preparation as doctoral scholars.
Ignacio Montoya, a Magnet Fellow
whose goal is to become a professor
of linguistics, coordinates the Pipeline
Program. “There were students who
were motivated and interested in
graduate school but didn’t know how
to go about the process. I have seen
this program be a game changer for
some students,” he says.
Makeba Lavan, a doctoral student
in English literature and gender
studies, gained essential skills in the
Pipeline Program. “My writing is
stronger. I am a better speaker, and I
am a better critical thinker than I was
before,” she says. One important feature of the
PFF program is exposing students
to how different faculty roles and
responsibilities can be, depending on
the institution.
Maya Callender, a doctoral student
in communication science and
disorders, says the ability to interview
faculty at various institutions was an
important feature of the PFF program
at Florida State University. “It helps
students to get a realistic idea of
what life as a faculty member is truly
like and provides an opportunity for
students to obtain mentorship from
additional faculty,” she says.
Sarah Doherty, who completed
her PhD in 2012, participated in the
PFF program at Loyola University
Chicago, where it was called the
Teaching Effectiveness Seminar
(TES). “The program was incredibly
helpful in preparing me for a career in
academia,” she says. “I was completely
overwhelmed when I was thrown
into the classroom as a teaching
assistant, teaching five sections of
Native American history a week
and responsible for one hundred
and five students per semester. I
had no direction, and I couldn’t
find a good balance between my
teaching responsibilities and my own
coursework and research. The TES
program offered some great strategies
to help me find that balance.”
The Council of Graduate Schools
has undertaken an initiative focused
on building learning assessments into
existing PFF programs. The project,
funded by grants from the Teagle
Foundation and the Alfred P. Sloan
Foundation, involves seven awardee
institutions, including Harvard and
Cornell, and 19 affiliate institutions.
One of the goals is to help stem
the tide of students—especially
underrepresented students—from
leaving gateway courses, particularly in
the science, technology, engineering,
and mathematics fields. An institution
must address this issue as a condition
for receiving a Sloan Foundation grant.
The Council has also partnered
with TIAA-CREF to build financial
education and debt management skills
into PFF programs. The financial
education project works with 15
awardees and 19 affiliates.
“We’re looking more broadly at
the talent pipeline,” says Denecke.
“Within that program are the
issues that first generation and
underrepresented minorities often
face when they’re taking on debt. So
the PFF has evolved to accommodate
a variety of different needs in
terms of professional and personal
development of the professoriate.”
Mentorship Opportunities
Identifying mentors for minority
doctoral students is a key component
of both the Institute for Teaching and
Mentoring and PFF, but teaching
mentorship skills to these future
professors is also crucial. Abraham
Peña-Talamantes, a PhD candidate
in the Department of Sociology at
Florida State University, says the
support he received from minority
faculty as a college freshman was
critical to his success. “Being a first
generation college student from one
of the poorest areas of the U.S., it
was really difficult to adjust to the
university setting my first year,” he
says. “It wasn’t until I found a kind
of ‘second home’ in Latino professors
and advisors that I began to feel
motivated to succeed.”
The need for mentorship continued
when he entered the doctoral
program: “No one in my family had
even graduated high school, and
here I was admitted into a PhD
program. Not only did everything
seem overwhelming, but seeing all the
white professors made it hard to think
it was even possible for me to achieve
my goal.”
Programs like PFF that provide
opportunities for mentoring are
vital, says Peña-Talamantes. “Having
a mentor to guide you and help
personalize your own path to reach that
goal—that’s priceless,” he says.
As minority doctoral students
begin their job search, a diverse faculty
is often an important factor when
choosing a workplace. Sarah Doherty
accepted a position teaching history at
North Park University, in Chicago, Ill.
“As a multiracial, multicultural woman
in a field that has historically been
dominated by white men, I would have
great pause about joining a department
or university that does not have much
diversity in the faculty,” she says.
Funding: A Constant
Challenge
Securing funding for the faculty
development programs is difficult.
While the SREB is supported by
participating states, the need to stay
on top of that financing is crucial, says
Ansley Abraham. “Diversity isn’t always
a high priority in terms of allocating
resources to it,” he says. “Keeping the
states engaged is one of the biggest
challenges we face. But we keep trying
to promote and inform and educate on
the importance of these programs.”
Daniel Denecke says PFF is well
known, which helps spur funding.
“But we’ve also tried to enhance the
PFF model by focusing on issues
that resonate broadly with funders
and policy leaders, such as student
assessment, accountability, and debt
management,” he says.
A new challenge looms: ensuring
that funders continue to see the need
for programs that encourage minorities
to seek advanced degrees and become
faculty members in higher education.
According to Gina McCaskill, “There’s
this perception that these programs
are no longer needed because we have
a black president or because we’ve
made some inroads in the number of
minorities with PhDs. But we can’t
turn around now. We still have a long
way to go. We’ve definitely made an
impact, but we are not there yet.”●
Susan Borowski is a contributing writer
Daniel Denecke, Associate Vice President
for Programs and Best Practices at the
Council of Graduate Schools, and PFF
Program Director
Sarah Doherty, Assistant Professor, North Park
University in Chicago
Abraham Peña-Talamantes, PhD candidate,
Florida State University
35
Connecting Diverse Professionals to Diverse CareersTM
Tenure-Track Faculty Employment Opportunities / SubjecttoBudgetaryApproval
COLLEGE OF AppLIEd SCIENCES & ArtS
Health Science ForFullConsideration:
• Recreation Management
9/1/13
Hospitality Management
•Hospitality Service Management
10/31/13
Nutrition, Food Science, & Packaging
• Food Science
11/1/13
Justice Studies
• Human Rights & Legal Studies
11/1/13
Kinesiology
• Chair
10/15/13
COLLEGE OF bUSINESS
CAREER OPPORTUNITIES
Accounting & Finance • Accounting/ Managerial
Accounting/Audit
Organization & Management
•Entrepreneurship
•Business Ethics
11/1/13
10/1/13
10/1/13
COLLEGE OF EdUCAtION
Special Education
• Assistant Professor
Counselor Education
•Higher Ed Counseling
Communicative Disorders and Sciences
•Associate or Full Professor
Secondary Education
•Chair
COLLEGE OF ENGINEErING
10/15/13
12/10/13
11/1/13
11/1/13
Aviation & Technology
• Aviation Flight Operations
1/15/14
Industrial and Systems Engineering
•Human Factors
1/15/14
•Big Data Analytics
1/15/14
Biomedical, Chemical and Materials Engineering
•Biomedical Engineering
1/15/14
Electrical Engineering
•Embedded Systems
1/15/14
Computer Engineering
•Cloud Computing
2/17/14
COLLEGE OF HUMANItIES & tHE ArtS
College of Humanities & the Arts ForFullConsideration:
• Composition/Rhetoric
10/25/13
and Writing Program Administrator
•Writing Across the Curriculum Director
10/25/13
•Coordinator of STRETCH Program
10/25/13
•Art Entrepreneurship
10/31/13
English & Comparative Literature
•Chair
11/15/13
Design
•Graphic Design
11/15/13
Music & Dance
•Director
11/15/13
World Languages & Literature
•Modern Latin American Literature
11/15/13
and Culture
COLLEGE OF SCIENCE
Moss Landing Marine Laboratories
• Marine Vertebrate Ecologist
Geology
•Neotectonics
Mathematics
•Big Data
Physics
•Computational Solid State Physics
Chemistry
•Interface of Biochemistry and either
Organic or Physical Chemistry
8/23/13
11/15/13
12/16/13
9/13/13
9/13/13
COLLEGE OF SOCIAL SCIENCES
Psychology
•Developmental Psychology11/1/13
Sociology and Interdisciplinary Social Sciences
•Urban/Race/Ethnicity 12/2/13
Anthropology
•Applied Anthropology 10/15/13
Mexican American Studies
•Policy & Development 10/4/13
UNIvErSIty LIbrAry
University Library
•Librarian-STEM11/1/13
Formoreinformation,includingcompletejobannouncementsandapplicationprocedures,pleasevisithttp://apptrkr.com/381836
SanJoséStateUniversityisCalifornia’soldestinstitutionofpublichigherlearning.ThecampusislocatedonthesouthernendofSan
FranciscoBayindowntownSanJosé(Pop.945,942),huboftheworld-famousSiliconValleyhigh-technologyresearchanddevelopment
center.ManyofCalifornia’smostpopularnational,recreational,andculturalattractionsareconvenientlyclose.Amemberofthe23campusCSUsystem,SanJoséStateUniversityenrollsapproximately29,000students,asignificantpercentageofwhomaremembersof
minoritygroups.TheUniversityiscommittedtoincreasingthediversityofitsfacultysoourdisciplines,studentsandthecommunitycan
benefitfrommultipleethnicandgenderperspectives.
San José State University is an Equal Opportunity/Affirmative Action Employer committed to
nondiscriminationonthebasesofrace,color,religion,nationalorigin,sex,sexualorientation,genderstatus,
maritalstatus,pregnancy,age,disability,orcoveredveteranstatusconsistentwithapplicablefederaland
statelaws.ThispolicyappliestoallSanJoséStateUniversitystudents,faculty,andstaffaswellasUniversity
programsandactivities.Reasonableaccommodationsaremadeforapplicantswithdisabilitieswhoselfdisclose.NotethatallSanJoséStateUniversityemployeesareconsideredmandatedreportersunderthe
CaliforniaChildAbuseandNeglectReportingActandarerequiredtocomplywiththerequirementsset
forthinCSUExecutiveOrder1083asaconditionofemployment.
36
ST. CLOUD STATE UNIVERSITY, St. Cloud MN
Teachers College, Columbia University is currently
recruiting for the following positions. Complete faculty
position descriptions can be found on our website at
http://www.tc.edu/provost
Social Studies
Assistant Professor, Tenure-Track
Bilingual/Bicultural Education
Open Rank, Tenure-Track or Tenured
Speech and Language Pathology
Associate or Full Professor, Tenure-Track or Tenured
St. Cloud State University is located on the scenic banks of
the Mississippi River 70 miles northwest of Minneapolis/St.
Paul in the rapidly-growing metropolitan area of St. Cloud.
More than 16,000 students from Minnesota and 81 countries
are part of this vibrant and richly diverse campus community.
St. Cloud State understands the incredible impact college
years have on students and their future. Faculty and staff
collaborate to offer relevant and rigorous academic programs
in a supportive environment that values active and applied
learning, community engagement, sustainability and global
and cultural understanding.
To view current postings:
http://www.stcloudstate.edu/employment/
Neuroscience and Education
Assistant or Associate Professor, Tenure-Track or Tenured
Deaf and Hard of Hearing
Higher Education
Education Leadership
Counseling Psychology
Communications, Computing,
Technology, and Education
Educating Teacher Educators
Open Rank, Tenure-Track or Tenured
Early Childhood Education
Teachers College as an institution is committed to a policy
of equal opportunity in employment. In offering education,
psychology, and health studies, the College is committed
to providing expanding employment opportunities to
persons of color, women, and persons with disabilities in
its own activities and in society.
Teachers College
Columbia University
525 W. 120th St.
NY, NY 10027
http://www.tc.edu
St. Cloud State University is an affirmative action/equal
opportunity educator and employer.
Massachusetts Institute of Technology
Program in Science, Technology, and Society
Faculty Search: Assistant Professor
MIT’s Program in Science, Technology, and Society invites
applications for a tenure-track faculty position at the level
of assistant professor. The area of study is the history of
science and/or medicine with a focus on the modern period.
Graduate and undergraduate teaching and advising are
expected. Interest in establishing scholarly connections at
MIT beyond the STS Program is desirable.
Candidates must hold a Ph.D by the start of employment.
The offer is contingent upon completion of the degree by the
start date of employment. Candidates must be able to demonstrate excellence in research and teaching. The appointment is anticipated to begin in academic year 2014-2015.
MIT is an Equal Opportunity and Affirmative Action employer and strongly encourages the applications of women and
members of minority groups.
Applications consisting of a cover letter, current curriculum vita, statement describing current and future research
plans, a statement of teaching philosophy, and three letters
of recommendation should be submitted via the Academic
Jobs Online website at https://academicjobsonline.org/ajo/
jobs/2942. Please, no hard copies.
Applications will be reviewed beginning October 15, 2013.
The process will continue until the position is filled.
37
FULL-TIME FACULTY POSITION
Entrepreneurship
Cornell University, School of Hotel Administration
Ithaca, New York
Cornell is a community of scholars, known for intellectual rigor and engaged in deep and
broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and
create and disseminate knowledge with a public purpose.
Position description: Applications are sought for an Associate or Full Professor rank tenure
track position in Entrepreneurship in the School of Hotel Administration at Cornell
University. This position comes with excellent research support, highly competitive salary,
and teaching loads comparable to highest AACSB standards.
Anticipated Start Date: July 1, 2014
Qualifications: A Ph.D. in a relevant area with teaching and research interests related to
entrepreneurship for hospitality travel and tourism industries. Strong preference will be given
to candidates with experience and primary research interests in the area of entrepreneurship.
Potential areas of research focus include but are not limited to small business ventures,
franchising, strategic management, “green” entrepreneurship, entrepreneurial leadership,
innovation, entrepreneurial marketing, or service operations management.
Responsibilities: The successful candidate is expected to establish a distinguished program
of research and teaching in entrepreneurship as it relates to the hospitality travel and tourism
industries. A previous background in the hospitality industry is not necessary, but it is
expected that the candidate, over time, will align their professional expertise with the
hospitality sector. Applicants must also have a strong interest and some track record in
building entrepreneurship curriculum. Teaching load is three courses per academic year for
faculty demonstrating strong research productivity.
We are looking for candidates interested in the opportunity of building a leading hospitality
entrepreneurship program, and assuming a leadership role in The Leland C. and Mary M.
Pillsbury Institute for Hospitality Entrepreneurship (PIHE). The institute was founded in
2006 and is actively engaged in entrepreneurship education, the innovation network, and
other collaborative activities among academic scholars, entrepreneurs and students.
Rank and salary: The position is a three year renewable appointment starting July 1, 2014.
Rank and salary will be determined based upon academic achievement and experience.
Significant professional development, research funding, and supplementary income
opportunities are also available. The School of Hotel Administration offers a collegial
environment and an energetic faculty with a variety of intellectual interests and close ties to
the hospitality and academic communities.
Institution: The School of Hotel Administration, one of seven undergraduate colleges at
Cornell University, enrolls approximately 800 undergraduate and 60 graduate students.
Founded in 1922, it is the oldest and most respected hospitality management program in the
world with a resident faculty of approximately 70 and over 10,000 alumni worldwide. The
school’s teaching facilities are exceptional, and the opportunities for industry involvement
and professional growth are outstanding.
Application: Consideration of candidates will begin immediately and continue until the
position is filled. Send letter of application, resume, and the names and addresses of three
references to:
Steven A. Carvell, Ph.D.
Associate Dean for Academic Affairs
Entrepreneurship Tenure Track Search
Cornell University
School of Hotel Administration
146 Statler Hall
Ithaca, NY 14853-6902 USA
[email protected]
Find us online at http://hr.cornell.edu/jobs or
Facebook.com/CornellCareers
Cornell University is an innovative Ivy League university and a great place to work. Our
inclusive community of scholars, students and staff impart an uncommon sense of larger
purpose and contribute creative ideas to further the university's mission of teaching,
discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence
includes the medical college's campuses on the Upper East Side of Manhattan and in Doha,
Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the
heart of New York City.
Diversity and inclusion have been and continue to be a part of our heritage.
Cornell University is a recognized EEO/AA employer and educator.
38
Indiana University
Department of Psychological
and Brain Sciences
COMPUTATIONAL NEUROSCIENCE
FACULTY POSITION, INDIANA UNIVERSITY:
The Department of Psychological
Insight
and Brain
at Indiana UniverIssue: Sciences
Sept/Oct
sity – Bloomington seeks to fill a faculty
Size:
2/3 V 4.625 x 9.75
position at the level of Assistant ProfesCost:
$2,100
sor (tenure-track) to begin August 2014.
Applicants for this position must have a
doctorate, a strong record of publication,
and the potential for research funding.
The applicant's research should focus on
theoretical and computational approaches
to understand neurobiological processes
at any one or several levels of organization, ranging from individual neurons to
circuits to systems interactions. Problem
areas include models of complex brain
networks, neural coding, learning and
plasticity, development, dynamic brain activity, or relations between brain and behavior. Candidates with an integrated research program combining computational
modeling and empirical neuroscience
research are strongly encouraged to apply. The department is highly integrative,
and we would be especially interested in
researchers whose interests complement
existing strengths in cognitive neuroscience, social neuroscience, cellular and
systems neuroscience, cognitive science,
network science, developmental psychology, and clinical psychology. Teaching
responsibilities will include courses at
the graduate and undergraduate levels.
Interested candidates should review the
application requirements and submit their
applications at: http://indiana.people
admin.com/postings/350.
Questions regarding the position or
application process can be directed to:
Dr. William P. Hetrick, Ph.D., Professor
and Chair, Department of Psychology
and Brain Sciences, psychair@indiana.
edu with “Computational Neuroscience
Search” in the subject line.
Review of all applications will begin on
November 1, 2013 and will continue until
the position is filled. Indiana University is
an Affirmative Action/Equal Opportunity
employer. The Department is committed to increasing faculty diversity and
welcomes applications from women and
underrepresented ethnic, racial, and
cultural groups, sexual minorities, and
from people with disabilities. Information
about the department and the university
is available at http://psych.indiana.edu/
faculty/opportunities.asp
INSIGHT INTO DIVERSITY
ASSISTANT PROFESSOR OF MANAGEMENT
Clemson University is an Affirmative Action/Equal Opportunity employer and
does not discriminate against any individual or group of individuals on the
basis of age, color, disability, gender, national origin, race, religion,
sexual orientation, veteran status or genetic information.
Columbia University
Psychiatric Epidemiology Program
Columbia University Psychiatric Epidemiology Training
Program announces openings for pre- and postdoctoral fellows beginning September 2014. The program
provides social scientists, epidemiologists, psychologists, and psychiatrists with research skills in psychiatric
epidemiology. Training involves coursework in substantive issues and research methods, and participation in an
affiliated research unit. Postdoctoral stipends range from
$39,264 to $54,180, depending on years of experience.
Pre-doctoral stipends are $22,032. Application deadline:
December 1, 2013. Contact: Training Coordinator, Columbia University, Mailman School of Public Health, 722
West 168th Street, Room 720-B, New York, NY 10032;
e-mail: [email protected]. Columbia University is an
affirmative action/equal opportunity employer.
9/12
8/29
1/3 Pg (3.5 x 6.25)
$1,130.00, includes web
FACULTY POSITIONS IN PUBLIC AND NONPROFIT
LEADERSHIP AND MANAGEMENT & SCIENCE,
TECHNOLOGY,
AND ENVIRONMENTAL
POLICY
CHRONICLE
OF HIGHER
ED
WebThe
Only:
days Affairs at the University of MinHumphrey $285
School- 30
of Public
nesota seeks applications to fill two tenure-track positions at
the Assistant/Associate professor level in public and nonprofit/
NGO leadership and management and science, technology,
and environmental policy.
The Humphrey School of Public Affairs inspires, educates,
and supports innovative leaders to advance the common good
in a diverse world. The school is NASPAA-accredited, highly
ranked nationally, and boasts the country’s third-ranked nonprofit management program. The School is widely recognized
for its role in examining public issues and shaping public policy
at the local, state, national, and international levels.
Applications should include a CV, names and addresses of
three references, sample of recent research, a brief account of
research, teaching interests and experience.
The Department of Management at Clemson University invites applications for an
Assistant Professor position in Entrepreneurship to begin in Fall 2014. Candidates
for this tenure track position are expected to have a Ph.D. from an AACSBaccredited program in entrepreneurship or a closely related field. We will also
consider an ABD candidate close to completion. The successful candidate will
have a demonstrated record of research or an emerging stream that includes
potential for publication in leading academic journals. In addition, the candidate
should have excellent communication skills, and be able to teach at a level
consistent with Clemson’s high standards. Duties will include teaching a standard
load of 6 hours per semester of undergraduate and/or graduate entrepreneurship
and strategy courses, maintaining an active and creative research agenda,
developing strong relationships with colleagues, and making a service contribution
to the profession, College and University. Compensation will be competitive.
The Department has 32 faculty members researching diverse topics including
Strategic Management, Entrepreneurship, Small Business Management, Human
Resource Management, Organization Behavior, Information Systems, Supply
Chain Management, and International Business. Faculty have recently published
in top-tier journals including AMR, SMJ, MISQ, ISR, Management Science, OR,
POM, OS, JOM, DSJ, EJOR, JAP, ETP, OBHDP, JMS, MIR, as well as many
others. The Department offers a Bachelor of Science degree in Management with
six areas of emphasis, a Master of Science degree in Management, and a Ph.D.
degree in Management. Management faculty members also teach in the College's
MBA program. Additional information about the Department may be obtained by
visiting http://business.clemson.edu/managemt/.
Clemson University is a highly selective, public, land-grant university located in
the dynamic Southeastern corridor, which has been designated as a major region
for trade and logistics. Against a beautiful backdrop of lakes and mountains,
faculty can enjoy the benefits of Clemson – a small college town of over 13,000
residents and 19,000 students, and also of Greenville, South Carolina – a thriving
mid-sized community, which is a 30 minute commute. Clemson is about a 2 hour
drive from Atlanta, Georgia or Charlotte, North Carolina.
Interested candidates should electronically submit a cover letter, current CV, and
supporting materials as a single PDF file to: Dr. Peter Gianiodis
([email protected]), Chairperson, Entrepreneurship Faculty Search
Committee. The names of three references will be requested as needed. We plan to
conduct interviews with a select group of individuals at the AoM Conference in Orlando.
Applications received by September 30, 2013 will receive full review by the search
committee. Applications will continue to be received until the position is filled. Dr.
Peter Gianiodis can be reached at (864) 656-7343 for any inquiries.
Issues:
Deadline:
Size:
Price:
Public and Nonprofit/NGO Leadership and Management please apply at: employment.umn.edu/applicants/
Central?quickFind=113244.
Science, Technology, and Environmental Policy
please apply at: employment.umn.edu/applicants/
Central?quickFind=113857
EEO/AAEEO/AA
General Otolaryngologist
University of Utah Otolaryngology–Head & Neck Surgery seeks
a BC/BE faculty with an interest in general otolaryngology. This is
a full-time clinical track position at the Assistant Professor level.
Responsibilities will include teaching, research and clinical care in
our community clinics. Position available July 2014.
The University of Utah is an Equal Opportunity/ Affirmative Action employer and educator. Minorities, women, and persons with disabilities
are strongly encouraged to apply. Veterans preference. Reasonable
accommodations provided. For additional information: http://www.
regulations.utah.edu/humanResources/5-106.html
Applicants must apply at:
http://utah.peopleadmin.com/postings/18379
For additional information, contact:
Clough Shelton, MD, FACS, Professor and Chief
University of Utah School of Medicine
50 North Medical Drive 3C120
Salt Lake City, Utah 84132
Phone: (801) 585-1626
Fax: (801) 585-5744
E-mail: [email protected]
39
California State Polytechnic
University, Pomona
TENURE-TRACK FACULTY POSITIONS
Pediatric Otolaryngology
Surgeon/Scientist
BC/BE faculty with fellowship training in Pediatric Otolaryngology.
This is a full-time tenure track position at the Assistant or Associate
Professor level. Must have MD PhD, additional research training
(T-32) or competitive, extramural funding. The successful candidate should be able to lead an extramurally-funded research effort
and also participate in clinical care and resident education. Position
available July 2014.
The University of Utah is an Equal Opportunity/ Affirmative Action
employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veterans preference.
Reasonable accommodations provided. For additional information:
http://www.regulations.utah.edu/humanResources/5- 106.html.
Phone: (801) 585-1626
Fax: (801) 585-5744
Dean, School of Rural Public Health
Texas A&M Health Science Center is seeking applications and nominations
for the position of Dean of the School of Rural Public Health.
Faculty members of the School of Rural Public Health are leaders in public
health statewide, nationally, and internationally who conduct research and
provide training of public health professionals to serve populations in both
rural and urban settings, with a strong emphasis on the underserved. The
School collaborates extensively with local communities and state agencies
in support of research and training in nearly every county in Texas and in 40
states nationwide through centers in community health development, health
organization transformation, rural health, public health preparedness, and
ergonomics. The School also has numerous ongoing research programs in
healthy aging, nutrition and health disparities, reproductive and child health,
and health policy.
Texas A&M Health Science Center (TAMHSC), which includes colleges/
schools of medicine, dentistry, pharmacy, nursing, and public health, is a unit
of Texas A&M University, which is one of the largest tier-1 research universities in the nation. The School campus is located in College Station, recently
named one of the best college towns in the nation, in an area with a rapidly
growing population and a vibrant economy.
The Dean will provide academic and administrative leadership and will have
primary responsibilities for expanding academic, research, and public health
practice opportunities. The Dean will have the vision and leadership to drive
the School agenda not only within TAMHSC and Texas A&M University but
also with local, national, and international constituencies in the public and
private sectors.
Candidates will have a doctoral degree in a public health discipline or related
field and experience related to public health. Preference will be given to
candidates with a sustained record of academic accomplishment and a
reputation in public health or a related discipline that has resulted in national
and/or international recognition.
For more information about this position and TAMHSC, please refer to
http://www.srph.tamhsc.edu/dean-search/index.html
Nominations and applications may be forward to: Mary Pipkin, Texas A&M
Health Science Center, 1114 TAMU, 147 Reynolds Medical Bldg., College
Station, TX 77843-1114. [email protected]
40
California State Polytechnic University, Pomona (Cal Poly Pomona)
expects to fill approximately 35 tenure-track faculty positions in a
variety of disciplines across the university, including Agriculture—
Animal and Veterinary Science, Nutrition, Plant Science; Business—
Accounting (Taxation, Financial or Forensic), International Business
and Marketing (Entertainment, Interactive Marketing, Sales), and
Management and Human Resources (Entrepreneurship, Compensation); Education and Integrative Studies—Education (Reading,
Secondary Education and Special Education), Ethnic and Women’s
Studies (African American and Chicano Studies); Letters, Arts, and
Social Sciences—Communication (Journalism, Organizational Communication), English and Foreign Languages (Spanish Peninsular
Literature), Psychology and Sociology (Applied Social Psychology,
Sociology of Education and/or Popular Culture with specialization
in Chicano/Latino studies), Economics (Macroeconomics), Political
Science (Comparative Politics), Music (Voice, Instrumental Music);
Engineering—Aerospace, Civil Engineering, Electrical and Computer
Engineering, Engineering Technology (Mechanical), Industrial and
Manufacturing Engineering, Mechanical Engineering; Environmental
Design—Urban and Regional Planning (Community Development),
Science—Biological Sciences (Plant Geneticist), Chemistry and
Biochemistry (Analytical Chemistry), Computer Science (Software
Engineering), Geological Sciences (Petrology, Mineral Resources),
Kinesiology and Health Promotion (Pedagogy, Adapted Physical Education), Mathematics and Statistics (Applied Statistics), and Physics
and Astronomy (High Energy Particle Physics, Cosmology).
Specifics of these openings will be available at:
http://academic.csupomona.edu/faculty/positions.aspx
Cal Poly Pomona, one of two polytechnic universities in California, is
a member of the 23-campus California State University system. Our
ethnically diverse student population of approximately 22,000 enrolls
in 60 baccalaureate, 26 master’s degree programs and a doctorate
in Educational Leadership, presented by 1,100 faculty. We recruit
students increasingly from throughout California and beyond. The
students are success and career focused and extremely diverse. We
are proud of our status as a Hispanic Serving Institution. We have a
strong commitment to supporting scholarship, research, and student
achievement. Our scenic and historic 1,400-acre campus, once the
winter ranch of cereal magnate W. K. Kellogg, is located about 30
miles east of downtown Los Angeles in one of the most dynamic economic and cultural regions in the country, and within an hour’s drive of
beaches, mountains, and desert. The university is committed to diversifying its faculty and staff and has made educational equity one of its
highest priorities. The mission of the university is to advance learning
and knowledge by linking theory and practice in all disciplines, and
to prepare students for lifelong learning, leadership, and careers in a
changing, multicultural world.
California State Polytechnic University, Pomona is an Equal Opportunity, Affirmative Action Employer. The University seeks to recruit and
retain a diverse workforce as a reflection of our commitment to serve
the people of California, to maintain the excellence of the University,
and to offer our students richly varied disciplines, perspectives and
ways of knowing and learning. Cal Poly Pomona subscribes to all
state and federal regulations and prohibits discrimination based on
race, color, religion, national origin, sex, gender identity/gender expression, sexual orientation, marital status, pregnancy, age, disability,
genetic information, medical condition, and covered veteran status.
The University hires only individuals lawfully authorized to work in the
United States. As required by the Clery Disclosure Act, the university’s annual security report is available at http://dsa.csupomona.edu/
police/securityreport.asp. 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 http://www.calstate.edu/eo/EO1083.html as a condition of employment.
Robert C. Byrd Health Sciences Center
Charleston Division
West Virginia University – Charleston Division, Department of Behavioral Medicine & Psychiatry is recruiting
for the following full-time academic positions:
1. BC/BE General Psychiatrist, either MD or DO, eligible for licensure in the state of West Virginia, for
evaluation and treatment of adult inpatient and/or adult psychiatry outpatients.
2. BC/BE child psychiatrist either MD or DO, for evaluation and treatment of child outpatients, coverage of
child intakes, follow-ups with residents/medical students, and coverage of pediatric consults.
Recent inpatient experience is a must.
3. BC/BE General Psychiatrist eligible for or have completed added qualifications in Addiction Psychiatry
either MD or DO, for evaluation and treatment of inpatient detoxification and substance abuse-related
consults in the hospital.
The opportunity involves teaching and supervisory responsibilities. Students include more than 20 residents
in either a general psychiatry track or a med/psych track, more than 30 medical students and three PhD
psychology interns. Scholarly activity is strongly encouraged and supported.
Appointment will be at a level commensurate with experience and qualifications. The positions will remain
open until filled.
Interested candidates should email letter of inquiry and CV to Carol Wamsley at [email protected].
West Virginia University is an AA/EOE/ADA Employer Women and Minorities are encouraged to apply.
25566-G13
Surgical Pathologist
The Department of Pathology, Virginia Commonwealth University
School of Medicine/VCU Health System is seeking a full-time
Surgical Pathologist with expertise in genitourinary, gynecologic
and soft tissue surgical pathology. Fellowship training in genitourinary pathology is preferred. The candidate must be board eligible
or board certified by the American Board of Pathology in Anatomic
Pathology. The successful candidate should be interested in pursuing collaborative/translational research and a record of scholarly
publications and contributions to professional organizations in
surgical pathology commensurate with experience is expected.
Applicants must demonstrate experience, at fellowship or faculty
level working in and fostering a diverse faculty, staff, and student
environment or a commitment to do so as a faculty member at
VCU. The position will be offered at the academic rank of Assistant Professor. This individual will instruct medical students and
participate in the training of Pathology residents and fellows. Send
CV and three professional references to:
Celeste N. Powers, MD, PhD
Chair, Division of Anatomic Pathology
Virginia Commonwealth University
Department of Pathology
PO Box 980662
Richmond, VA 23298-0662
[email protected]
Virginia Commonwealth University is an equal opportunity, affirmative action university providing access to education and employment
without regard to age, race, color, national origin, gender, religion,
sexual orientation, veteran’s status, political affiliation or disability.
FACULTY POSITION IN
PSYCHOLOGY AND NEUROSCIENCE,
BRANDEIS UNIVERSITY
The Department of Psychology at Brandeis University invites applications for a tenure-track assistant professor position to begin
in Fall 2014. The position includes an appointment to the Neuroscience Program and to the Volen National Center for Complex
Systems. We seek an individual with an active research program
that combines systems neuroscience and psychological approaches to understanding behavior and mental processes; the
preferred specialty areas are learning and development, but we are
open to other sub-specialties. The position is open to applicants
working with human and/or non-human animals who have shown
outstanding promise as a researcher and mentor. The successful
applicant will join a vibrant research department with NIH training
grants, entitled “Brain-Body-Behavior Interface in Learning and
Development Across the Lifespan” and “Training in Cognitive Aging
in a Social Context.” Teaching duties will include Psychology and
Neuroscience courses. Applications, which should be submitted
through AcademicJobsOnline at https://academicjobsonline.org/
ajo/jobs/2877 should include a CV, research statement, teaching
statement, copies of relevant publications, and three letters of
recommendation. First consideration will be given to candidates
whose applications are complete by October 1, 2013 although we
will accept applications until the position is filled.
Brandeis University is an equal opportunity employer, committed
to building a culturally diverse intellectual community, and strongly
encourages applications from women and minority candidates.
41
Faculty Position
Organizational Behavior
School of Hotel Administration – Cornell University, Ithaca, NY
Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad
research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and
disseminate knowledge with a public purpose.
The School of Hotel Administration at Cornell University is seeking exceptional applicants for a
tenure-track position at the Assistant or untenured Associate level who can conduct research and
teach at a high quality level that is consistent with the School’s pre-eminent status. We seek
candidates who can be expected to publish in top-tier academic journals and whose research
interests can be easily applied to the hospitality industry and translated to a hospitality practitioner
audience, which is broadly defined to include leaders in hotel corporations, restaurants, tourism,
airlines, hospitality suppliers, social media companies and travel-related businesses. Our goal is to
find the candidate who presents the best package overall of practically relevant, rigorous research,
with outstanding teaching/presentation skills.
Responsibilities: The School of Hotel Administration highly values and expects excellence in both
teaching and research. The teaching load is three courses per academic year for faculty
demonstrating strong research productivity. The successful candidate would teach at least one
section of the required introductory organizational behavior and leadership skills course (at either
the undergraduate or graduate level) and would have the opportunity to develop electives based on
research interests. The successful candidate would also conduct high quality research for
publication in top discipline and industry journals, advise students, and perform other professional
duties.
Professional qualifications: Candidates must have a Ph.D. in organizational behavior or a related
field. Prior research, teaching, and/or business experience in the hospitality industry is desirable but
not required. The School of Hotel Administration provides unique data sets and industry access that
can facilitate the candidate’s future research and teaching about the industry.
Rank and salary: The tenure-track professorial position is a three-year, renewable appointment,
which can begin as early as Fall 2014. Rank and salary will be determined based upon academic
achievement and experience. Appointments are nine-month terms with attractive benefits. This
position comes with excellent research support, professional funding and a salary highly
competitive with top U.S. business schools.
Institution: Cornell University’s School of Hotel Administration (SHA) is recognized
worldwide as the premier institution of hospitality management, and its alumni dominate the
top managerial echelons of a broadly-defined, multi-national hospitality industry. The Cornell
University campus is located in the Finger Lakes region of New York State, one of the most
scenic areas of the country, and the region offers a wide variety of both winter and summer
activities. For further information about the University and SHA, visit the website at
www.cornell.edu or www.hotelschool.cornell.edu
Application: Please submit via email or hard copy a vita, three references, up to three academic
research papers, and syllabi and teaching evaluations for recent courses taught. We anticipate
interviewing candidates at the 2013 Annual Academy of Management Meeting. However,
applications will be accepted until the position is filled. Please send applications to:
Cornell University
Organizational Behavior Search
146 Statler Hall
[email protected]
Cornell University is an innovative Ivy League university and a great place to work. Our inclusive
community of scholars, students and staff impart an uncommon sense of larger purpose and
contribute creative ideas to further the university's mission of teaching, discovery and engagement.
Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses
on the Upper East Side of Manhattan and Doha, Qatar, as well as the new CornellNYC Tech
campus to be built on Roosevelt Island in the heart of New York City.
Faculty Position in Elementary
Mathematics Education
Stanford’s Graduate School of Education
seeks nominations and applications for a
scholar engaged with the theory and practice of
Chronicle
of Higher
Ed and learning.
elementary
mathematics
teaching
7/19
dueline
7/8position is
AcademicIssue:
rank for this
tenure
open. Candidates’
research
andxexperience
Size:
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should beCost:
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teaching and learning
$3,952.50
of elementary
K-12$2,964.38
teaching
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up 8/2
experience and/or previous involvement in
8/16
$2,964.38
teacher education is required. Primary responsibilities for this position9/6
will include$3,952.50
teaching
9/13education
$2,964.38
in Stanford’s elementary
program.
The successful candidate will also be teaching
courses and
advising
Insight
into students
Diversitywithin the School
of Education
at the masters
and doctoral
levels.
Issue:
Next issue
is 8/22 due
8/8
The elementary teacher education program
9/23 due 9/9
at Stanford aims to cultivate teacher leaders
Size:
2 col. (4 5/8) x 8.5
who share a set of core values that include a
Cost:
issue
commitment
to social$2,176
justice,per
an understanding
of the strengths and needs of a diverse student
population, and a dedication to equity and
excellence
for all students.
CHRIE
Issue:
All applicants should provide a cover letter
describing their research agenda and teaching
experience, a vita, and a list of three references
with complete addresses and phone numbers.
The search committee will request letters of
recommendation and samples of publications
from a small number of finalists.
Review of applications will begin November 1st,
2013. We will continue to consider new applications until the position is filled.
Online applications are available and highly
recommended. To apply, please visit
https://academicjobsonline.org/ajo/jobs/2909
Questions pertaining to this position may be
directed to the search committee:
Professor Deborah Stipek, Professor of Education, [email protected]; Professor Jo Boaler,
Professor of Education, [email protected];
Professor Hilda Borko, Professor of Education,
[email protected]
Stanford University is an equal opportunity
employer and is committed to increasing the
diversity of its faculty. It welcomes nominations
of and applications from women and members
of minority groups, as well as others who would
bring additional dimensions to the university's
research, teaching and clinical missions.
View hundreds of additional career opportunities in
our online Career Center at insightintodiversity.com
42
August due July 7
Senior candidates should have an excellent reSept. due August 8
cord of research and teaching. Junior candidates
Size:
2/3
- 4.875 xbefore
10 the
should have
completed
a doctorate
Cost:
$1,819
issue of exceldate of appointment
and
showper
evidence
lent research potential.
The San Jose State University College of Business is
hiring for the following faculty position:
Starting Date: August 19, 2014
Facial Plastic and
Reconstructive Surgeon
BUSineSS eThiCS
• JOB OPENING ID (JOID): 22636
• Open Rank, Tenure Track
• Close Date: October 1, 2013
University of Utah Otolaryngology-Head and Neck Surgery seeks
BC/BE Assistant/Associate Professor faculty with fellowship training in facial plastic and reconstructive surgery. This is a full-time
tenure track position. Responsibilities will include teaching, research and clinical care in our community clinics. Research opportunities are plentiful with intramural funding available. Candidates
should be prepared to build a practice strong in both reconstructive
and aesthetic surgery. Candidates with skills that augment our Facial Plastic surgery section will receive the highest priority. Position
available immediately.
enTrepreneUrShip
• Assistant Professor, Tenure Track
• Close Date: October 1, 2013
ACCoUnTing
• Open Rank, Tenure-track.
• Close Date: November 1, 2013
QUAlifiCATionS:
Possess a doctorate from an accredited university and be
academically qualified under AACSB standards. Terminal
degree must be awarded by date of appointment.
employer and educator. Minorities, women, and persons with
disabilities are strongly encouraged to apply. Veterans preference.
Reasonable accommodations provided.
Phone: (801) 585-1626
Fax: (801) 585-5744
For full job description, or to apply,
visit: http://apptrkr.com/368690
San José State University
is an Equal Opportunity/
Affirmative Action Employer
FACULTY POSITIONS
LOUISIANA TECH UNIVERSITY
Faculty positions are anticipated for the 2014-15
academic year one or more of the following areas.
•Biomedical Engineering
•Electrical Engineering Technology
•Chemical Engineering
•Industrial Engineering
•Chemistry
•Mathematics & Statistics
•Civil Engineering
•Micro and Nanosystems Engineering
•Computer Science
•Mechanical Engineering
•Cyber Engineering
•Physics
•Electrical Engineering
All ranks will be considered. Lecturer (non-tenure-track) positions may also be available for highly qualified teaching faculty. Applicants
must have a doctorate in the relevant area or a closely related field. The successful tenure-track candidates are expected to actively
participate in multidisciplinary research efforts in the College; initiate, build and sustain an externally funded research program; and
supervise masters and doctoral students. Excellent written and oral communication skills, strong teaching skills, and a commitment to
high quality professional service and active participation in college responsibilities are also expected.
Research activity is leveraged through one of the College’s multidisciplinary centers of excellence in micro and nanotechnology,
biotechnology and biomedical applications, trenchless technology, applied physics or cyber security. See the College website for more
information: http://www.coes.latech.edu
Send curriculum vitae, statement of research interests and goals, a description of teaching experience and interests, and names and
contact information for at least three references in a single PDF file electronically to [email protected] with the subject line "<Last
Name, First Initial> - COES faculty search". Review of applications and nominations will begin on October 1, 2013, and will continue
until a suitable candidate is identified. The starting date for each position is September 1, 2014 (possibly sooner). Louisiana Tech
University is an EEO/AA employer. Women and minorities are encouraged to apply.
43
The City
University
of
New York
CHANCELLOR
The Board of Trustees of The City University of New York announces a
global search to recruit a new chancellor with a record as an outstanding
leader, manager and scholar within a major higher education system or
other complex organization.
The university provides high-quality, accessible education for more than
270,000 degree-credit students and 226,000 adult, continuing and
professional education students at 24 campuses across New York City.
There are more than 7,300 full-time faculty and more than 11,500 adjunct
faculty at CUNY.
The chancellor serves as the chief executive officer of the university and
reports to the Board of Trustees. College presidents and deans of the
university’s professional schools report directly to the chancellor.
CUNY is an integrated system of senior and community colleges, graduate
and professional schools, research centers, institutes and consortia. It
provides New York City with graduates trained for high-demand positions
in the sciences, technology, mathematics, teaching, nursing and other
fields. The university has strengthened its mission as a major research
institution, building an array of modern facilities and expanding the ranks
of its world-class faculty. Today CUNY enjoys a rising reputation, record
enrollments, increased standards and enhanced resources.
54813 CUNY
Insight
into
BALL STATE
UNIVERSITY
MUNCIE,
INDIANA
Diversity
1/2
pg Indiana, on an attracBall State University is located
in Muncie,
tive campus 50 miles northeast
of Indianapolis.
3.5”
X 9.75 Approximately
22,000 graduate and undergraduate students enroll in one of
7.31.13
seven academic colleges that offer 126 undergraduate programs,
Pdoctoral
3
76 master’s programs, and 20
programs. Ball State
University strives to be a premier teaching institution offering
instruction and scholarly inquiry of high quality within an environment that emphasizes personal attention.
Ball State University encourages all interested applicants to frequently visit the official Ball State University web site at www.bsu.
edu/hrs/jobpostings where open positions are listed and described
in detail.
Ball State University is an equal opportunity, affirmative action employer
and is strongly and actively committed to diversity within its community.
CUNY is seeking a chancellor who will maintain the momentum of the
university-wide renewal that has occurred over the past decade and a half.
She or he will be responsible for fulfilling the stipulations of New York State
Education Law that “the university will continue to maintain and expand
its commitment to academic excellence and to the provision of equal access
and opportunity for students, faculty and staff from all ethnic and racial
groups and from both sexes.”
Among the tasks for the new chancellor will be to continue to strengthen
the quality and diversity of the institution through the hiring and retention
of full-time faculty; to promote increased student success, including
improved retention and graduation rates and post-graduate outcomes; to
exercise excellent judgment in the hiring of college presidents and other
senior university officials; to advance the needs of the university in a
complex political environment; to meet the challenge of incorporating
change in the delivery of academic content; to enhance the university’s
doctoral programs; and to be open to adopting best practices from other
sectors of higher education, including partnerships, where appropriate.
The next chancellor must have a proven record as an entrepreneur and
fund-raiser.
Members of the university community and the public are welcome to
submit nominations. The review of applications will begin immediately
and will continue until the position is filled. Submission of applications is
encouraged by October 25, 2013.
Tenure-track/Visiting Position
Possible tenure-track and visiting positions. Collegial
environment emphasizing disciplinary and cross-disciplinary research and teaching. All areas of statistics
welcome. Joint appointments possible with other units in
the Pittsburgh area. See http://www.stat.cmu.edu (email:
[email protected]). Send CV, research papers, relevant
transcripts, and three recommendation letters to: Faculty
Search Committee, Statistics, Carnegie Mellon University,
Pittsburgh, PA 15213, USA. Application screening begins
immediately, continues until positions closed. Women and
minorities are encouraged to apply. AA/EOE.
Applications: Applicants should send a curriculum vitae and a letter
expressing their interest in the position that addresses how they meet the
search committee’s preferred qualifications.
Nominations: Nominators should send a letter of nomination and, if
possible, the nominee’s curriculum vitae.
Applications and nominations should be sent electronically to:
John Isaacson, President; Sheryl Ash, Vice President;
or Ben Tobin, Senior Associate
Isaacson, Miller
Email: [email protected]
Address: 263 Summer Street, 7th Floor, Boston, MA 02210
OR
Ms. Mahlet Tsegaye
Office of Executive Search/CUNY
Email: [email protected]
Address: 205 East 42nd Street, 11th Floor, New York, NY 10017
All nominations, applications and inquiries will be held in strict confidence.
CUNY is an EO/AA/IRCA/ADA employer with a strong commitment to racial,
cultural and ethnic diversity. The search committee actively seeks and
44
Qatar Teaching Position
Applications are invited for a teaching-track faculty position at Carnegie Mellon Qatar in Education City, Doha.
This position emphasizes undergraduate teaching primarily, but also involves a combination of course development and/or research. All areas of statistics are welcome.
See http://www.stat.cmu.edu (email: [email protected].
edu). Send CV, relevant transcripts, teaching statement,
and three recommendation letters to: Search Committee, Statistics, Carnegie Mellon University, Pittsburgh, PA
15213 or [email protected]. Women and minorities are
encouraged to apply. AA/EOE.
INSIGH
Indiana University Department of
Psychological and Brain Sciences
Clinical Assistant Professor,
Indiana University Clinical Science Program
This position offers a unique opportunity to provide leadership for clinical
science practicum training and intervention research at the Department of
Psychological and Brain Sciences at Indiana University. We are seeking an
individual with training and clinical experience in evidence-based intervention
techniques and a commitment to intervention development, implementation,
and outcome assessment. A strong interest in translational research and practice with a focus on moving interventions from the lab/clinic to the community is
desirable. Responsibilities will include: 1) supervision of predoctoral psychology
students in clinical training, 2) development of community outreach for training
and clinical research activities, 3) teaching clinical courses in the Department; 4)
fostering development of externally funded clinical research initiatives. Qualifications include a Ph.D. in Clinical Psychology; licensure in the State of Indiana
(eligible), training and clinical experience in evidence based services; clinical
supervisory experience; interest in university level teaching; and evidence of
research potential. This will be a full time non-tenure track, faculty appointment
beginning. Rank and salary commensurate with experience.
The Clinical Science Program at Indiana University is nationally recognized
for an emphasis on translational research on mechanisms and intervention.
Research is highly integrative, often involving methods from cognitive science,
neuroscience, behavioral genetics, social and developmental psychology. The
University is located in Bloomington, Indiana, a university city which offers an
exceptional cultural, educational and recreational environment.
Head and Neck Oncology
Surgeon/Scientist
BC/BE faculty with fellowship training in head and neck oncology.
This is a full-time tenure track position at the Assistant or Associate
Professor level. Must have MD PhD, additional research training
(T-32) or competitive, extramural funding. The successful candidate should be able to lead an extramurally-funded research effort
and also participate in clinical care and resident education. Position
available immediately.
employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veterans preference.
Reasonable accommodations provided.
Applicants should apply at:
Phone: (801) 585-1626
Fax: (801) 585-5744
Deadlin
Size:
Price:
TENURE-TRACK ASSISTANT PROFESSOR
POSITION IN BUSINESS STATISTICS
Web On
CHRON
The Department of Management at Clemson University invites
applications for one tenure-track Assistant Professor position in Business
Statistics to begin in Fall 2014. We are seeking candidates who are
committed to publishing high quality research that will impact the field,
and who can interact effectively with peers in enhancing the intellectual
climate of the Department. The candidate should have excellent
communication skills, and be able to teach at a level consistent with
Clemson’s high standards.
Web On
DIVER
Diverse
Web On
Candidates seeking appointment at the rank of assistant professor must
have an earned Ph.D. (or anticipate completing all requirements for the
doctorate by August 15, 2014). Specific interests in teaching include
business statistics, econometrics, and business analytics, structural
equation modeling, and quantitative methods. Consistent with Clemson
University’s objective of joining the ranks of Top 20 public universities,
qualified candidates must be capable of publishing research in journals
such as Management Science, Decision Sciences, NRLQ, Operations
Research, EJOR, etc.
To apply, please send a curriculum vita, copies of representative publications,
statements of research and teaching interests, and three (3) letters of recommendation to: William P. Hetrick, Ph.D., Professor and Chair, Department
of Psychological and Brain Sciences, 1101 E. 10th St., Indiana University,
Bloomington, IN 47405, ATTN: Clinical Search. Materials may also be sent
to [email protected] with “Clinical Search” in the subject line. Review
of all applications will begin on October 1, 2013 and will continue until the
position is filled. Indiana University is an Affirmative Action/Equal Opportunity
employer. The Department is committed to increasing faculty diversity and
welcomes applications from women and underrepresented ethnic, racial, and
cultural groups, sexual minorities, and from people with disabilities.
Issue:
The Department has 30 faculty members researching diverse topics
including Strategic Management, Entrepreneurship, Small Business
Management, Human Resource Management, Organization Behavior,
Information Systems, Supply Chain Management, and International
Business. Faculty have recently published in top-tier journals including
AMR, SMJ, MISQ, ISR, Management Science, OR, POM, OS, JOM, DSJ,
EJOR, JAP, ETP, OBHDP, JMS, as well as many others. The Department
offers a Bachelor of Science degree in management with six areas of
emphasis, a Master of Science degree in management, and a Ph.D. degree
in management. Management faculty members also teach in the College's
MBA program. Additional information about the Department may be
obtained by visiting http://business.clemson.edu/managemt/.
Clemson University is a highly selective, public, land-grant university
located in a college town setting that is situated in the dynamic
Southeastern corridor, which has been designated as a major region for
trade and logistics. Against a beautiful backdrop of lakes and mountains,
faculty can enjoy the benefits of Clemson – a small college town of over
13,000 residents and 19,000 students and also of Greenville, South
Carolina – a thriving mid-sized community – which is a 30 minute
commute. Clemson is about a 2 hour drive from Atlanta, Georgia or
Charlotte, North Carolina.
Applicants should electronically submit all applications and related
materials. Applications should include a CV, statement of research
interests, representative samples of research, evidence of teaching
excellence such as teaching evaluations, awards or innovations, and names
of three references. All application materials should be submitted as a
single pdf file to: Chairperson, Management Faculty Search
Committee, Clemson University, [email protected]
Applications received by October 15, 2013 will receive full review by the
search committee. Applications will continue to be received until the position is
filled. Inquiries can be directed to Dr. Stephen Cantrell, [email protected].
Applicants should indicate which conferences they will be attending this
year. Members of the search committee and other faculty members will be
available to meet with selected candidates at the annual meetings of
INFORMS and DSI.
Clemson University is an Affirmative Action/Equal Opportunity employer and does not
discriminate against any individual or group of individuals on the basis of age,
color, disability, gender, national origin, race, religion, sexual
orientation, veteran status or genetic information.
45
Full-Time Faculty Position
Operations Management
Cornell is a community of scholars, known for intellectual rigor and engaged in deep and
broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and
create and disseminate knowledge with a public purpose.
Applications are sought for a tenure track position at the Assistant or Associate Professor level
in the area of operations management in the School of Hotel Administration at Cornell
University. Applicants should be proficient in and willing to teach the required undergraduate
course in Service Operations Management. The School’s OM group is one of the strongest
service operations groups globally with diverse empirical and analytical research interests
combined with unmatched access to industry. A previous background in the hospitality industry
is not necessary. Teaching load is three courses per academic year for faculty demonstrating
strong research productivity. This position comes with excellent research support and a salary
highly competitive with AACSB standards. Excellence in teaching and research is a must for
tenure, as is the demonstration of service to the hospitality industry. Quality academic and
applied research is valued within the School.
Professional qualifications: Candidates must have a Ph.D. in operations management or a
related field. Prior research, teaching, and/or business experience in the hospitality industry is
desirable but not required. The School of Hotel Administration provides unique data sets and
industry connections that can facilitate the candidate’s future research and teaching about the
industry.
Rank and salary: The position is a three year renewable appointment to begin Fall 2014.
Rank and salary will be determined based upon academic achievement and experience.
Appointments are nine month terms with attractive fringe benefits. Significant professional
development, research funding, and supplementary income opportunities are also available.
The School of Hotel Administration offers a collegial environment and an energetic faculty
with a variety of intellectual interests and close ties to the hospitality and academic
communities.
Institution: The School of Hotel Administration, one of seven undergraduate colleges at
Cornell University, enrolls approximately 800 undergraduate and 60 graduate students.
Founded in 1922, it is the oldest and most respected hospitality management program in the
world with a resident faculty of approximately 60 and over 10,000 alumni worldwide. The
School’s teaching facilities are exceptional, and the opportunities for industry involvement and
professional growth are outstanding.
Application: Consideration of candidates will begin immediately and continue until the
position is filled. Send letter of application, resume, and the names and addresses of three
references to:
Operations Management Search
Cornell University
146 Statler Hall
Phone: +1 607 255 3692
[email protected]
Cornell University is an innovative Ivy League university and a great place to work. Our
inclusive community of scholars, students and staff impart an uncommon sense of larger
purpose and contribute creative ideas to further the university's mission of teaching, discovery
and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the
medical college's campuses on the Upper East Side of Manhattan and Doha, Qatar, as well as
the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.
University of Nebraska Medical Center
Radiology MRI Fellowship Position
Radiology MRI fellowship position is availof Higher
Ed
able forChronicle
the 2014-2015
academic
year
Issue:to individualization
7/19 due 7/8 depending
and is open
Size:goals; 3previously
column x 7consisted
upon ones
of ½ neuroradiology,
¼ musculoskeletal,
Cost:
$3,255
and ¼ body MRI clinical rotations. Great
opportunity
provided
Revised
7/16 toto3 learn
x 7.5 basic and
advanced MRI techniques in all areas.
Pick up 8/2
Modern facility has multiple 1.5T MRI
systems, GE 3.0T8/16
HDx MRI and Philips
9/6 CT scanners
3T Achieva MRI; four
9/13
including a 64 slice
GE VCT scanner. The
neuroradiology experience covers MR
spectroscopy,
MR Diversity
perfusion, fMRI, difInsight into
fusion tensor
tractogIssue: imaging
Next (including
issue is 8/22
due 8/8
raphy) and angiography;
9/23 dueBody
9/9 MRI and
musculoskeletal MRI rotations provide
Size:
2 col. (4 5/8) x 8.5
wide array of diverse case material. ApCost:
per issue
plicant must have$2,176
successfully
completed
a U.S. Radiology Residency Program,
and be either an American citizen or
have U.S.
Permanent Residency Status.
CHRIE
Successful
will due
holdJuly
an appointIssue:applicant
August
7
ment as InstructorSept.
during
one 8year
duethis
August
fellowship.
are now
Size:Applications
2/3 - 4.875
x 10 being
accepted online at http://jobs.unmc.edu/
Cost:
$1,819 per issue
postings/16744. Individuals from diverse
backgrounds are encouraged to apply.
Pediatric Intensivist: Opening for
experienced board certified pediatric
intensivist. Full-time position in an
academic setting includes clinical care, resident/medical student
teaching and research opportunities.
This is a tenure track faculty position
in the Department of Pediatrics at
Joan C. Edwards School of Medicine
at Marshall University. Interested
candidates must electronically submit
a cover letter, current CV and contact
information for three professional references who may be contacted during the recruiting process in one PDF
file referencing Search 13102 to:
[email protected]
Joan C. Edwards School of Medicine at
Marshall University is an EO/AA employer.
46
Lecturer/Senior Lecturer Position in
Food and Beverage Operations Management
Cornell is a community of scholars, known for intellectual rigor and engaged in deep
and broad research, teaching tomorrow’s thought leaders to think otherwise, care for
others, and create and disseminate knowledge with a public purpose.
The position includes teaching lectures and laboratory-based courses in the area of food
and beverage operations and management. Applicants should be able to teach courses
which include Introduction to Foodservice Operations, Foodservice Management:
Theory and Practice, Restaurant Management, as well as elective courses. Duties will
include instruction in lecture and laboratory sessions, preparing course materials,
grading, advising students, conducting classroom instruction, and performing general
service duties for the Area and the School.
Qualifications: The candidate should have extensive knowledge and notable practical
experience in the area of food and beverage management, including restaurant
management, food production management, beverage management, food safety, and
restaurant related technology and systems. Expertise in food science/chemistry and
micro-biology is also preferred. A Master’s degree or equivalent and relevant teaching
experience are the minimum qualifications required for the position. Rank and salary
are competitive, negotiable, and will be based on experience.
Chronicle of Higher Ed
Assistant
Issue: Professor
9/13 at California
Polytechnic
State
University,
San
Size:
3 column
x 6.5
Luis Cost:
Obispo. The
Department of
$3,022.50
Pick up and
9/20Child Development
$2,266.88
Psychology
within the College of Liberal Arts
seeks applicants for one full-time,
academic-year, tenure-track, AssisInsight into Diversity
tant Professor
position
inSept/Oct
developIssue:
Next
issue is
due NOW
mental
psychopathology
Size:
2 col. (4 5/8) x- focusing
8.5
on special
and atypical
Cost: needs
$2,176
development in children - to begin
September 15, 2014. To apply, completeCHRIE
a required online application
Issue:
Oct due 9/1
at WWW.CALPOLYJOBS.ORG
and
Size:
2/3 - 4.875 x 10
submit it to Requisition #102935.
Cost:
$1,819
Position is open until filled. Review
begin date: November 15, 2013.
Application: Please send letter of application, résumé, and the names and addresses of
three references by October 31, 2013, to:
Food and Beverage Operations Management Search
146 Statler Hall
Cornell University
Ithaca, NY 14853-6902
Phone: +1 607 255 3692
[email protected]
Cornell University is an innovative Ivy League university and a great place to work.
Our inclusive community of scholars, students and staff impart an uncommon sense of
larger purpose and contribute creative ideas to further the university's mission of
teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global
presence includes the medical college's campuses on the Upper East Side of Manhattan
and Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt
Island in the heart of New York City.
Law School Faculty
University of Pennsylvania
UNIVERSITY OF PENNSYLVANIA LAW SCHOOL seeks to
fill several tenured or tenure-track positions in a number of
fields. Applicants should have an excellent academic record,
high-quality publications and/or exceptional experience of a
scholarly nature in nationally recognized law reform work, government service or cutting-edge legal practice.
The University of Pennsylvania is an affirmative action/equal
opportunity employer. Please contact in writing with resume
and references: Michelle L. Martin, Appointments Committee
Coordinator, University of Pennsylvania Law School, 3501 Sansom Street, Philadelphia, PA 19104. EOE.
Veteran’s Services Administrator.
Seeking veteran to handle
Veteran’s Affairs Program at
Westchester Community College.
For details, visit
www.sunywcc.edu/jobs.
47
Institution: The School of Hotel Administration, one of seven undergraduate
colleges at Cornell University, has approximately 900 undergraduates and 60
graduate students. Founded in 1922, it is the oldest hospitality management program
in the world, with a resident faculty of approximately 60 and over 10,000 alumni
worldwide. The School is located at the center of the Cornell campus in Statler Hall,
which includes offices, classrooms, computer and foodservice laboratories, a studentrun restaurant, and a hospitality management library. The 150-room Statler Hotel and
J.W. Marriott Conference Center is a teaching laboratory for the School of Hotel
Administration students.
Psychology & Child
Development Department
Vanderbilt University
Department of Psychology
Tenure-Track Assistant Professor of Clinical Psychology
The Department of Psychology, College of Arts and Science, invites applications for a
tenure-track assistant professor faculty position in the Clinical Science area. We seek
applicants whose research focuses on core psychopathologies (e.g., mood disorders,
schizophrenia, anxiety disorders, substance use disorders, personality disorders). We are
particularly interested in applicants whose scholarly work addresses underlying mechanisms by: (a) using multiple levels of analysis (e.g., behavioral, neuroimaging, genetic,
psychophysiological); and/or (b) integrating the study of psychopathology with more basic
research on social, affective, or cognitive processes. We especially encourage women
and minority scholars to apply.
The Department of Psychology and the Department of Psychology and Human Development at the Vanderbilt Peabody College of Education and Human Development offer
a joint graduate program in Psychological Sciences, one component of which is an
APA-approved Clinical Sciences program (http://www.vanderbilt.edu/ psychological_sciences/graduate/programs/clinical.php). We have strong collaborative relations with the
Department of Psychiatry and other departments affiliated with the Vanderbilt University
Medical Center. Institutional resources are outstanding and include the Vanderbilt Institute
of Imaging Science, the Vanderbilt Brain Institute, and the John F. Kennedy Center for
Research on Human Development.
Applicants should send a curriculum vitae, copies of relevant publications, a letter describing research and teaching interests, and at least three letters of reference to:
Clinical Search Committee
301 Wilson Hall
111 21st Avenue South
Vanderbilt University
Nashville, TN 37240
Note: Electronic applications can be
sent to [email protected]
Informal inquiries may be sent via email to [email protected] . Review of applications will begin immediately. To receive full consideration, applications should arrive by
October 15, 2013. Vanderbilt University is an affirmative action/equal opportunity employer.
WASHINGTON UNIVERSITY
Department, St. Louis, MO
AF All Fields
The economics department invites applications for tenured and untenured positions starting date fall 2014. We
are interested in candidates in all fields. Candidates must
have an active research agenda, outstanding publication
record, a commitment to excellent teaching and a Ph.D.
in a relevant field. Applications should include a CV, three
letters of reference, evidence of excellent teaching ability,
and research papers. Priority will be given to applications
received by November 15, 2013. The position will include
teaching duties, research aimed at publication in peerreviewed economics journals, Ph.D. advising, and departmental and university service. Washington University is an
equal opportunity employer committed to increasing faculty
diversity. We especially welcome applications from women
and members of minority groups.
SUBMISSION OF APPLICATIONS:
Please submit the specified materials online at
https://www.econjobmarket.org/
48
The INSIGHT Into Diversity Higher Education
Excellence in Diversity (HEED) Award recognizes
an institution’s superior achievement and commitment
regarding diversity and inclusion on campus.
Recipients will be announced
in our November issue.
Learn more about the HEED Award at
insightintodiversity.com/heed-award
Teaching Professor Position
Applications are invited for the position of Teaching
Professor, rank (Assistant, Associate or Full) to be determined. The Department of Statistics, Carnegie Mellon
University is seeking a passionate, master teacher to contribute to our thriving, modern undergraduate and graduate programs. The successful candidate will be expected
to have a strong and successful teaching record, demonstrate excellence in statistical pedagogy, and an active
research agenda. This position emphasizes teaching, student advising, curriculum development, and supervising
collaborative research projects. PhD in statistics, biostatistics or related area required. See http://www.stat.cmu.edu
or email [email protected] for more details. Send CV,
relevant transcripts, teaching and research statements,
and three recommendation letters to: Teaching Faculty
Search Committee, Statistics, Carnegie Mellon University, Pittsburgh, PA 15213, USA or [email protected].
Application screening begins immediately, continues until
positions closed. Women and minorities are encouraged
to apply. AA/EOE.
“CULTURAL COMPETENCE...”
Welcoming
Community
Diversity
Regard
Respect
Sensitivity
Awareness
Individuals with
a commitment
to working in a
culturally competent
environment and
who reflect the
increasing diversity
of Oakton’s
student body and
community are
sought for the
following opening:
Teaching duties include mid-tier and upper-level undergraduate
courses (some conducted in Spanish, others in English). Native or
near-native fluency in Spanish and English is required.
• Nursing
Faculty
The anticipated start date is
January 13, 2014.
Full consideration deadline is
October 11, 2013.
To learn more about these
positions and complete an
applicant questionnaire, visit
our Web site at:
www.oakton.edu
MIT is an affirmative-action employer and welcomes applications
from women and members of minority groups.
Please submit letter of application, CV, three letters of recommendation (including one that specifically addresses your teaching
profile), two writing samples of published or publication-ready
scholarship (no longer than 30 pages each, one in English and one
in Spanish), and two syllabi of undergraduate courses (one course
taught in English, one in Spanish) that you would be interested in
teaching, to be received no later than Tuesday, October 15, 2013,
to: https://academicjobsonline.org/ajo/jobs/2683
Click on “employment”
Academic Acute Care Surgeon
Listening
Experiences
Applicants should have a specialization in contemporary Latin
American Studies with direct relevance to research areas such
as cultural anthropology; media and the arts; urban, youth and/or
popular cultures; ethnicity and diaspora; or Latin American literature and cultural studies. Applicants must have significant scholarly
work that is currently published or in press. MIT expects a highly
productive and innovative research program as part of the requirements for tenure.
Inclusion
The Massachusetts Institute of Technology’s Foreign Languages
and Literatures section invites applications for a tenure-track
position in contemporary Latin American Studies at the level of
Assistant Professor, to begin in Fall 2014 (employment begins July
1, 2014). Candidates must hold a completed Ph.D. by the start of
employment. Preference will be given to candidates with two years
of academic teaching experience at the college or university level
and clear evidence of scholarly development.
Oakton Community
College employs
individuals who
respect, are eager
to learn about, and
have a willingness
to accept the many
ways of viewing the
world.
Oakton serves
the near northern
suburbs of Chicago
with campuses in
Des Plaines and
Skokie.
MIT Foreign Languages & Literatures
Assistant Professor of Latin American Studies
Oakton Community College is an equal opportunity employer.
ESROCKRECRUITMENTADVERTISING
Insertion Order
59944
Newspaper
Insight
The University of Texas Southwestern
Medical Center DeClient
Oakton
Community
College
partment of Molecular Genetics
invites
applications
for an
Dimensions
3.5 x 6.25”
assistant professor, non-tenured
track position. Candidates
must have a MD, MD/PhD,Helen
or PhD and a minimum of three
A.E.
years of experience after final
degree award. Individual will
Artist
Mike
work with a research group to identify proteins involved in
the transport of cholesterol. Candidate should be able to
carry out basic biochemical assays and be familiar with basic molecular biology techniques. In addition, the individual
must have a thorough understanding of metabolism and
biochemistry. Interested applicants may send a cover letter
and current curriculum vitae to: Kay Pokladnik, Dept. of
Molecular Genetics, The University of Texas Southwestern
Medical Center, 5323 Harry Hines Blvd., Dallas, TX 753909046. UT Southwestern is an Affirmative Action/Equal
Opportunity Employer. Women, minorities, veterans and
individuals with disabilities are encouraged to apply.
The Section of Burns/Trauma/Critical Care at the University of Utah seeks a
full-time academic surgeon to specialize in acute care surgery (emergency
general surgery, trauma, surgical critical care). Successful applicants
should be qualified at the level of Assistant or Associate Professor, possess
excellent clinical skills, and strong interests in teaching and research. Board
certification or eligibility in Surgical Critical Care and general surgery is
required. The ideal applicant should possess strong interest and ability in
clinical, multi-institutional or outcomes research which will leverage the existing opportunities at the University.
The University of Utah Hospital is an ACS-verified Level I trauma Center
serving a five-state referral area, with approximately 2,500 admissions
yearly. The University of Utah also maintains ACGME-accredited training
programs in general surgery and all surgical subspecialties.
Please submit the following:
1. Curriculum Vitae
2. Cover Letter.
3. Please answer all required questions.
4. If you respond “Yes” to any of the posting questions, please
include a written detailed explanation with your Cover Letter.
Ram Nirula, MD
Trauma Medical Director
University of Utah SOM
50 North Medical Drive,
SLC, UT 84132
Phone: (801) 587-9367
Fax: (801) 585-7392
The University of Utah is an Equal Opportunity/Affirmative Action employer
and educator. Minorities, women, and persons with disabilities are strongly
encouraged to apply. Veterans preference. Reasonable accommodations
provided. For additional information: http://www.regulations.utah.edu/
humanResources/5-106.html
49
Lecturer Position in Management Communication
Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad
research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and
disseminate knowledge with a public purpose.
Responsibilities: The primary responsibility is teaching “Management Communication I,” a first-year,
core course that emphasizes written communication in professional contexts and includes an
introduction to presentational speaking in business. Opportunities may be available to teach
“Management Communication II,” which focuses on persuasion, or other courses. Lecturers teach six
classes each academic year and hold regular, individual conferences to discuss students' papers and
presentations. Being accessible to students is critical. Lecturers teach multi-section courses and
collaborate extensively on curriculum development, student assignments, School projects, and, at times,
research projects.
In addition to teaching responsibilities, lecturers have school service responsibilities and are expected to
pursue professional development activities, such as presenting at business-communication discipline
conferences and interacting with hospitality-industry managers. The School of Hotel Administration
supports such activities with professional development funds.
Major Qualifications:
• Discipline-related master’s degree or Ph.D., preferably from a professional communication or
rhetoric program.
• Experience teaching in a four-year, accredited college or university, preferably teaching multi-section
courses.
• Experience and skill in teaching writing in professional contexts and willingness to teach both written
and oral communication.
• Demonstrated experience and interest in collaborating with colleagues.
• Direct engagement with the business communication discipline—through, for example, presenting at
business, technical, or professional communication conferences—is an advantage, as is business
knowledge and experience.
Conditions of Appointment: The position begins in the Fall 2014 semester, and appointment is for
three years, renewable. A new hire will be considered for promotion from lecturer to senior lecturer after
appropriate quality and length of service. Salary is commensurate with qualifications. Support is
provided, including administrative assistance, office space, computers, and other resources.
Institution: The School of Hotel Administration (http://www.hotelschool.cornell.edu/), one of
Cornell’s ten colleges, has approximately 900 undergraduates and 60 graduate students. The School has
over 55 resident faculty members (including five in communication). The School is located at the center
of campus in Statler Hall and has an adjacent 150-room hotel and conference center that serves as a
learning laboratory for hotel school students.
Application: Review of applications will begin immediately and continue until the position is filled.
Please include with your application, a detailed cover letter, your curriculum vitae, an original course
assignment, one writing sample, and the names and contact information for two references. Applications
should be sent to:
Management Communication Search
146 Statler Hall
Cornell University, Ithaca, NY 14853-6902
[email protected]
Cornell University is an innovative Ivy League university and a great place to work. Our inclusive
community of scholars, students and staff impart an uncommon sense of larger purpose and contribute
creative ideas to further the university's mission of teaching, discovery and engagement. Located in
Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper
East Side of Manhattan and Doha, Qatar, as well as the new CornellNYC Tech campus to be built on
Roosevelt Island in the heart of New York City.
INSIGHT
Into Diversity
wants to know!
Chronicle of Higher Ed
Issue:
6/21 due Monday 6/10
Size:
3 column x 9
Cost:
$3,720
Do
you have
a new job
Pick Up rate - $2,790
involving diversity & inclusion?
Future Dates: Begins bi-weekly schedule
7/5 due 6/24
7/19 due 7/8
What diversity
7/26 dueprograms
7/15 - Academe Workplace
(not ahas
regular
issue)
or initiatives
your
school
8/2 duewith
7/22 great
implemented
8/16 due 8/5
success?
8/23 due 8/12 - Almanac Issue
(not a regular issue)
Publication Break
due 8/23
- Aademic Kick-off
How does9/6your
company
exemplify an inclusive
Insight into Diversity
workforce?
Issue:
July/August due 6/24
Sept/October due 8/30
November due 10/9
What
would you
Size: diversity
2 (4 5.8)topics
x8
Cost:to read
$2,048
like
about in our pages?
CHRIE
What
do you have for
Issue: feedback
July due ASAP
our editor?
August due July 1
September due August 1
1/2 page - 3.625 x 10
(PDF on next page)
We’d appreciate
your help as
Cost:
$1,498
Size:
we strive to advance diversity
conversations, explore the
ideas of experts and campus
leaders, and inform our readers
about best practices and model
programs.
Please email your news,
comments, and suggestions to:
[email protected]
50
Think of the Possibilities
The College of Arts & Sciences
http://artsandsciences.sc.edu/
at the University of South Carolina is seeking candidates
for tenure-track or tenured faculty positions in the:
Department of Anthropology
(http://artsandsciences.sc.edu/anth/employment.html)
Department of Art
(http://artsandsciences.sc.edu/art/)
Department of Biological Sciences
(http://www.biol.sc.edu/)
Department of Chemistry and Biochemistry
(http://www.chem.sc.edu/about/DepartmentJobPostings.asp)
Department of Criminology and Criminal Justice
(http://artsandsciences.sc.edu/crju/jobs.html)
Department of English Language and Literature
(http://artsandsciences.sc.edu/engl/)
Environment and Sustainability Program
(http://www.environ.sc.edu/)
Department of Geography
(http://artsandsciences.sc.edu/geog/)
Department of History
(http://artsandsciences.sc.edu/hist/historyjobs.html)
African American Studies Program
(http://artsandsciences.sc.edu/afra/jobs.html)
Linguistics Program
(http://artsandsciences.sc.edu/ling/faculty-opening-TT-Frenchphonology)
Department of Languages, Literatures, and Cultures
(http://artsandsciences.sc.edu/dllc/vacancy)
Department of Mathematics
(http://www.math.sc.edu/)
Department of Philosophy
(http://artsandsciences.sc.edu/phil/)
Department of Political Science
(http://artsandsciences.sc.edu/poli/job-posting-assistant-professorenvironmental-policy)
(http://www.psych.sc.edu/about_department/employ.html)
Department of Sociology
(http://artsandsciences.sc.edu/socy/Employment_opportunities)
South Carolina Institute of Archaeology and Anthropology
(http://artsandsciences.sc.edu/anth/employment.html)
Department of Statistics
(http://www.stat.sc.edu/statads20132014.html)
Department of Theatre and Dance
(http://artsandsciences.sc.edu/thea/searches.html)
Qualifications: Terminal degree in relevant field, scholarly publication record, teaching experience. See departmental websites for
specific position descriptions, qualifications and contact information.
The University of South Carolina's main campus is located in the state capital, close to the mountains and the coast. The Carnegie
Foundation for the Advancement of Teaching has designated the University of South Carolina as one of only 73 public and 32 private
academic institutions with “very high research activity” and also lists USC as having strong focus on community engagement. The
University has over 31,000 students on the main campus (and over 46,000 students system-wide), more than 350 degree programs,
and a nationally-ranked library system that includes one of the nation’s largest public film archives.
The University of South Carolina is an affirmative action, equal opportunity employer. Minorities and women are encouraged to
apply. The University of South Carolina does not discriminate in educational or employment opportunities or decisions for qualified
persons on the basis of race, color, religion, sex, national origin, age, disability, sexual orientation, or veteran status.
51
Diversity
and
Inclusion
Critical to the Mission of the SEC
The U.S. Securities and Exchange Commission
invites you to explore our career and contracting opportunities.
Join us in fulfilling our mission to protect investors,
maintain fair, orderly, and efficient markets,
and facilitate capital formation.
For information about SEC career opportunities, visit www.sec.gov/jobs.shtml
For information about SEC contracting opportunities, visit
www.sec.gov/about/offices/omwi.htm
For additional information, contact the SEC’s Office of Minority and WomenF
Inclusion
(OMWI) at 202.551.6046 ✦ 855.SEC.OMWI ✦ [email protected]
ThE SEC IS an Equal OppOrTunITy EMplOyEr

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