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THE CHRONICLEof Higher Education ® January 24, 2014 • $6.99

Volume LX, Number 19

TEACHINGLet This Be a LessonThorny exchanges can be instructive, say professors who have risked them. A8

GRAD STUDENTSThe Cost of a Ph.D.A new crowdsourcing project has begun gathering stories from graduate students about how much they owe. A10

MLAIn Other BusinessDebate over a resolution critical of Israel over shadowed other doings at the Modern Language Association’s convention. A12

INSIDEATHLETICSCleaning UpFive elite conferences would gain the most under a plan to revamp NCAA governance. A14

TECHNOLOGYNot That Into MOOCsAcademic leaders express growing skepticism about the courses’ long-term prospects. A17

STUDENTSWhat’s That Degree Worth?A new database at the U. of Texas tracks salaries, jobs, and debt of more than 68,000 recent graduates. A18

LEGAL AFFAIRSThe Answer Is Still NoColleges get the word out that marijuana remains illegal on campus, even if it’s legal in the state. A18

Obama Exhorts Colleges to Improve AccessAt summit, more than 100 leaders commit to change A3

Community colleges watch from the sidelines A4

Slightly Less Young. Still Invincible?

Youth advocates learn the limits of influence A29

LEXEY SWALL FOR THE CHRONICLE

The Class of 2030Demographic data foretell big changes A24 | Colleges prepare—or don’t A26

THE CHRONICLE REVIEW

The Great Mom and Dad

ExperimentSection B

JOHN AMIS FOR THE CHRONICLE

Kindergartners at Nesbit Elementary School, outside Atlanta

“ We still have a long way to go to unlock the doors of higher education to more Americans.”

—President Obama

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The Week

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Colleges Adjust to Legal Marijuana

A18

INSIDEVIEWS . . . . . . . . . A33

GAZETTE . . . . . . . A35

CAREERS . . . . . . . .A39

THE CHRONICLE REVIEW . . . SECTION B

ED ANDRIESKI, AP IMAGES

Fighting Fair in Class A8 | Misgivings About MOOCs A17

People A20 | In Brief A22 | In Focus A24

By LEE GARDNER AND KELLY FIELD

When the president invites you to the White House, you go. Last week Presi-

dent Obama invited more than 100 college presidents to Washington to discuss improving access to higher education for lower-income Ameri-cans, and by request, they arrived bearing specific “commitments” their institutions will make to that cause.

“I’ve got a pen to take executive ac-tions where Congress won’t, and I’ve got a telephone to rally folks around the country on this mission,” he said. “Today is a great example of how, without a whole bunch of legislation, we can advance this agenda.”

Presidents of about 100 colleges, plus leaders of 10 public systems,

showed up, though attendees didn’t necessarily reflect the American higher-education system. Nearly 60 percent of the individual colleg-es represented were private four-year institutions; public four-year institutions and community colleg-es, which enroll the overwhelming

majority of undergraduates, made up 33 percent and 10 percent, re-spectively.

The daylong summit was struc-tured around a series of panels and small-group discussions, in

which the presidents touted their own efforts to expand access and praised one another’s. Between sessions, both the president and his wife, Michelle, exhorted leaders to do more to recruit and retain low-income students, say-ing the nation suffers when capa-

ble young people fail to graduate from college.

“Right now, we’re missing out on so much potential because so many promising young people simply don’t believe college can be a reality for

them,” Ms. Obama told the presi-dents and representatives of states, foundations, and nonprofit organi-zations also in attendance. “It’s our job to help them understand their potential and get them enrolled in a college that meets their needs.”

The president called the commit-ments “an extraordinary first step,” but said more colleges, states, busi-nesses, foundations, and nonprofits must step up if the nation is going to close the college-completion gap between low-income and wealthier students.

“We still have a long way to go to unlock the doors of higher educa-tion to more Americans,” he said.

Promises Made

The evening before the sum-

Obama Exhorts College Presidents to Improve Access

CHARLES DHARAPAK, AP IMAGES

President Obama takes the podium at the White House college-access summit in the company of the first lady and Troy Simon (center), a Bard College student who comes from a poor background in New Orleans.

“ I’ve got a pen to take executive actions where Congress won’t, and I’ve got a telephone to rally folks around the country on this mission.”

Continued on Following Page

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By KATHERINE MANGAN

As guests of the White House last week basked in the goodwill of promises to

open doors and guide students to graduation, many educators who have dedicated their careers to helping low-income students suc-ceed in college watched from the sidelines.

Most were excited that the issues they’d long grappled with were tak-ing center stage. But some couldn’t help pointing out that many ideas emerging from the summit—tar-geted scholarships, better test preparation, summer enrichment programs, fast-tracked remedial education—were old news on their campuses, which nonetheless con-tinue to experience low completion rates.

Critics contended that the meet-ing’s guest list, which included more than 100 colleges as well as 40 nonprofits, foundations, and other groups, was dominated by elite institutions.

That gave short shrift, some ob-servers said, to the contributions that community colleges and many small, lesser-known private insti-tutions are already making. The community-college sector serves nearly half of the nation’s students and the overwhelming majority of those from low-income back-grounds.

Patricia A. McGuire is presi-dent of Trinity Washington Uni-versity, a Roman Catholic institu-tion of 2,500 students less than

four miles from the White House. When she learned about the sum-mit, she called the organizers to re-quest an invitation. But those were only for colleges willing to commit to new, concrete efforts to serve needy students, she said she heard in response.

“If you’re an institution like us, where 80 percent of the stu-dents are eligible for Pell Grants, and the median family income is $25,000, there’s hardly any room to do anything new or more than we’re already doing,” said Ms. Mc-Guire.

“The Obama administration is acting like they just made this up,” she said. If colleges that don’t serve many low-income students are go-ing to pay more attention to that population, that’s great, she said. “But there are hundreds of small private colleges that already do this work that have been completely shut out of this summit.”

Focus on Elites

Much of the discussion at the White House meeting was about the phenomenon of “undermatch-ing,” in which many high-achieving, low-income students who would qualify for admission to selective colleges instead end up at institu-tions that are beneath them aca-demically, and typically have lower graduation rates.

More-selective colleges, the thinking goes, tend to offer bet-ter support—small classes, tutor-ing—to students unfamiliar with

the demands of college.Not surprisingly, many educa-

tors bristle at the suggestion that the colleges that enroll most of the nation’s low-income and underrep-resented students aren’t up to the task.

That idea sends a “pernicious message,” Ms. McGuire said: “If you don’t go to an elite institution, you might as well forget about it.”

Gene B. Sperling, director of the National Economic Council, ac-knowledged that sensitivity in his

remarks last week. Helping stu-dents get into the colleges where they’ll be most successful is im-portant, he said—and so is fit.

“For a lot of people, that best match might be to start in a com-munity college,” which may then serve as a bridge to a four-year in-stitution, he said.

Gloria Nemerowicz is founder and president of the Yes We Must Coalition: College Success for All, a nonprofit organization of 33 small, private, nonprofit colleges and uni-versities that enroll students who are primarily from low-income families.

She also welcomed the national attention to problems with college access and completion and agreed that much of what she was hearing wasn’t new, and that it overlooked the contributions of many less pres-tigious institutions.

“The focus of the summit seems to be on how to get more low-in-come people into what are defined as elite institutions,” she said. “Our folks have been doing this work in our own backyards for a long time, whether it’s in Appalachia or in the middle of Detroit or New York City.”

As the summit was in the plan-ning stages, members of her coali-tion assumed that she would be in-vited. “I said, ‘No, this is one party I can’t crash,’” she recalled with a laugh.

Deepened Commitments

Among the guests were some representatives of community col-leges, mainly those that are part of Achieving the Dream, a nonprofit group dedicated to helping more community-college students suc-ceed. About a quarter of its bud-get comes from the Bill & Melinda Gates Foundation, whose college-completion goals are closely aligned with those of the Obama adminis-tration.

About two-thirds of students at colleges in Achieving the Dream start out needing at least one re-medial course, and one-third show up with preparation well below college level. Among the commit-

ments the group made last week was to dedicate one day of its an-nual institute, which attracts 1,600 participants, to workshops on helping the least-prepared stu-dents, who might struggle even in remedial courses.

“While our colleges have been working for a long time to try to improve outcomes, they’ve deep-ened their commitment in light of the call from the White House,” said Carol A. Lincoln, senior vice president at Achieving the Dream.

Suggestions like accelerated re-medial courses and programs that relate content to students’ career goals have already proved effec-tive on some campuses, said Patti Levine-Brown, a professor of com-munications at Florida State Col-lege at Jacksonville, who serves as president of the National Associ-ation for Developmental Educa-tion.

David S. Baime, senior vice president for government rela-tions at the American Association of Community Colleges, said the meeting’s organizers asked him for recommendations of colleg-es or groups willing to make new commitments on remedial educa-tion in particular.

He would have liked to see his sector better represented at the summit, he said, but he hoped that participants walked away under-standing “the essential role our institutions play in moving large numbers of low-income students into the middle class.”

Educators Who Serve Low-Income Students: Been There, Done That

mit, the White House released a document detailing all the com-mitments that invitees had an-nounced. They include pledges from colleges and other groups in four broad areas:

n Connecting more low-income students to the institution that is

right for them and ensuring that more students graduate (80 col-leges and 15 organizations).

n Increasing the pool of students preparing for college through ear-ly intervention efforts (30 colleges and 12 organizations).

n Leveling the playing field in college advising and test prepara-tion (20 colleges and 16 organiza-tions).

n Seeking breakthroughs in re-medial education (20 colleges, 23 states, and 10 organizations).

Many of the actions described in the document involved necessarily vague pledges to increase enroll-ment and retention of lower-in-come students, but many colleges

and organizations also touted the gains of existing access and success programs, or made specific new commitments. The Posse Founda-tion, for example, promised to pro-vide an additional 250 scholarships to students pursuing careers in sci-ence, technology, engineering, and math.

The Education Department also announced several steps it will take to support low-income students, including: encourag-ing colleges to place work-study students into college counseling and mentoring jobs; focusing the Gear Up college-prep program on improving college “fit” and college readiness; and sharing data with states and school dis-tricts on completion of the Free Application for Federal Student Aid, so they can better identify which students have completed their forms and focus efforts to increase completion.

Continuing Efforts

The summit came on the heels of a series of smaller meetings be-tween the White House and college presidents, and after the adminis-tration circulated, in November, a list of suggested commitments for improving access.

The event amplified the pres-ident’s stated goal of increasing the number of college graduates in the United States. In discuss-ing that goal, he has sometimes

expressed frustration with col-leges for their cost and the value they provide. Last year his ad-ministration announced that it was crafting a college-rating sys-tem that will judge institutions based on measures of access and affordability, among other crite-ria.

The president made no men-tion of the controversial system at the summit, though he did tout his administration’s efforts to “bring down costs and make sure that stu-dents are not saddled with debt.”

“We’re still going to have to make sure that rising tuition doesn’t price the middle class out of a college ed-ucation,” he said.

Michelle Obama, who hosted an event focused on college attain-ment the day before the summit, spoke about her own difficulties in navigating the transition from high school to an elite university.

“The truth is that if Princeton hadn’t found my brother as a bas-ketball recruit, and if I hadn’t seen that he could succeed on a cam-pus like that, it never would have occurred to me to apply to that school—never,” she said.

If not for a three-week campus-orientation program, the universi-ty’s multicultural center, and “the friends and the mentors, I honestly don’t know how I would have made it through college,” she said. “But instead, I graduated at the top of my class, I went to law school, and you know the rest.”

Both the president and the first lady also put some of the onus on students themselves, saying low-in-come people, like others, must take responsibility for their academic careers.

“While there is so much more we must do for our kids, at the end of the day, the person who has the most say over whether or not a stu-dent succeeds is the student him or herself,” Ms. Obama said.

‘The Launch’

College presidents in attendance welcomed the White House’s inter-est, saying the summit could fo-cus the nation’s attention on per-sistent gaps in college access and could spur colleges to do more to

deal with them. As Marvin Kris-lov, president of Oberlin College, put it before the event, “there’s no more powerful bully pulpit than the White House.”

“Symbolically, it’s huge,” agreed David Maxwell, president of Drake

University. “Elevating it to the lev-el of a White House summit has a great deal of power.”

But some participants in the summit said they were skeptical the president could achieve his college-access goals without a significant expansion of federal aid.

“At some point, we have to decide as a country whether we are willing to make the kind of investments that we made in the 50s and 60s, with the GI Bill and the Higher Ed-ucation Act,” said Philip A. Glotz-bach, president of Skidmore Col-lege. “Today we spend a lot more money, but proportionate to the cost of higher education, federal support has not kept pace.”

Oberlin’s Mr. Krislov said he hoped that last week’s event would lead to lasting collaborations among participants, and not be just a “one-shot meeting.” White House officials indicated that the summit was just “the launch” of the admin-istration’s activities to encourage access and success.

The key to the access initia-tive’s near-term success now lies largely with the institutions. “The colleges are going to have to de-liver on the commitments, and that’s not going to be easy,” said Brice W. Harris, chancellor of the California Community Colleges, who said he was “pleased” with the event. “If we allow ourselves, we can get pulled off in a hundred different directions. This is hard work.”

“ At the end of the day, the person who has the most say over whether or not a student succeeds is the student.”

Continued From Preceding Page

“ There are hundreds of … colleges that already do this work that have been completely shut out of this summit.”

“ We’re still going to have to make sure that rising tuition doesn’t price the middle class out of a college education.”

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t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a5

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By BECKIE SUPIANO

Washington

Michelle Obama will take on an expand-ed role in promoting

the administration’s college-attainment goal during the rest of her time as first lady, she said at an event last week for educators and others who work with high-school stu-dents. That role will be “talk-ing directly with young peo-ple,” Ms. Obama said, particu-larly those from disadvantaged backgrounds.

Ms. Obama has already started this work: Back in No-vember, she talked about the importance of college with high-school sophomores in Washington.

Her message: Students al-ready have what it takes to succeed, but they have to make a commitment to get-ting an education. Students who face challenges like liv-ing in a dangerous neigh-borhood or learning Eng-lish as a second language have learned resilience, Ms. Obama said at last week’s event, which came a day be-fore the White House held a sum-mit on college access.

“So what I want these kids to un-derstand,” she said, “is that if you can do all of that, then certainly you can fill out a Fafsa form,” getting in a joke about the government’s no-toriously onerous Free Application for Federal Student Aid, which the administration has worked to im-prove.

Ms. Obama spoke at a White House event for invited college stu-

dents, high-school teachers and counselors, and representatives of college-access and youth organiza-tions.

“The first lady is an incredibly exciting spokesperson for the ac-cess and success space,” said Ni-cole Hurd, founder and chief ex-ecutive of College Advising Corps, which places new college graduates in high schools to serve as college advisers. And the event, Ms. Hurd said, was “a nice complement” for the summit held the following day.

Most of those at last week’s event with the first lady work with students before they begin

college, while many of those who attended the summit were col-lege presidents. A few of them were scheduled to participate in both events.

While those at the earlier event were congratulated on their ef-forts, some of the summit’s attend-ees had already been asked to do more.

As a condition of participating in the summit, the presidents had to commit to taking concrete steps to help more low-income students

enroll in and complete col-lege.

Ms. Obama’s comments focused on students’ respon-sibility for their own educa-tion. But she added that “it’s our responsibility to make sure they have programs that support them, and uni-versities that will seek them out and give them a chance, and then prepare them and help them finish their de-grees once they get in.”

Before hearing Ms. Obama’s remarks, attend-ees watched the movie The Inevitable Defeat of Mister & Pete, about two inner-city boys who must fend for themselves, before breaking into small groups for discus-sions facilitated by represen-tatives of the administra-tion.

There was a note-tak-er at each table, said Jim McCorkell, chief executive of College Possible, which pairs disadvantaged high-school students with re-cent college graduates who help them prepare for col-lege. While Mr. McCorkell wasn’t sure what would ul-

timately happen to those notes, he was glad someone was listening.

“It’s really important,” he said, “for the first lady, the presi-dent, and this administration to hear from people who are on the ground doing the work.” Still, Mr. McCorkell said, he hopes the administration’s interest will be not only in talking about these issues, but in creating policies and providing money to support them.

Michelle Obama Steps Up a Push for Young People to Pursue College

SAUL LOEB, AFP, GETTY IMAGES

Students who have faced challenges like living in a dangerous neighborhood or learning English as a second language have learned resilience, which is a useful skill for college, Michelle Obama told a White House audience last week.

By BECKIE SUPIANO

Washington

The policy goal at the heart of last week’s White House summit—college access—

has become more complex as it has evolved. While increasing college access remains a key national goal, it must now compete with two oth-er higher-education priorities: com-pletion and affordability.

While higher education is now the only reliable way to enter and stay in the middle class, that wasn’t always the case. The national focus on expanding college access dates to a time before anyone thought ev-eryone should go to college.

Expanding access became a ma-jor policy concern in the 1960s, says Michael S. McPherson, a higher-ed-ucation economist who is president of the Spencer Foundation.

“We as a nation were thinking at that time expansively about how we could solve social problems with federal policy,” says Mr. McPherson, who is also a former president of Macalester College.

When the Higher Education Act of 1965 was signed, its first two goals were access and choice, says

Anthony P. Carnevale, director of Georgetown University’s Center on Education and the Workforce. At the time, “whenever you said ‘ac-cess,’ you said ‘choice.’ ”

Those terms were paired partly for political reasons, he says. Private colleges could get behind a student-aid system that allowed students to carry their money to whichever in-stitution they liked.

That was also an era before soar-ing costs and other concerns dimmed higher education’s luster. Back then—really until 15 or 20 years ago—high-er education was seen in a much more positive light, says Thomas R. Bailey, director of the Community College Research Center at Colum-bia University’s Teachers College.

When people thought of college, they thought of the country’s elite colleges, the best in the world. So it was only natural, Mr. Bailey says, for the focus to be on “who got ac-cess to these wonderful institu-tions.” No one was thinking much about whether those who got access went on to graduate.

Paying More Attention

When Robert M. Shireman

started the Institute for College Ac-cess and Success, in 2004, he was deliberate in choosing its name. At the time, he recalls, student suc-cess was not yet the hot topic it has become, and he wanted to raise its profile.

Questions about success were becoming more pressing on the ground. When the National Col-lege Access Network began track-ing what happened to students it had helped send to college, it was surprised at how many of them weren’t graduating. For the past seven years or so, the group has expanded its focus to include stu-dents’ time in college, says Kim Cook, its executive director.

Others, too, were paying more attention. College had become the main steppingstone to a middle-class life, raising the stakes for a wider spectrum of individuals. And the federal commitment to higher education had grown tre-mendously, raising the stakes for society. (Total federal student aid stood at $170-billion in 2012-13, up from $1.7-billion in 1963-64, in 2012 dollars.)

Attention began to turn to what happened to students after they ar-

rived on a campus. Once gradua-tion-rate data became available, it became clear that there was “tre-mendous variation” among colleges, Mr. Bailey says.

The Lumina Foundation an-nounced in 2008 its “big goal”: to increase the proportion of Ameri-

cans with high-quality degrees and credentials to 60 percent by 2025. Soon after, President Obama an-nounced a similar goal: for the United States to have world’s high-est proportion of college graduates by 2020.

Gauging Affordability

Conversations about access didn’t die off when completion became

the big issue, but they did change. The goals of access and success are in tension. If getting students to graduate is the overriding concern, many observers worry that colleges will avoid taking chances by admit-ting students who might struggle.

Affordability has long been seen as a barrier to college access. After all, the federal government’s ap-proach to improving access centers on offering students grants and loans.

But as college has gotten more ex-pensive, and family incomes have leveled out, paying for college has become a more pressing worry for families who are relatively well off. That has made college affordability an issue that resonates with the mid-dle class, and many of the policies intended to improve it are designed with those students in mind.

It’s certainly possible for the government to care about access, affordability, and completion all at once. But in a world of limited resources, those goals do compete with one another. If nothing else, that should make the conversation the White House started about college access a little more inter-esting.

Summit on Access Brings New Focus on a Decades-Old Goal

“ The first lady is an incredibly exciting spokesperson for the access and success space.”

When the Higher Education Act of 1965 was signed, its top priorities were access and choice.

Higher Education Experts Discuss What Lies Ahead for Land-Grant Universities

PANELISTS

William A. Galston holds the Ezra Zilkha Chair in the Brookings Institution’s Governance Studies Program, where he serves as a senior fellow. He was also a former policy advisor to President Clinton.

Mitchell E. Daniels Jr. is president of Purdue and also former governor of Indiana. Among his many legislative accomplishments towards education reform, in 2010, he established a partnership between the state and Western Governors University to expand access to higher education.

Diana Natalicio, Ph.D. is president of the University of Texas at El Paso. She has served as vice president for academic affairs, dean of liberal arts, chair of the modern languages department, and professor of linguistics.

Wim Wiewel, Ph.D. assumed the presidency of Portland State University in August 2008. His focus is on providing civic leadership through partnerships, enhancing the quality of the educational experience, and achieving global excellence.

MODERATORS

Goldie Blumenstyk is a senior writer at The Chronicle of Higher Education. As a reporter and editor at The Chronicle since 1988, she has covered a wide range of topics, including distance education, the Internet boom and bust, state politics, university governance, and fundraising.

Scott Carlson is a senior writer at The Chronicle of Higher Education. Scott writes about buildings, campus planning, energy, architecture, sustainability, and college management, particularly at small colleges.

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A8 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

By DAN BERRETT

Politically charged ideas are a mainstay on many cam-puses. So is the controversy

they provoke.When handled poorly, such in-

cidents trace a familiar arc: Initial expression begets umbrage, which spurs real or perceived overreac-tion, followed by vows to better handle highly charged disagree-ments the next time.

A sociology professor at the Uni-versity of Colorado at Boulder re-cently had to ward off administra-tors’ concerns that her in-class skit about sex workers would offend students. In October, students at Brown University ended a guest lec-ture by Raymond W. Kelly, who was then New York City’s police chief, by booing him off the stage.

Thorny exchanges in classes and on campus can provide great edu-cational value if guided skillfully, according to professors in disci-plines like communications, edu-cation, history, and political sci-ence who lead programs described as including difficult dialogues, transformational conversations, or deliberative democracy.

Such efforts have emerged as ex-amples of how higher education can foster a stronger sense of civic en-gagement in students. If they can learn to carefully listen to and con-sider opposing views, the thinking goes, they will mature into citizens who can deliberate and find com-mon ground in fractious times.

But such conversations often prove difficult for faculty members to carry out and can be risky, espe-cially for those without tenure.

Some institutions can be timid in defending controversial discus-sions on the campus. Those institu-tions may find themselves less able to advance the cause of knowledge, says Caryn McTighe Musil, director of civic learning and democracy at the Association of American Col-leges and Universities.

“We’ve always had to exist with

this contradictory commitment to inquiry,” says Ms. Musil, whose or-ganization in 2012 published a re-port, “A Crucible Moment: Col-lege Learning and Democracy’s Future,” that challenged colleges to assume a greater role in civic en-gagement. The association will of-fer more than a dozen sessions on the subject at its annual meeting in late January.

“We are committed to asking tough questions and to exposing students to multiple points of view, some of which they detest,” she says.

Brown is still figuring out how to respond to the disdain expressed so loudly by some of its students. One remedy will be an effort to train faculty members in moderating difficult conversations and to work with student groups to sponsor con-structive dialogues outside of class, says Liza Cariaga-Lo, associate pro-vost for academic development and diversity.

“In the wake of the Ray Kelly in-cident, I think we all came to recog-nize that we often don’t come into these situations prepared to be able to talk to one other about issues that divide us,” she says. “A univer-sity is, in fact, the place where we should be having these conversa-tions.”

‘Rupture Point’

Advocates for facilitating con-structive conversations about contro-versial subjects cite the educational benefits of the experience. Such ar-guments also tend to be made in support of liberal education and en-gagement on issues of diversity.

Like liberal education, civic learning is promoted as helping students wrestle with messy prob-lems that have no clearly defined answers, a skill that will help them as voters when they evaluate poli-cy trade-offs. It is also a skill that many employers say they value.

Participating in difficult dialogues about politics or values is thought to spur a healthful cognitive disjunc-

tion in students, which causes them to take a fresh look at their unexam-ined views—much the way that sub-stantive conversations about race and ethnicity have been shown to improve critical-thinking skills.

Jeffrey B. Kurtz, an associate professor of communication at Den-ison University, calls the moment of dissonance a “rupture point.”

One such moment happened this past fall, when students in his course on rhetoric, sports, and cul-ture proposed discussing the noto-rious rape by two high-school foot-ball players, and humiliation in so-cial media, of a girl in Steubenville, Ohio. The Denison students debat-ed to what extent blame should be placed on football culture.

Several students, including foot-ball players and residents of foot-ball-crazy hometowns, initially as-cribed responsibility to the athletes alone but found themselves growing uncomfortable, Mr. Kurtz says.

Questions arose: Was there some-thing to the case against football cul-ture? “We were stopped in our tracks,” Mr. Kurtz says. When the class ses-

sion ended, he told his students that they could no longer retreat to bland agreements to disagree.

Such interactions can be particu-larly fruitful when they happen with people from outside the campus.

Students in some political-science courses at Wake Forest University, for example, have debated the mer-its of Social Security with senior citi-zens in Winston-Salem, N.C.

At first, the students favored privatizing the program, while the elderly residents defended it as is, says Katy J. Harriger, a professor of political science. She guided the discussion, following ground rules to discourage interruptions and generalizations. Participants were asked to identify common ground and areas of disagreement.

By the end, Ms. Harriger says, nuance had crept in. The students saw the need to preserve the safety net; the older participants acknowl-edged the value of means-testing and worried about the debt being passed to future generations.

Political or Partisan?

While a classroom can be a good place to cultivate the skills needed to carry out difficult dialogues, that environment also has shortcomings. Classrooms are inherently inau-thentic laboratories for democracy, Ms. Harriger and Jill J. McMillan wrote in Deliberation and the Work of Higher Education, published by the Kettering Foundation in 2008.

The power dynamic between teacher and student often short-circuits any pretext that equals are freely exchanging ideas. And profes-sors who have developed expertise in a subject are not always good at get-ting out of the way of a discussion or at being neutral moderators.

Above all, such discussions are very hard to conduct effectively, says Nancy L. Thomas, who directs the initiative for the study of higher ed-ucation at Tufts University’s Center for Information and Research on Civic Learning and Engagement.

“We know that discussion-based teaching gets results. To avoid it is bad teaching,” she says. “But we don’t do it, because we don’t really know how.”

One stumbling block for many professors is confusion between the political and the partisan.

Examining the power dynam-ics underlying given issues is often thought to be acceptable; advocat-ing for ideological positions is not.

Writing in The Chronicle in 2003, the outspoken professor Stanley Fish warned faculty mem-bers not to “teach peace or war or freedom or obedience or diversity or uniformity or nationalism or antin-ationalism or any other agenda.”

“Of course,” he continued, “they can and should teach about such topics—something very differ-ent from urging them as commit-ments—when they are part of the history or philosophy or literature or sociology that is being studied.”

Many professors avoid any charged discussions. About half of all faculty members report that they “often” or “very often” encourage their students to discuss local, state, or national is-sues, according to the Faculty Survey of Student Engagement. Twenty per-cent urge their students to organize other people to work on such issues.

Part-time lecturers and instruc-tors report that they encourage their students to discuss and en-gage on political issues less fre-quently than their tenured peers do, according to the survey.

Many faculty members who seek to facilitate difficult conversations try to help students sort through their own reasoning and its con-sequences, says Richard M. Battis-toni, a professor of political science at Providence College. “What we’re talking about is getting students to be more effective citizens based on their own values.”

When faculty members push stu-dents to examine their thinking, they need to do so respectfully, says Tufts’s Ms. Thomas.

She describes how a professor asking a question about, say, the role of religion in public life might step into a minefield. Suppose the faculty member asks why a student feels that the teachings of a reli-gious leader should influence pub-lic policy. The words might seem open and nonjudgmental, but the tone might be perceived as hostile. “You can put your hand on your hip or glare at them,” she says. “The in-ference is there.”

Instead, she says, a professor could ask a student to explore why he or she is suggesting that posi-tion, or to share personal examples that support the statement. “What you’re really doing is expressing in-terest in peeling the onion instead of expressing interest in taking on that view,” Ms. Thomas says.

When their ideas are threat-ened, students, like many oth-er people, choose to disengage. If that happens, students won’t learn to talk with one another across ideological divides, and the opportunity to meet on com-mon ground will be lost, perhaps irretrievably, says Matthew Hart-ley, an associate professor of high-er education at the University of Pennsylvania.

“If they can’t do it in college,” he says, “they sure aren’t going to do it later in life.”

Thorny Exchanges on Campus Can Hold Educational Value

CHITOSE SUZUKI, N.Y. DAILY NEWS

A protester against stop-and-frisk tactics joins others at Brown U. to halt a lecture by Raymond Kelly, police commissioner of New York City.

Encouraging classroom conversations on controver-sial subjects often depends

on preparation. Experts cite common approaches that tend to make such efforts successful:

Establish ground rules. Spend time with your students at the beginning of the semes-ter agreeing on how to engage in debate, says Jeffrey B. Kurtz, an associate professor of com-munication at Denison Univer-sity. Generate a list of rules and post it. If the effort to set ground rules sputters, try flipping the question. Ask students what hap-pened when a discussion in which they were involved broke down or became polarized: Did it result in name-calling, interruptions, ac-cusations, defensiveness? Then stake out rules that would sup-port more-positive results.

Emphasize storytelling. Encourage students to speak from their own experiences rather than make sweeping generalizations. “They should claim the ‘I position,’ so you as-sert what you think,” says Katy J. Harriger, a professor of po-litical science at Wake Forest University.

Frame the discussion. Con-duct extensive research on an is-sue and propose reasoned, sub-stantive approaches that reflect the best arguments of each side. Ask students what aspects of each side appeal to and concern them. Ask them to sift through the pos-sible consequences and trade-offs of each position in identify-ing how they might take action. The goal, says Jan R. Liss, execu-tive director of Project Pericles, a nonprofit group that promotes

participatory-citizenship pro-grams at colleges, is for students to think through the other side’s position—not by thinking about “why they’re wrong, but under-standing that there’s another perspective and why there is that perspective.”

Ask questions in an open-ended way. When students offer ideas that require substantiating, consider asking them to explore why they made those suggestions, or to offer examples from their lives that support the statement, says Nancy L. Thomas, director of the initiative for the study of higher education at Tufts Univer-sity’s Center for Information and Research on Civic Learning and Engagement. “It’s how you frame the entire discussion and how you frame individual questions.”

—Dan Berrett

How to Teach Students to Have Hard Talks

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A10 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

By ERIC KELDERMAN

Total state spending for higher education showed a marked improvement, in-

creasing nearly 6 percent between the 2013 and 2014 fiscal years, ac-cording to the results of an annu-al survey. Beneath the numbers, however, lies a more complex story showing the slow and uneven re-covery of state budgets.

“The overall results of this year’s survey, though positive, mask a much more varied picture,” says a report on the survey, which was compiled by researchers at Illi-nois State University and the State Higher Education Executive Offi-cers.

“These variations are driven not only by the differing histories and structures of state higher-ed-ucation systems, but also by the differing impacts of the last re-cession on the economies of the states,” the researchers conclud-ed.

The overall increase in spend-ing is the first in four years, and a bright spot compared with the 0.4-percent decline from the previous year and a 7.5-percent decrease two years ago.

Among the 40 states that gave more money to higher education

for the current fiscal year, the in-creases ranged from 0.8 percent in Hawaii to more than 27 percent in New Hampshire.

Despite the improvements, high-er education is still feeling the fiscal bruises from the most recent eco-nomic downturn.

The jump in spending is driv-en partly by large increases in

three of the nation’s most-popu-lous states: California, Florida, and Illinois. After subtracting those amounts, state spending on higher education increased by a more-modest 3.6 percent for the current fiscal year. Much of the 14.5-percent increase in higher education spending in Il-linois was directed to the univer-

sity system’s pension fund, the report said, and is “not available to be used for educational pur-poses.”

Numbers Still Down

Even with many increases, over-all appropriations for higher educa-tion are more than 4 percent below the amount states were spending at the beginning of the recession, and well below that percentage in many states. New Hampshire, for example, has allocated more than 20 percent less for higher education this year than it did in the 2009 fis-cal year.

Louisiana has cut higher-edu-cation spending the most since 2009, with a decrease of more than 34 percent. Arizona is a close sec-ond, with cuts of more than a third to higher education over the same time.

Ten states also cut money for higher education from 2013 to 2014, ranging from a decline of 0.6 percent in South Carolina to a de-crease of more than 8 percent in Wyoming.

The survey, commonly called “Grapevine,” arrives as lawmakers in most states are beginning to for-mulate their budgets for the 2015 fiscal year, which begins for most

on July 1. And the mixed results have already set the tone for the coming debates, with higher-edu-cation lobbyists setting low expec-tations for big increases in appro-priations.

Any additional money is likely to come with strings attached in the form of performance bench-marks, such as improvements to

graduation rates, say many ex-perts in state higher-education policy.

For example, Gov. Jerry Brown of California, a Democrat, has proposed a 4-percent increase in money for higher education for the next fiscal year, the second install-ment of a four-year plan to improve the status of the state’s three col-lege systems. In return, the gov-ernor expects the public colleges to freeze tuition and explore ways, using technology, to make degrees more affordable.

State Higher-Education Spending Continues Slow Recovery Percent Change in State Spending on Higher Education, 2009-14

Source: State Higher Education Executive Officers and Illinois State U.

*Includes federal money allocated to states from the State Fiscal Stabilization Fund

0.9

-1.1 -0.7

-7.5

-0.4

5.7

FY 2014FY 2013FY 2012FY 2011*FY 2010*FY 2009*

By AUDREY WILLIAMS JUNE

A new crowdsourcing proj-ect provides an eye- opening glimpse into the hefty debt

some graduate students take on to pay for their education, and how hopeless many of them feel about their prospects for repaying it.

“Given the rate at which interest is capitalizing, I will clearly never be able to pay off this debt short of winning the lottery,” wrote a litera-ture Ph.D. student who expects to graduate in 2015.

Karen Kelsky, who runs a con-sulting business and a blog called the Professor Is In, started the “ Ph.D. Debt Survey” on Tuesday of last week, and as of Wednesday night it already had drawn more than 1,000 responses. The respondents are anonymous.

Ms. Kelsky, who also writes for Vitae, said she had started the sur-vey to prove a point. In a recent blog post about a session she had attended at the Modern Language Association’s annual meeting, Ms. Kelsky wrote that Ph.D. programs were producing thousands of peo-ple burdened by six-figure debt.

A reader of her post didn’t be-lieve that kind of debt load was possible—particularly for someone earning a doctoral degree in the hu-manities, she said.

“I thought it would be illumi-nating to create a crowdsourced document that solicited informa-tion about how much people owed,” Ms. Kelsky said. “I was amazed and startled as the numbers started to come in.”

The figures people reported in the document—a mix of student-loan and credit-card borrowing—revealed staggering amounts of debt assumed by students in nearly every field reported.

One anthropologist racked up $140,000 in debt to pay tuition and cover living expenses, which including caring for a child, while earning a master’s degree and a Ph.D. A historian owes $97,000. An English scholar who earned a Ph.D. nine years ago in New York City owes a total of $192,000—

nearly all of it for graduate school—and doesn’t expect to “live long enough to pay it all off.” And a sociologist, now doing a postdoc, is $120,000 in debt for graduate school alone.

Why People Borrowed

The document elicited anec-dotes about why respondents had borrowed money in the first place. Their stories have some common themes. Among them: Living on graduate-student stipends is large-ly impossible, especially in cities with a high cost of living. Family support doesn’t exist. And when graduate students have children to support or medical problems to

deal with, borrowing is almost in-evitable.

“I had a child, and my partner got laid off, so I became the sole provider for the family,” reported an English scholar who has graduate -school debt of $182,000.

Another parent who had earned a Ph.D. in sociology said a fellow-ship covered tuition, but a stipend of $800 a month didn’t cover needs like books, food, or rent. “After I paid child care, I had $40 left over per month,” the parent said.

Ms. Kelsky said it was clear to

her that “full funding is not ade-quate for most people’s real-life liv-ing expenses.”

Meanwhile, some respondents reported that they were paying off graduate-school debt but had no degree to show for it. A former Ph.D. student in rhetoric and com-position is saddled with more than $250,000 in debt after dropping out in 2011.

“I’m currently filing for bank-ruptcy and was shocked to find out that student loans are exempt from bankruptcy claims,” the former stu-dent said.

The document shows a small number of people in a variety of disciplines who are debt-free. But Ms. Kelsky has noticed a common

thread among them: Their families paid their higher-education bills, or they had a partner with a full-time job, or both.

“You end up with the message that graduate school is only really financially feasible if you have fam-ily resources to fall back on,” Ms. Kelsky said.

‘A Big Mistake’

Most respondents wrote that, without outside resources, they were struggling to repay their loans or expected to have a hard time doing so when they complet-ed their degrees. Even landing a tenure-track job doesn’t make loan repayment any easier, respondents said.

“I make a payment every month, bigger than my rent, but I’ll likely die with this debt unpaid, despite a TT job,” reported a sociologist with $209,000 in graduate-school debt.

In a part of the document where people described their plans for paying off their debt, a popular re-sponse was to hope for loan forgive-ness.

“I have no plan but some hope for the 10-year forgiveness pro-gram for teaching at a public in-stitution,” wrote an anthropologist who has $96,000 in debt for gradu-ate school. “I currently make so lit-tle money that I am not even mak-ing monthly payments. This entire endeavor was a big mistake.”

Ms. Kelsky said she planned to use the data and anecdotes in the document, in part, to empower

current and future graduate stu-dents as she continues to write and talk about the faltering academic job market. Already the data have helped people with hefty graduate-student loans realize that they’re not the only ones grappling with how to pay back the money they borrowed to finance their educa-tion.

“My intention is to put a price tag on the Ph.D. and tell them: This is what it costs, and can you afford it?” Ms. Kelsky said.

Ph.D. programs, Ms. Kelsky said, need to be “confronted with the truth about the sacrifices their stu-dents are making. They can’t turn a blind eye to the financial devasta-tion that their programs are caus-ing.” But graduate programs aren’t the only culprit, she said.

“The students themselves have to do some work to overcome their own denial about the costs of this endeavor,” Ms. Kelsky said. “I re-ally want graduate students to stop allowing themselves to be delud-ed about what going to graduate school entails.”

Yet the document shows that, for some people, the degree makes the financial burden along the way worth it. One graduate student, who is slated to earn a law degree in May, expects to pay $1,030 a month for 20 years.

“I agreed to borrow the money, and I will pay it back in full with interest,” the student wrote. “If that means a reduced standard of living, then so be it because I agreed to pay the debt. No one made me borrow $136,000.”

The Cost of a Ph.D.: Hefty Debt Is Common Across Many Fields

“The overall results of this year’s survey, though positive, mask a much more varied picture.”

“ I really want graduate students to stop allowing themselves to be deluded about what going to graduate school entails.”

DO COLLEGE PRESIDENTS AND FACULTY AGREE ABOUT THE

FUTURE OF HIGHER EDUCATION?

Perceived direction of the overall higher-education system in the United States.

4%

64%

32%

16%

34% 50%

FACULTY PRESIDENTS

Right Direction Wrong Direction Don’t Know

4%

64%

32%

16%

34% 50%

FACULTY PRESIDENTS

Right Direction Wrong Direction Don’t KnowRight Direction Wrong Direction Don’t Know

Download the Survey Report to find out where there is common ground.

Underwritten byResults.Chronicle.com/InnovationSurvey2013_Adobe

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Attitudes on Innovation: How College Leaders and Faculty See Key Issues Facing Higher Education is based on a survey conducted by Maguire Associates, Inc., was written by Jeffrey J. Selingo, editor at large at The Chronicle of Higher Education Inc. and is underwritten by Adobe Systems, Inc.

t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a11

A12 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

By JENNIFER HOWARD

Chicago

By a slim margin, the Mod-ern Language Association’s Delegate Assembly approved

a controversial resolution here this month concerning Israel and aca-demic freedom.

The measure urges the U.S. State Department to challenge what it says are travel restrictions imposed by Israel on some U.S. ac-ademics, especially those of Pales-

tinian descent, who want to teach or do research at Palestinian uni-versities. Those “denials of entry” have impeded American scholars’ ability to work and travel, the res-olution says. It passed, 60 to 53, after a charged and sometimes unruly debate.

Supporters hailed the measure as a defense of academic freedom. Op-ponents questioned why Israel had been singled out, and attacked the resolution as based on flimsy evi-dence.

The debate and vote took place at the MLA’s annual conference here, after a news-media buildup that pulled the association into the controversy swirling around the American Studies Associa-tion’s recent decision to boycott Israeli institutions of higher ed-ucation over Israel’s treatment of Palestinians.

The just-passed MLA resolution does not call for a boycott; it focus-es only on travel restrictions. It will not become official association pol-

icy until the MLA’s Executive Coun-cil puts it through legal review and until the full MLA membership votes on it.

The adopted version was slightly altered from the original proposal: Supporters removed a reference to Gaza and the words “arbitrary” and “arbitrarily” in descriptions of the travel restrictions.

An emergency resolution was also proposed by Grover C. Furr, a professor of English at Montclair State University, on behalf of the

MLA’s Radical Caucus. It would have condemned the attacks on the ASA for its boycott action and ex-pressed support for individual aca-demics and scholarly groups’ right “to take solidarity with the Pales-tinian struggle against racism.” That resolution did not get enough support from the assembly to be voted on.

Delegates and MLA members also spent an hour talking about “strengthening humanities educa-tion as a public good” and what the

MLA Delegates Narrowly Approve Controversial Resolution on Israel

By JENNIFER HOWARD

The debate over the boy-cott, divestment, and sanc-tions movement and Israel’s

treatment of Palestinians grabbed headlines at the Modern Language Association’s annual convention, which concluded on January 12.

But to many of the roughly 7,400 language and literature scholars gathered in Chicago for this year’s conference, the spotlight on that debate was too hot. One university-press director described the overall mood of the meeting as “distract-ed,” with the talk of boycotts and resolutions, along with online con-versations about tensions between tenured and nontenured faculty members, threatening to overshad-ow the rest of the proceedings.

The drama over Israel dominat-ed the meeting of the association’s Delegate Assembly, which passed a resolution calling on the U.S. State Department to hold Israel account-able for reported travel restrictions imposed on American scholars who want to visit or teach at Palestinian universities. (See related story, be-low.)

The assembly also took a stand on the privatization of higher edu-cation with a resolution concern-ing the City College of San Fran-cisco, which was told last June by the Accrediting Commission for Community and Junior Colleges that it would lose its accreditation this year. The resolution, proposed by Margaret Hanzimanolis on be-half of the MLA’s Radical Cau-cus, condemns the revocation of the college’s accreditation. It also criticizes the influence that it says foundations such as Lumina have on accreditation decisions and “the broader privatization efforts that threaten access to public higher education.” The resolution passed 92-2, with no debate.

The importance of the resolu-tion goes beyond the local situa-tion it addresses, according to Ms. Hanzimanolis, an adjunct profes-sor of composition and literature at San Francisco and at De Anza Col-lege. Part-time faculty members at the college have achieved “near par-ity” with their full-time colleagues in terms of pay and benefits, she said in an email, and defending the college helps defend that arrange-

ment. She called the resolution part of “MLA’s slow turn toward making the growing crisis in academic em-ployment (and of resistance to the development of ever more exploitive practices) a central part of its over-all concerns.”

MLA delegates also spent an hour talking about one of the con-ference’s most serious, if under-reported, themes: the public face of the humanities, or how to con-nect what language and literature scholars do to the wider world and its concerns. Solutions proposed in-cluded developing more public-hu-manities programming and work-ing with K-12 groups to find more points of intersection.

As usual, the conference program was rich in scholarship. A panel on “1914 in 2014: New Critical Direc-tions,” explored current scholarly work on the Great War and its lit-erature. One of the panelists, Sar-ah Cole, of Columbia University, made a connection between the of-ficial conference theme, “Vulner-able Times,” and the study of World War I, saying that the historicized treatments of Paul Fussell and oth-ers have given way to an interest in the idea of war that never ends, even when the action on the battle-field is over. She and fellow panel-ists examined how World War I echoes in modernist literature and other work that is not traditionally associated with the conflict.

The “Vulnerable Times” theme seemed apt, playing off a perva-sive sense that the humanities and those who study and teach it are under threat, especially if they are graduate students or contingent or part-time faculty members. Mari-anne Hirsch, a professor of Eng-lish and comparative literature at Columbia University and the association’s 2013-14 president, chose the theme for her presiden-tial year, and it was the subject of several special sessions.

At a presidential forum, sev-eral scholars explored manifesta-tions of vulnerability. Judith But-ler, of Columbia University, put forward the idea of “bodies on the line”—protesters putting them-selves at the mercy of the police, for instance—and how vulnerabil-ity can be mobilized to contest op-pression. Rob Nixon, a professor of English at the University of Wis-

consin at Madison, gave a talk rich in imagery that set the ecological crisis and the global crisis of rising inequality against the “Anthropo-cene narrative” of humanity’s dominance of the planet.

“It’s a very important moment for us in the humanities and the arts to intervene in the Anthropocene,” Mr. Nixon said. “Humanity has been inadvertently laying down in stone an archive, a legible archive, of our impact that will be readable for millennia to come.”

Later, in her presidential address, Ms. Hirsch shared the story of how she came to the United States when she was 13 years old, having grown up Jewish and German-speaking in Communist Romania. She recalled how she had used reading “to devel-op some flexibility in response to a newly acquired vulnerability,” and had reluctantly turned to the study of English as a way to assimilate.

What kind of education, she asked, best meets the needs of stu-dents like her, who come “from mul-tilingual and multicultural immi-grant backgrounds that force them to shuttle between multiple incon-gruous realities”?

From that personal starting point, she moved on to explore the idea of trauma studies, resilience, and “the ongoing vulnerabilities of our academic work,” including threats to language departments, challenges to faculty governance, the “growing discrepancy between public and private institutions,” and the paucity of jobs, especially tenure-track jobs, along with “the exploitation of part-time and non-tenure-track faculty in our depart-ments.”

In remarks introducing Ms. Hirsch’s address, Rosemary G. Feal, the MLA’s executive director, talked directly about that vulnerability of the academic labor force.

“The academic-employment situation has never been as dire,” Ms. Feal told the audience. “The precariat, as many who teach call themselves, face a difficult fu-ture.”

Ms. Feal said that the associa-tion “has worked incredibly hard on this issue,” but that much more remains to be done. Progress de-pends on the MLA’s membership “to produce the kinds of change that happens when we want it bad-

ly enough to do whatever it takes,” she said.

In an interview after the con-ference, Lee Skallerup Bessette, an English instructor at More-head State University who blogs and comments frequently on ac-ademic-labor issues, said it was good to hear that kind of talk at the MLA’s executive level. “But it’s got to move beyond that,” she said. The situation of contingent and part-time faculty members “is a really easy issue to ignore or understand only as a concept and not as a reality.”

At a session on “the language of employment status,” Ms. Bessette posted a picture of the nearly emp-ty conference room on Twitter. “Re-ally #mla14 REALLY!?!? The big-gest issue facing our discipline and we have 5 ppl in attendance?” she tweeted.

What can tenured faculty mem-bers do to help their contingent col-leagues? “Come to the panels,” Ms. Bessette said. “Listen. Offer sup-port. Take the time to examine the way that they treat adjuncts or don’t treat adjuncts within their own de-partments.”

Scholarship Goes On Amid Policy Tensions at MLA Meeting

OSCAR EINZIG

Marianne Hirsch, the MLA’s president, spoke at the convention about “the ongoing vulnerabilities of our academic work” and “the exploitation of part-time and non-tenure-track faculty in our departments.”

t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a13

association and its members can do to aid that cause.

Consulting the Rule Book

During the resolution debate, nu-merous supporters and opponents of the main resolution lined up at microphones to make cases for and against. Several complained that they didn’t get enough time for a full hearing, and Robert’s Rules of Order was repeatedly invoked.

David C. Lloyd, a professor of lit-erature at the University of Califor-nia at Riverside who is active in the BDS movement, an internation-al campaign for boycotts, divest-ment, and sanctions against Israel, rejected the claim that the resolu-tion wasn’t supported by enough evidence. “The facts on which it is based are not dreamed up by the proposers but are based on a U.S. State Department warning to trav-elers to Israel,” he told the assembly. Students as well as scholars with Arabic names or backgrounds have been affected, he said. It’s “a form of racial profiling that we know all too well.”

Other supporters described the measure as a reasonable step for the MLA to take. “We owe it to our membership to do this much so that they are not affected in terms of their ability to travel,” said Cynthia Franklin, a professor of English at the University of Hawaii-Manoa. “We should be able to do at least that much as an organization.”

Another commenter, Peggy Sha-piro of the City Colleges of Chica-go, was skeptical. “We are asked to make decisions with very one-sided information,” she told the assembly. “I think it will be an embarrass-ment to make a decision without al-lowing information and representa-tion from both sides.”

Confusion and controversy dogged the discussion, as MLA del-egates and members sparred over parliamentary procedure and poli-tics. The MLA officer who chaired the session, Margaret W. Ferguson, a professor of English at the Univer-sity of California at Davis, had her hands full trying to keep order and allowing commenters on both sides of the issue to speak their piece. Several times she asked people to “stand at ease” while MLA officials conferred about how to proceed. “Please don’t shout,” she said at one point.

Personal Exchanges

At times the debate took on a highly personal tone. Richard M. Ohmann, an emeritus professor of English at Wesleyan University, originally proposed the resolution, along with Bruce W. Robbins, a professor of English and compar-ative literature at Columbia Uni-versity. Cary Nelson, a professor of English at the University of Illinois at Urbana-Champaign and a past president of the American Associ-ation of University Professors, has been one of the resolution’s most vocal critics. During the meeting, Mr. Ohmann upbraided Mr. Nelson for suggesting that the resolution’s sponsors wanted to to deceive their fellow MLA members and open the door to a boycott of Israel.

“This is false, this is insulting, this is damaging to our profession-

al reputations, and I would like an apology,” Mr. Ohmann said.

Mr. Nelson was disinclined to give one. “This is a biased resolu-tion, and I do believe it’s part of a biased agenda, which is why I’m not going to apologize to Dick,” he said. (He also used the phrase “not in this lifetime.”)

Afterward, opponents of the res-olution said they were disappoint-ed by the vote but emphasized how close it had been—“effectively a split vote,“ said Russell Berman, a pro-fessor in the humanities at Stanford University and a former president of the MLA.

But he praised what he called “a robust decision by the Del-egate Assembly to refrain from expressing support for the ASA.”

If the emergency resolution con-cerning the ASA had been put before the assembly and had passed, he said, it would have placed the MLA “outside the mainstream of American higher education.”

Mr. Furr, who proposed the emergency resolution, told a report-er that it would probably be reintro-duced in some form, in time to be considered as a regular resolution next year.

And Mr. Robbins, who co-spon-sored the measure that was adopt-ed, said he would have liked it to pass as originally proposed. But “I don’t think the resolution will be without effect,” he said. “I think it will be taken as an important state-ment.”

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“ I think it will be an embarrassment to make a decision without allowing information and representation from both sides.”

A14 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

By BRAD WOLVERTON

The five wealthiest athlet-ics conferences are set to gain new clout within the NCAA,

paving the way for them to spend money more freely on helping ath-letes and to make rules that could benefit only their institutions, ac-cording to an NCAA document ob-tained by The Chronicle.

The 14-page proposal—which was distributed last week by Na-than O. Hatch, president of Wake Forest University and chair of the Division I Board of Directors—calls for a variety of changes in the asso-ciation’s system of governance.

Among them are a simplified leg-islative structure that would give more power to athletic directors and others who work closely with students; a “competency-based” se-lection process for filling governing-body positions; and a higher bar for less-wealthy institutions to override rules they don’t approve of.

The ideas—designed to spur de-bate at the NCAA’s annual conven-tion last week in San Diego—are by no means final. But they offer a window into the NCAA’s efforts to clean up its beleaguered gover-nance process.

In some ways, the draft suggests little change in the NCAA’s way of

doing business. The proposal allows for more voices in the governing process but maintains the voting power of the elite conferences. It al-

lows smaller Division I conferences the same access to the NCAA men’s basketball tournament that they have now and calls for the same dis-tribution of NCAA revenue.

But the proposal gives the top five conferences—Big Ten, South-eastern, Pac-12, Atlantic Coast, and Big 12—more autonomy to act in their own best interests. At the same time, it would require those leagues to allow the rest of Division I to weigh in on any changes they seek.

The proposal calls for a 17-mem-ber Division I board that would probably be made up entirely of presidents. (It could also include several “distinguished individu-als,” the document says, to provide

outside perspectives.) The board would continue to serve as the di-vision’s main governing body, with responsibilities for strategy, policy, and legislative and management oversight.

‘Competency-Based’ Model

The draft appears to combine the NCAA’s legislative and leadership councils into a single body whose primary responsibilities would in-clude legislative and championship issues along with academic over-sight.

The new council would com-prise athletic directors, faculty ath-letics representatives, conference commissioners, and presidents of

leagues that are not represented on the board. The council would in-clude representatives from all con-ferences and have three to five at-large seats.

The board would move to-ward what the document calls a “competency-based” model and a more formal nominations pro-cess, requiring that members of the council substructure be se-lected on the basis of “competen-cy, related experience, and other factors with traditional represen-tation and diversity factors, and which will define specific crite-ria/requirements for each posi-tion considered.”

There would also be a Presi-dential Advisory Group, respon-

sible for providing strategic in-put and advice to the board on matters in the lower levels of Di-vision I.

The document suggests some areas in which the biggest leagues could have more autonomy. They include:

n Providing additional aid to meet athletes’ full cost of atten-dance and other “enhanced bene-fits” to support their needs.

n Offering “lifetime opportunity” funds for the undergraduate edu-cation of current and former ath-letes.

n Ensuring that players’ health-and-safety needs remain a top pri-ority.

n Creating athletics “dead peri-ods,” for athletes to have access to opportunities outside of sports.

n Redefining the rules governing agents and advisers to assist ath-letes with career planning.

Brian D. Shannon, a law profes-sor at Texas Tech University and president of 1A FAR, an association of faculty athletics representatives, was pleased that the proposal was organized around governing prin-ciples such as athletes’ well-being and academic rigor.

He also noted several mentions of the governing board’s potential-ly increased power to prevent over-rides of rules. “If you keep the same override process as now, then cer-tain policy decisions would still face that challenge on a routine basis,” he said in an interview. “There’s a recognition that we have to alter that to get some new policies to move forward.”

The NCAA convention includ-ed a two-day forum in which some 850 college presidents, ath-letic directors, and others were expected to discuss ideas for im-proving the governance system. The NCAA’s governing board could consider new legislation as soon as April.

NCAA Plan Would Give New Powers to Biggest Conferences

HARRY HOW, GETTY IMAGES

Auburn U., from the SEC, lost narrowly to the ACC’s Florida State U. in the BCS National Championship game. Both conferences would benefit under a proposed revamping of NCAA governance.

By ERIC HOOVER

The reputation of a college shapes its short-term enroll-ment fortunes in measurable

ways, according to a new study. Where a selective college stands

in annual rankings compiled by Princeton Review or U.S. News & World Report affects the number of applications it receives, as well as the competitiveness and geograph-ic diversity of its freshman class. That’s one finding in a report pub-lished this month in Educational Evaluation and Policy Analysis, a journal of the American Educa-tional Research Association.

Shifts in the ratings of a given college’s academic strength and students’ quality of life predict sig-nificant changes in demand, the researchers conclude. Their find-ings also suggest that changes in a college’s ratings can either help or hinder its competitors’ efforts to re-cruit and enroll students.

Randall Reback, an associ-

ate professor of economics at Bar-nard College, and Molly Alter, a re-search analyst for the Research Al-liance for New York City Schools, at New York University, examined the qualitative data in Princeton Review’s annual college guides, which include top-20 lists based on students’ evaluations of various as-pects of their colleges (“Happy Stu-dents,” “Most Beautiful Campus”). They also looked at the U.S. News rankings and at the National Cen-ter for Education Statistics’ Inte-grated Postsecondary Education Data System.

In short, commercial measures of colleges’ quality and desirability influence enrollment metrics, even when controlling for other variables, such as costs, that might explain students’ choices. “Our goal is not to isolate the causal impact of ratings per se,” the researchers write, “but rather to provide evidence on which dimensions of reputation matter” to students when deciding where to apply and, later, enroll.

A college receives more applica-tions, the study found, after land-ing on Princeton Review’s lists of colleges with the best overall ac-ademic experience, happiest stu-dents, and most-beautiful cam-puses, the researchers found. It receives fewer applications after appearing in a list of ugliest cam-puses, or when described in the guide as having “unhappy stu-dents.”

Helping Competitors

Changes in the ratings of a com-petitor’s reputation can affect a col-lege in different ways. An institu-tion sees more applications after a rival college receives lower marks for academic quality, according to the study. But an institution sees fewer applications and less-com-petitive applicants after peer col-leges receive unfavorable quality-of-life ratings.

This finding indicates that appli-cants often begin their searches by

looking at groups of colleges that rate highly in specific categories. “Your competitors matter, but when it comes to your quality-of-life rep-utation, they’re not your competi-tors,” Mr. Reback said in an inter-view. “You actually want them to do well.”

Colleges might consider collab-orating with similar institutions by encouraging prospective appli-cants to view them as a group, he says.

Quality-of-life ratings might sway students as they begin to nar-row down their list of colleges, the study says.

As for the power of academic rat-ings, the researchers found that a being among the top 25 colleges on the U.S. News list is associated with a 6- to 10-percent increase in appli-cations. Whether a college is ranked 10th or 20th doesn’t seem to mat-ter; merely appearing on the list ex-plains the increase, the study sug-gests.

Colleges also saw a slight in-

crease in applications after making the Princeton Review list for best academic experience.

Mr. Reback and Ms. Alter also assessed the reliability of the rat-ings in their study. They described Princeton Review’s methods, for instance, as “unscientific” and id-iosyncratic. The content of top-20 lists, they write, does not neces-sarily ref lect the descriptions of colleges in the guide.

In one edition, they discovered, a quarter of the colleges with the highest academic ratings did not make the top-20 lists. Many of those discrepancies, they write, “appear to be due to arbitrary choices by the publisher.”

Given the sway that college guides have among some students, the authors said that a review of ratings systems by an independent organization might serve the pub-lic interest. “Reputations matter,” Mr. Reback said. “Whether rank-ings accurately measure reputation is another question.”

Your College’s Reputation Matters in Measurable Ways

Changes would allow for more voices in the governing process but maintain the voting power of the five elite conferences.

Setting entrepreneurs on fire.

It’s what Dragons do, after all.

Christopher Gray is the “Million Dollar Scholar” who found $1.3 million in scholarships as a high school senior – more than enough for his bachelor’s, master’s and doctoral degrees. After three long months of sorting through hundreds of inefficient databases for scholarships, Gray wanted to exponentially shorten the process for others from months to minutes.

Now, through an innovative new approach to experiential learning in Drexel University’s Close School of Entrepreneurship, Gray is spearheading an expansion of his highly popular Scholly mobile app as the CEO of his own company. Just another example of Drexel students’ ideas – on fire.

Thinking forward.drexel.edu/thinkingforward

t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a15

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A16 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

Education technology now has its own version of popu-lar, user-generated review

sites like Yelp! and Amazon.Mark A. Baker, associate regis-

trar at Whitworth University, in Spokane, Wash., last week made public Software PhD, designed to allow educators and vendors to ex-change frank, constructive views about education software.

The website was born out of Mr. Baker’s own committee work in re-searching and vetting software pur-chases at Whitworth. Typically that involved hearing from software-company representatives followed by emails and phone calls to col-leagues at other institutions.

“It is really hard to sort out what you hear, because everything is sparkling and glowing,” he says. ”You walk away hearing three dif-ferent pitches, and think, ‘I have no way to differentiate between these at this point.’ ”

In recent months, Mr. Baker re-alized that he was hearing the same questions about software products over and over again. “Every week multiple schools will email the same sorts of questions,” he says. “It dawned on me—there has to be a better way to do this. The thing that came to mind was Amazon, with their great review system. I think all of us have grown accus-tomed to looking at Amazon even if we are not buying there.”

He worked on the Software PhD website, on and off, for about six weeks before going public this month. He has no financial back-ing and no immediate plans to sell advertising. Membership is free for education professionals. Monthly fees for vendors range from $19 to $195, depending on presence and level of access.

Mr. Baker hopes that revenue generated by the fees will pay for the site’s maintenance and growth.

—Megan O’Neil

Blackboard Acquires Web Platform MyEdu

Blackboard Inc., whose learn-ing-management system is used by more than two-fifths of non-profit colleges in the United States, said last week that it would acquire the student-cen-

tric web platform MyEdu.Jay Bhatt, Blackboard’s chief ex-

ecutive, declined to disclose the purchase price. He described the acquisition as “small” compared with others that Blackboard has made in the past several years, but “extremely strategic.”

Based in Austin, Tex., MyEdu employs about 20 people. Its plat-form is designed to help students showcase skills to potential employ-ers. The user profile functions like a résumé, with pertinent academic and work experience organized in easily viewable tiles.

“One of the big focus areas that we have been pursuing is stu-dent-centric application develop-ment and student-centric personas around our tools,” Mr. Bhatt said. “For far too long, I think, software vendors have built technologies for only certain constituents—IT ad-ministrators or even faculty.”

The service will remain a free tool for students, he said. Black-board plans to integrate the plat-form into its learning-management system.

MyEdu was started in 2008 as Pick-A-Prof, a website that allowed students to rate their professors. A year later, it got a new name and a new focus: equipping students to map out their most efficient and cost-effective paths toward de-grees.

The platform dovetails with con-

tinuing conversations about compe-tency-based education, Mr. Bhatt said. User profiles allow students to share entire projects with would-be employers, showing relevant skills rather than just listing a major. Of-ficials at MyEdu said the platform had been used by about a million students at more than 800 colleges.

It is the first acquisition for Blackboard since 2012, when the education-software giant bought Moodlerooms and NetSpot, both built around the open-source plat-form Moodle.

In addition to its core learning-management system, Blackboard has built out, often through acqui-sitions, a range of education-tech-nology products, including admin-istrative- and academic-support services, data-analytics tools, and, last year, a mobile application.

—Megan O’Neil

New Rankings Released for Online Programs

U.S. News & World Report has released its 2014 Best Online Pro-grams rankings. Only all-online, degree-granting programs in popu-lar areas, such as nursing, technol-ogy, and business, were evaluated, on the basis of questionnaires filled out by nearly 1,000 programs.

The rankings’ methodology has evolved. For the 2014 report, peer reputation was added as a weighing

factor. Student engagement—which continues to be the most important factor—faculty credentials and training, student services and tech-nology, and admissions selectivity were also counted. The scores were rounded for the first time in three years, allowing for ties in rankings.

This year’s top-ranked online programs include:

Bachelor’s degree: Central Mich-igan University and the State Uni-versity of New York College of Tech-nology at Delhi tied for first place, and Pace University and Pennsylva-nia State University’s World Cam-pus tied for third place.

Graduate business programs: Indiana University at Bloomington took first place, with Arizona State University second, and the Univer-sity of Florida third.

Graduate education programs: Northern Illinois University took first place, Indiana University at Bloomington second, and Central Michigan University third.

Graduate engineering programs: Columbia University took first place, the University of Califor-nia at Los Angeles second, and the University of Wisconsin at Madison third.

Graduate computer-information-technology programs: The Univer-sity of Southern California took first place, and Boston University and Virginia Tech tied for second.

—Danya Perez-Hernandez

Registrar Develops Site for Ed-Tech User Reviews

WIRED CAMPUSThe latest news

on tech and education at chronicle.com/wiredcampus

t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a17

By STEVE KOLOWICH

Academic leaders increas-ingly think that massive open online courses are not

sustainable for the institutions that offer them and will “cause confusion about higher-education degrees,” an annual survey has found.

The Babson Survey Research Group has charted the growth of online education annually for more than a decade, with support from the Sloan Consortium and other partners. The latest survey, con-ducted last year, asked chief aca-demic officers at 2,831 colleges and universities about online educa-tion.

The findings, released last week in a report, reveal a growing skepti-cism among academic leaders about the promise of MOOCs. The report also suggests that conventional, tu-ition-based online education is still growing, although not as swiftly as in past years.

In 2012 the Babson survey asked about MOOCs for the first time. At the time, relatively few academic of-ficers were concerned about wheth-er their institutions would be able to field free online courses year af-ter year—after all, less than 3 per-cent of them had even begun offer-ing MOOCs at that point.

A year later, there were more doubts about the long-term pros-pects of teaching free online cours-es. In 2012, 26 percent of academ-ic leaders disagreed that MOOCs were “a sustainable method for of-fering courses.” In 2013 that pro-portion leapt to 39 percent.

“The chief academic officers at institutions with the greatest expe-rience and exposure to traditional online instruction are the least like-ly to believe in the long-term future of MOOCs,” wrote I. Elaine Allen and Jeff Seaman, the report’s au-thors.

Too Soon to Know

Many institutions have said they are building MOOCs in order to learn more about how to teach well, especially in online formats. But confidence in the importance of MOOCs as a learning tool has slipped.

Half of the respondents in the 2012 survey agreed that “MOOCs are important for institutions to learn about online pedagogy”; in 2013 that figure had dipped to 44 percent, while the proportion of respondents who disagreed had jumped from 19 percent to 27 per-cent.

MOOCs made no significant in-roads in the past year in the exist-ing credentialing system in higher education, calling into question whether they will be as disruptive to the status quo as some observ-ers first thought. Still, academic leaders remain worried that “cre-dentials for MOOC completion will cause confusion about higher-edu-cation degrees.”

In 2012, 55 percent of survey re-spondents agreed with that state-ment. In 2013, 64 percent agreed.

MOOCs have generated a lot of

buzz over the past two years, but relatively few colleges offer free, open-enrollment courses on the web. Only 5 percent of institutions in the latest survey were running MOOCs, and 9 percent were plan-ning to do so.

Those institutions were still largely uncertain about how MOOCs would play into their over-all strategies.

Among the academic leaders at colleges that offer such courses, or plan to, the most common reasons for doing so involve marketing; they hope that MOOCs will improve

their visibility and possibly help re-cruit students into existing, tuition-based programs.

Early returns have been promis-ing but inconclusive. Almost none of the respondents said MOOCs were meeting “very few” of their objec-tives, and a handful said the cours-es were succeeding. But 66 percent said it was “too early to tell.”

Quality Concerns Persist

Conventional online courses, meanwhile, are more popular than ever.

More than one-third of students took at least one online course in 2013, the Babson group estimated. That figure is growing more slowly than it has in previous years. Nev-ertheless, nearly all respondents in the latest survey predicted that, within five years, more than half of college students will be taking at least one course online.

But a strong majority also be-lieved that concerns about the qual-ity of online courses, relative to tra-ditional ones, will persist.

As online education has grown, the challenges of educating students on-

line have become clearer. In 2004, 27 percent of academic leaders said re-taining students was harder online than in face-to-face courses; in 2013, 41 percent said so, even though online course delivery became more sophis-ticated during intervening years.

Additionally, a larger proportion of academic leaders now believe that students need more self-disci-pline to succeed in online courses than in conventional classes—al-though the Babson group’s data in-dicate that officials at institutions that actually offer online courses have long understood this.

Colleges’ Doubts About MOOCs Continue to Rise, Survey Finds

RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY

PROVENLEADERSHIPRutgers University welcomes

Brian L. Strom as the inaugural chancellor of thenewly formed Rutgers Biomedicaland Health Sciences and executivevice president for health affairs.

Internationally recognizedA renowned epidemiologist, award-winning teacher and clinician, and proven

academic administrator, Strom holds a medical degree from the Johns Hopkins

University School of Medicine and a master of public health degree in epidemiology

from the University of California, Berkeley. Elected to the Institute of Medicine of the

National Academy of Sciences in 2001, he comes to Rutgers from the University of

Pennsylvania’s Perelman School of Medicine, where he founded the Department of

Biostatistics and Epidemiology, the Center for Clinical Epidemiology and Biostatistics,

and the graduate training programs in epidemiology and biostatistics.

A new eraThe depth and breadth of Strom’s abilities in academics and health care are perfectly

suited to leading Rutgers Biomedical and Health Sciences (RBHS), one of the

largest, most comprehensive centers of academic health care in America. Under

Strom’s guidance, RBHS is poised to take health sciences education, research, and

patient care to new heights.

rbhs.rutgers.edu

“Our ability to take new discoveries

from the bench to the bedside—

from research in the lab, through

clinical trials, into the hands of

doctors—will transform higher

education in the biomedical and

health sciences and will change

the face of health care in the

state of New Jersey.”

– Brian L. Strom

“Our ability to take new discoveries

from the bench to the bedside—

from research in the lab, through

clinical trials, into the hands of

doctors—will transform higher

education in the biomedical and

health sciences and will change

the face of health care in the

state of New Jersey.”

– Brian L. Strom

A18 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

By TAYLOR HARVEY

Ballot measures to legalize marijuana for recreational use passed in Colorado and

Washington in 2012, but colleg-es there are still trying to clear up confusion for both current and pro-spective students. The official mes-sage: Cannabis remains illegal on campus.

“The law says marijuana is legal in Colorado, but it is hard for people to absorb the fine print,” said Bron-son Hilliard, a spokesman for the University of Colorado at Boulder.

In fact, the law lets people over

the age of 21 possess small amounts of pot, and this month the state be-gan allowing its sale. However—and here’s Mr. Hilliard’s “fine print”—colleges are subject to federal law, under which possession is illegal.

If colleges receive federal funding in any way, whether through student financial aid or research grants—a condition that applies to virtually all colleges—then they must follow federal law, said Linda Schutjer, se-nior legal counsel for the Colorado State University System’s Board of Governors. No drug the federal gov-ernment deems illegal is allowed on college grounds, whether in the pos-

session of students, faculty mem-bers, or staff members, under the Drug Free Schools and Communi-ties Act and other federal laws.

“The legalization has made our job harder,” Ms. Schutjer said. “We have to keep saying, ‘No, it is not OK.’”

Additionally, under Colorado law, a person must be 21 years old to purchase, possess, and use mar-ijuana, and it is illegal to use it in public. Sixty percent of Boulder’s students, Mr. Hilliard said, are un-derage.

“Possess marijuana if you are 21, and live off campus,” he said.

Colleges in both Colorado and Washington have used email and their respective websites to inform students of the laws and their con-sequences. Tour guides and orienta-tion leaders also relay the message to prospective and new students.

“It’s easy to be confused,” said Norm Arkans, a spokesman for the University of Washington. College officials “understand the difference between federal and state law,” he said. “People coming out of high school do not.”

More Applications?

Campus codes of conduct gener-ally cover drug possession and use. If caught with marijuana on col-lege property, a student is subject to disciplinary action and, depend-ing on the situation, criminal pros-ecution.

For instance, at the University of Denver, sanctions can range from a warning to suspension. In serious cases (for example, a student found carrying enough marijuana to sell), the university would call the Denver Police Department to investigate.

“We want to make sure students know what the rules are, so no one can say, No, I didn’t know,” said Will Jones, a spokesman for the university.

The University of Colorado at Boulder sometimes opts for a pro-gram called restorative justice, in which a facilitator helps a student identify who was harmed by a vio-lation, as well as a course of action to repair the harm. The student may then perform community ser-vice, write a research paper, or mail apology letters.

As for the effect of the new law, Lauren Cross, the student-govern-

ment spokeswoman at Boulder, said she did not foresee an increase in marijuana citations or police pres-ence on campus. Some young peo-ple partook before the law was in effect, and they still will, she said. Legalization in Colorado, she add-ed, does not “amplify” the experi-ence at all.

“It is no secret that marijuana was readily available across the state,” Ms. Cross said. “It’s more of a cool thing beyond state lines than within them.”

But Peter Adler, a professor of so-ciology at the University of Denver who studies drugs, expects the use of marijuana in both Colorado and Washington to spike temporarily—along with applications to colleges there.

In any case, Boulder, like other universities, will work hard to com-municate with prospective students that its officials want “people here for the right reasons,” said Mr. Hill-iard.

“When people hear a law is passed to make something legal, that is all they hear,” he said. “A stu-dent who thinks about that first is not a student we want.”

In recent years, the university has tried to tamp down, and then shut down, an annual event known as the 4/20 smoke-out, in which students and others gathered on the campus on April 20 to light up and demonstrate for the legalization of marijuana.

Mr. Adler predicts less novelty within the next few years, when the drug, he believes, will be legalized in other states, too.

“The next few years will be in-teresting to watch,” he said, “from both sociological and legal points of view.”

Even in Colorado and Washington, Pot on Campus Is ‘Not OK’

JOE AMON, THE DENVER POST, GETTY IMAGES

Marijuana enthusiasts make their way toward a “4/20” event at the U. of Colorado at Boulder in 2012, in a demonstration of support for legalization of the substance.

By KATHERINE MANGAN

The University of Texas system has created a new on-line database where current

and prospective students can com-pare the salaries, student-loan debt, and job prospects across hundreds of majors and occupations.

The seekUT website has data from 68,000 alumni who gradu-ated between 2007 and 2011 and remained in Texas. It includes how much they were earning one and five years after receiving their bachelor’s degrees and how much they owed. It also gives students a glimpse at which fields are growing, and where.

The website, which the univer-sity hopes will become a national model, evolved from recommenda-tions of a student task force looking at ways to reduce loan debt.

It responds to a crescendoing chorus of calls for proof that higher education delivers a strong return on investment. Groups like College Measures have also studied how different majors affect earnings in several states.

Would-be liberal-arts majors who have been warned that they’re destined for a life of Ramen noodles

might be heartened by the num-bers, Texas administrators said.

“We didn’t need this tool to tell us that petroleum engineers make more than history teachers, but you may be surprised to learn that those history teachers and college professors and others in the liberal arts and fine arts are making a solid living five years out,” said David R. Troutman, the system’s director of strategic initiatives.

A student who is considering a major in English at the universi-ty’s Dallas campus would find that a typical graduate earned $36,519 the first year out and $48,059 five years after graduation as she worked to whittle down an average debt of $20,187.

Meanwhile, the average petro-leum-engineering graduate was making $105,713 the first year, and by the fifth year, that salary had shot up to $150,537.

Students who make informed de-cisions about a major might be less likely to switch concentrations and more likely to graduate on time, said Stephanie B. Huie, the system’s vice chancellor for strategic initia-tives.

The database, which includes

information on graduates working full time for the entire year, also shows how long they typically took to complete their undergraduate studies and how likely they were to go on to graduate school. Stu-dents can also compare job pros-pects and earnings for a variety of occupations the majors might open the doors to, not only in different regions of Texas but also in other states.

Answers for Lawmakers

Students aren’t the only users the system is intended for. Officials are hoping that state lawmakers who are increasingly looking to tie state appropriations to system perfor-mance will be impressed with their finding that the system’s 2007-11 graduates earned $20.5-billion their first year out. During that time, the state appropriated $9.9-billion to the system.

“Now we can come back with very real numbers and say, ‘This is what we do with your investment,’ ” Ms. Huie said in a telephone call from Washington, D.C., where she and Mr. Troutman were dem-onstrating the site to representa-tives of the U.S. House Education

and the Workforce Committee, the U.S. Department of Education, and the White House Domestic Policy Council.

Most of the data come from the Texas Higher Education Coordi-nating Board, the National Student Clearinghouse, the Texas Work-force Commission, and the U.S. Bu-reau of Labor Statistics. One of the study’s limitations is that it can’t follow graduates who move outside of Texas, but the website’s develop-ers hope that if more states create

similar databases, tracking stu-dents across state lines will become easier. They also hope to extend it as more data become available, to see how earnings change over 10 years.

Getting loads of data quick-

ly from busy administrators was one of the biggest challenges. One approach that helped was creat-ing a staff position shared by the university system and the state’s higher-education coordinating board.

Software and other staff mem-bers who worked on the project were already in place because of the productivity “dashboard” the University of Texas system created in 2011 to provide more openness about the performance and efficien-cy of its campuses.

The site’s developers fine-tuned the application by setting a group of students loose with laptops and iPads to play around with the num-bers.

Among the testers was Varun Mallipaddi, a senior finance major at the university’s Arlington cam-pus. “I would have liked to have had this when I was a freshman relying on hearsay and what my one rela-tive in finance was telling me,” he said.

But, he added, it’s not too late to benefit from it. “When I get to the point in a job application where sal-aries come up, I’ll have a baseline to go on and know whether I should be asking for more.”

U. of Texas Unveils a New Tool for Judging a Degree’s Worth

“ Now we can come back with very real numbers and say, ‘This is what we do with your investment.’”

Defining the Future of the Public Research University

UC San Diego

Stealthily Delivering DrugsTargeted drugs that treat specific tissues are often attacked by the body’s immune system. Lianfang Zhang’s research group approaches the problem from an engineering perspective and bypasses the biology. They fool the immune system by using natural red blood cell membranes to camouflage nanosponges that deliver drugs and soak up toxins.

Teddy Cruz

David Victor, Ph.D.

Lianfang Zhang, Ph.D.

Rethinking SpaceTeddy Cruz is reimagining the way we think about architecture and urban design. Renowned for his research on the Tijuana-San Diego border, Cruz creates a humane vision that breaks down cultural barriers, while exploring the social complexity and richness of public and private space.

Breakthroughs to Better Our World

#5

#1

for total R&D expenditures among U.S. universities

From its inception, the University of California, San Diego has attracted leading scholars with an entrepreneurial spirit and a penchant for risk taking. The freedom to cross boundaries and to create new disciplines fuels breakthrough research with global impact. Our visionaries are looking for the next discoveries that will benefit people around the world in all walks of life.

Learn more at ucsd.edu.

for positive impact on the nation-Washington Monthly

Examining Climate PolicyGlobal warming is one of today’s greatest challenges and international policies to cut emissions are overdue. David Victor’s book Global Warming Gridlock explains why the world hasn’t made much diplomatic progress and explores new, effective strategies. His research has produced a roadmap to a lower carbon future through bottom-up initiatives at the regional, national and global level.

Mending Damaged HeartsThere is no established treatment for repairing the damage to cardiac tissue caused by the 785,000 new heart attack cases each year—yet. Karen Christman’s lab has developed a new injectable hydrogel that encourages cells to repopulate areas of damaged tissue, and to preserve heart function by forming a scaffold to repair tissue and increase muscle.

Karen Christman, Ph.D.

UC San Diego’s iconic Geisel Library, a meeting place for faculty and students, and home to the Dr. Seuss Collection

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A20 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

People

“ In the simulation lab, I could make a mistake with no real harm to the patient.”Jody B. Lyle, CRNA, DNAP Commonwealth Anesthesia Associates

As a practicing nurse anesthetist, Jody Lyle is grateful for every hour of training she received in anesthesia crisis resource management at VCU. For Jody, simulation made it real.

The patient may be made of plastic but the situation is all too human. In fact, it’s the perfect place to practice anesthesia under pressure. With state-of-the-art high-fidelity human patient simulators, our Center for Research in Human Simulation is just one reason we are nationally recognized for leadership in the field. As educators, advocates and practitioners, our passion is making patient safety real.

Learn more at www.sahp.vcu.edu/nrsa/

Our Passion is Making Patient Safety Real.

By JACK STRIPLING

Florida A&M University, which has suffered reputa-tional and financial damage

since the 2011 hazing death of a marching band member, will turn to a Cornell University adminis-trator for leadership at a pivotal and challenging moment.

Elmira Mangum, Cornell’s vice president for budget and planning, says that part of her job as Florida A&M’s next president will be to help the institution to turn the page on what has been a dark chapter.

In an interview following the announcement this month of her appointment, she credited Larry Robinson, Florida A&M’s inter-im president, with having already started that work.

“President Robinson has done a fantastic job of responding to a community and a university when it was not in its best days in terms of public perception,” she said.

“Most organizations go through periods where they need revival and restoration,” Ms. Mangum said, “and FAMU just had one. But that doesn’t take away from the value of what FAMU offers.”

Ms. Mangum ’s appointment

still requires approval from the state’s Board of Governors, and the university has not discussed an of-ficial start date or the particulars of a contract. She will be the first woman to hold the permanent president’s post in the historically black institution’s 126-year history.

The death of Robert Champion, a Florida A&M drum major who band members say was kicked and beaten on a bus during a brutal ritual, sent the university into a tailspin. James H. Ammons, the university’s president at the time, resigned in the summer of 2012.

A few months later, the South-ern Association of Colleges and Schools’ Commission on Colleges placed the institution on proba-tion. It was removed from proba-tion last month.

Ms. Mangum has “no tolerance” for hazing, she said. Mr. Champi-on’s death “was a very sad story, and we all grieve with his family.”

For a period last spring, Florida A&M’s Board of Trustees suspend-ed the presidential search, saying it would have been irresponsible to name a new chief with the uni-versity’s accreditation at risk. Ms. Mangum says she was contacted by an executive search firm about

the job before the search was put on pause, and she says she would have considered the job even if probation had not been lifted.

The university’s probationary status was in part attributable to financial mismanagement, includ-ing the revelation that a former au-ditor had submitted false reports to the university’s board.

Financial challenges remain. Following a rash of national news stories about hazing and fiscal challenges, enrollment at Florida A&M fell last fall by 10.6 percent, Moody’s Investors Service report-ed. Because of the financial and enrollment problems, Moody’s outlook for Florida A&M remains “negative,” even after the accredi-tor’s removal of probation.

Ms. Mangum said it would be important to meet with Moody’s officials to discuss the university’s plan for rebounding. In her cur-rent position at Cornell, which she has held since 2010, Ms. Mangum is charged with managing the uni-versity’s annual budgeting process.

W. Kent Fuchs, Cornell’s pro-vost, called Ms. Mangum a “vi-sionary choice” to lead Florida A&M.

“This is also a loss for Cornell,”

he said in a news release.Ms. Mangum earned a bache-

lor’s degree in geography at North Carolina Central University, a his-torically black institution. She has a Ph.D. in educational leadership and policy from the University at Buffalo.

Although she has decades of ad-ministrative experience, she has never held a tenure-track position in higher education. She has been an adjunct professor or lecturer at several colleges, including Cornell and the University of North Caro-lina at Chapel Hill.

In her application for the presi-dency, Ms. Mangum stressed her

experience in dealing with a struc-tural deficit at Cornell and de-scribed herself as a “creative prob-lem solver.”

According to a Florida A&M trustee who was quoted by the Tampa Bay Times, Ms. Mangum conceded during her interviews that she would not have consid-ered herself a viable candidate for the presidency at her home insti-tution, if the position were open at Cornell. It is not uncommon for an administrator to leave a col-lege of greater prestige in pursuit of a presidency, but Ms. Mangum’s candid response disappointed Spurgeon W. McWilliams, who was among two board members to vote against her appointment.

“If she’s not good enough for them, she’s not good enough for me at FAMU,” Dr. McWilliams, an obstetrician and gynecologist, told the newspaper.

Karl E. White, chairman of the presidential search commit-tee, gave Ms. Mangum his full-throated support, saying in a news release: “Dr. Mangum brings to FAMU the experience, expertise, and energy needed to lead the uni-versity into the next phase of its legacy.”

Looking to Turn the Page, Florida A&M Taps New Chief

FLORIDA A&M U.

Elmira Mangum

W. Sam Monroe, 71, longest-serving college president in Texas, will retire in August after 40 years in the job at Lamar State College at Port Arthur. (From 1958 to 1974, his father led the college.) Here’s his story, as told to Justin Doubleday.

I grew up with my father, Madi-son Monroe, around the Port Arthur College campus. It was

a small, friendly campus where ev-erybody knew everybody.

My father, who was also a gradu-ate of Port Arthur College, had a deep love for the institution and what it could do for people. He of-ten said getting his education made the difference in his being able to sleep on a cot instead of on the ground when he served in World War II. He believed the college opened doors and created opportu-nity. I was interested in that poten-tial, too.

Beginning in 1965, I worked as a staff announcer and later in man-agement at the college-owned ra-dio station, KPAC, and then served as executive vice president of the college for a year. So it was kind of an unusual route into higher edu-cation.

When I became president, in 1974, I wanted to build on the foundation my father had estab-

lished in connect-ing the college to the Port Arthur community. My first goal was to obtain state sup-port for the col-lege, which could broaden our hori-zons substantially. It was a golden op-portunity to make a difference in my hometown.

I’d always thought there was a lot of potential in the community that was unre-

alized. We have an oil-based economy in Port Arthur—our fortunes go up and down with the industry. But I thought the college could be a catalyst in helping people realize their career goals and objec-tives, which would help advance the community and the college.

We succeeded in obtaining state funds in 1975, merging Port Arthur

College into Lamar University. The political climate was correct in that day and time to make that kind of effort. People needed the education and training, and they couldn’t af-ford the private-school rates. Our enrollment in the spring of 1975 was 151 students. In the fall it grew to 400, and it just kept steadily growing each semester. Today our total enrollment is a little over 3,000.

Looking back on it now, it’s sort of amazing. But you can’t do some-thing like that by yourself. You have to build a consensus around an idea.

I never thought I would be here for four decades. When you stay at one place, it’s an opportunity to get to know more people and make connections for the college that pay off down the road. When local people send their sons and daughters and grandchildren to the institution, that’s the highest compliment they can pay to the college.

After retirement, I want to stay engaged if I’m needed. State sup-port has fallen, so there’s never enough money to take care of all the needs. I’d be very happy to help with raising funds for the college.

Long, Long, Longtime Leader of Community College in Texas to Retire

I N S P I R A T I O N ■ I N N O V A T I O N ■ E X C E L L E N C E ■ W W W . B I N G H A M T O N . E D U

MECHANICAL ENGINEER BAHGAT SAMMAKIA, IEEE FELLOWBahgat Sammakia was recently named an IEEE Fellow in recognition of his contributions to thermal management applications in electronic systems. Sammakia, vice president for research and director of Binghamton’s Center of Excellence in Small Scale Systems Integration and Packaging, holds 19 U.S. patents.

NEUROSCIENTIST SARAH LASZLO, NSF CAREER WINNERSarah Laszlo wants to understand what’s going on in children’s brains when they read. A grant from the National Science Foundation’s Early Career Development (CAREER) Program will support her research to untangle mysteries surrounding dyslexia and find new methods of treating America’s most common learning disorder.

RICARDO RENÉ LARÉMONT, ATLANTIC COUNCIL SENIOR FELLOWPolitical scientist Ricardo René Larémont has been an advisor to the U.S. and European governments on political Islam in North Africa and the Sahel. In his new role as senior fellow at the Atlantic Council’s Africa Center, Larémont will continue to help shape public policy.

t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a21

BART BRAGG

W. Sam Monroe

Submit ideas to people@chronicle.com or at chronicle.com/people

JOB MOVES

n Carolyn Dever, dean of the College of Arts and Science at Vanderbilt Uni-versity and a scholar of gender studies and 19th-century British literature, will become provost of Dartmouth College in July. She will replace Martin N. Wy-bourne, who has served as interim pro-vost since July 2012.

n Donald J. Laackman, president of Harold Washington College, one of the City Colleg-es of Chicago, will as-sume the presidency of Champlain College, in Vermont, in July. He will

succeed David F. Finney, who is retiring.

DEPARTURE

n Rep. George Miller of California, the top Democrat on the House of Repre-sentatives’ education committee and its former chairman, says he will retire after four decades in Congress.

IN MEMORIAM

n Dale T. Mortensen, a professor of eco-nomics at Northwestern University and a winner of the Nobel Memorial Prize in Economic Science, died on January 9. He was 74. His approach to investigat-ing the labor market helps explain why it can take so long for people to find jobs. n Robert A. Pastor, a professor of in-ternational service at American Univer-sity, died of cancer on January 8. He was 66. Mr. Pastor was director of the university’s Center for North American Studies and co-director of the Center for Democracy and Election Management. He helped establish the American Uni-versity of Nigeria.

TRANSITIONSPEOPLE IN ACADEME

WHAT I LEARNED

CHAMPLAIN COLLEGE

A22 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

Keep up with the latest news at chronicle.com

In Brief

BIG PICTURESee more online and on the iPad

FACULTY

Municipal Endorsements Emerge as Tactic for Adjunct Organizers

The Cambridge, Mass., City Council over-whelmingly approved a resolution last week expressing support for colleges’ contingent faculty members and their unionization, fol-lowing the Los Angeles City Council, which passed a similar measure last month.

Both resolutions contain provisions calling for adjunct faculty members to be allowed to unionize without interference and to be “paid fair wages and benefits that allow them to sup-port themselves and their families.”

The measures also refer to the high tuition paid by students at local colleges, the substantial role that adjunct instructors play in educating those students, and the difficulty that adjuncts have in supporting themselves, given local costs of living well above the national average.

The two councils acted at a time when local colleges are the subject of efforts by the Service Employees International Union to organize ad-junct faculty members throughout metropoli-tan areas into collective-bargaining units.

RESEARCH RULES

National Panel Seeks Overhaul of Human-Subjects Studies

The long-snarled bid to revise federal rules for research on human subjects got a boost this month from a National Research Council analysis that endorsed a substantial overhaul.

In a 139-page report, a 15-member panel, assisted by dozens of field-specific experts, mostly from American universities, backed changes that include exempting many social-science researchers—such as those conducting oral histories—from the current set of rules.

The commitment to respect for human welfare embodied in the federal rules “ought to mean keeping abreast of the universe of

changes that factor into the ethical conduct of research today,” the panel said in the report.

ACADEMIC FREEDOM

Georgetown Backs Adjunct Who Alluded to Killing Obama

Georgetown University is supporting the ac-ademic freedom of an adjunct faculty member in its School of Foreign Service who, in recent blog posts, has written indirectly about assas-sinating President Obama, according to The Hoya, Georgetown’s student newspaper.

The faculty member, Michael F. Scheuer, is a former official of the Central Intelligence Agency. Last month he wrote a blog post criti-cizing Mr. Obama and Prime Minister David Cameron of Britain, denouncing their inter-ventions in the Muslim world and questioning the actions of the National Security Agency.

He then quoted, apparently with approval, a 17th-century English politician’s observation that “no names are recorded in history with more honor” than those who killed tyrants.

A Georgetown spokeswoman said that “be-ing committed to the free and open exchange of ideas does not mean that we approve of or endorse each and every statement made by members of our faculty.”

LEADERSHIP

N.Y. Court Dismisses Complaint That President Meddled in Tenure

A New York trial court has dismissed a le-gal complaint alleging that the president of the City University of New York’s Hunter College wrongfully interfered in a professor’s failed bid for tenure.

Noel L. Goddard, a former assistant profes-sor of physics at Hunter, accused Jennifer J. Raab, Hunter’s president, of meddling in Ms. Goddard’s tenure case even after Ms. Raab

had recused herself from it. The president re-cused herself because Ms. Goddard was in-volved in a romantic relationship with a vice president in Ms. Raab’s cabinet at the time.

The court said Ms. Goddard had failed to exhaust other administrative remedies avail-able under the grievance procedures of the university’s collective-bargaining agreement.

RESEARCH FUNDS

Hughes Medical Institute Offers $150-Million in New Awards

As university researchers confront another tight year in federal financial support for sci-ence, the Howard Hughes Medical Institute has some consolation for a few of them: a new round in its primary award competition.

The institute announced last week that it would accept applications for up to 25 new investigator positions, worth a total of $150- million over five years and beginning in 2015.

GOVERNMENT

White House Unveils 8 Colleges as Part of 5 ‘Promise Zones’

The White House announced this month the creation of five “Promise Zones,” located in five states and designed to foster economic devel-opment, educational opportunity, and better housing and public safety through partner-ships involving local businesses and organiza-tions, including colleges.

The zones and their higher-education part-ners are: San Antonio (St. Philip’s College), Los Angeles (Los Angeles Community College District), Philadelphia (Drexel University), Southeastern Kentucky (Berea College, East-ern Kentucky University, and the University of Kentucky), and Choctaw Nation of Oklahoma (Eastern Oklahoma State College and Oklaho-ma State University).

JEREMY PAPASSO/ CAMERA

Patricia A. Adler, the sociologist who accused the U. of Colorado at Boulder of pressuring her to retire over complaints about a classroom skit on prostitution, resumed teaching last week. But Ms. Adler (dressed as a homeless person for the lecture) said she’d teach the course, “Deviance in U.S. Society,” this spring and then retire. “This is the last waltz,” she said. “That’s it.”

stjohns.edu/red

new york • rome • paris

RED INQUIRES

RED INSPIRES

There’s no limit to what Red can accomplish. Whether it’s our Fulbright award-winning students— 10 this year alone—or our nationally ranked faculty, our commitment to academic excellence, faith, and

service means Red succeeds—both in the classroom and in life. Red has a thirst for knowledge.

We are red. We are St. John’S UniverSity.

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A24 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

Continued on Page A26

By SARA LIPKA

Colleges, Here Is

Your Future Demographic data show big changes coming

Until just a few years ago, col-

leges could anticipate classes of

high-school graduates each big-

ger than the last. Two decades

of steady supply drove enrollment growth

and let campuses be choosy, gathering fresh-

men with good test scores and parents who

could pay. But those days are over.

Peer into kindergarten classrooms across

the country, and you will see fewer students.

For every 100 18-year-olds nationally, there

are only 95 4-year-olds. The Northeast and

Midwest show the sharpest drop-offs, ac-

cording to a Chronicle analysis. In less than

a third of states, mainly in the West, can you

find as many younger children as older ones.

Over all, fewer young children are white or

black. In half of the states, more young chil-

dren are Asian, and almost everywhere more

are Hispanic. In the Southeast, at successively

younger ages, the number of Hispanic chil-

dren increases markedly.

Years to college age

Num

ber

of c

hild

ren

0 14

Denver County, Colo.

Explore the data on chronicle.com

5,000

4,000

3,000

2,000

1,000

0

The population of 4-year-olds (14 years from college age) compared with that of 18-year-olds

(at college age) in counties and equivalent areas with at least 10,000 residents.

Note: Areas in gray have fewer than 10,000 residents or less than a 10-percent difference between the number of younger and older children.

Number of Children Reaching College AgeWill Drop Off in Traditional Population Centers

6 Counties Highlight Changing Demographics

10%fewer

10%more

At least At least

WHITE BLACK ASIANHISPANIC

Years to college age

Num

ber

of c

hild

ren

0 14

Contra Costa County, Calif.

8,000

6,000

4,000

2,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Jefferson Parish, La.

3,000

2,000

1,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Cook County, Ill.

30,000

20,000

10,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Rockingham County, N.H.

5,000

4,000

3,000

2,000

1,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Gwinnett County, Ga.Many more younger children than older ones

Similar numbers of Hispanic and white children

Share of Hispanic children greater at younger ages

Hispanic majority, but in �ux Many fewer younger childrenOne of the most diverse in the country

6,000

4,500

3,000

1,500

0

In Focus

t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a25

Years to college age

Num

ber

of c

hild

ren

0 14

Denver County, Colo.

Explore the data on chronicle.com

5,000

4,000

3,000

2,000

1,000

0

The population of 4-year-olds (14 years from college age) compared with that of 18-year-olds

(at college age) in counties and equivalent areas with at least 10,000 residents.

Note: Areas in gray have fewer than 10,000 residents or less than a 10-percent difference between the number of younger and older children.

Number of Children Reaching College AgeWill Drop Off in Traditional Population Centers

6 Counties Highlight Changing Demographics

10%fewer

10%more

At least At least

WHITE BLACK ASIANHISPANIC

Years to college age

Num

ber

of c

hild

ren

0 14

Contra Costa County, Calif.

8,000

6,000

4,000

2,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Jefferson Parish, La.

3,000

2,000

1,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Cook County, Ill.

30,000

20,000

10,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Rockingham County, N.H.

5,000

4,000

3,000

2,000

1,000

0

Years to college age

Num

ber

of c

hild

ren

0 14

Gwinnett County, Ga.Many more younger children than older ones

Similar numbers of Hispanic and white children

Share of Hispanic children greater at younger ages

Hispanic majority, but in �ux Many fewer younger childrenOne of the most diverse in the country

6,000

4,500

3,000

1,500

0

College officials not already following such trends would do well to pay attention. Demo-graphic change has become a crucial focus of enrollment management over the past decade, but with intense pressure to fill each year’s class, longer-term planning can lapse. And despite more data analysts in the field, much number crunching, experts say, is still clumsy. Campus leaders are often unaware of the com-ing reality, even as they rely on students for revenue.

Studying the pipeline is essential, says Wil-liam T. Conley, vice president for enrollment management at Bucknell University. “If they weren’t born, they’re not going to go to college.”

Using data from the U.S. Census Bureau, The Chronicle examined by state and county the population from age 18, or zero years from traditional college age, down to age 4, or 14 years away. Younger age groups are strikingly smaller in New England, as in Rockingham County, N.H., where 18-year-olds number al-most 4,500 and 4-year-olds just 2,600, a dif-ference of more than 40 percent. With fewer young white children in almost every state, many counties’ younger age groups would be vastly smaller if not for much larger numbers of Hispanic children.

Take Gwinnett County, in suburban At-lanta, where more 18-year-olds are white (38 percent) than black (28 percent) or Hispanic (20 percent). But at age 7 and below, Hispanic children outnumber both other groups. Simi-lar trends are apparent around the country. In Kane County, Ill., home to Aurora Univer-sity, Hispanic children outnumber white chil-

dren age 9 and younger. And in Marion Coun-ty, Ore., home to Willamette University, the shares of white and Hispanic children in the youngest age group almost match.

The Chronicle’s analysis offers a snapshot of one point in time, not projections of the fu-ture. Numbers are of children, not students, and carrying forward the population of 4-year-olds, for instance, would not account for school enrollment, dropout, or migration. The measurement of years away from college age aligns with a traditional path, not those of the adults increasingly represented in postsecond-ary enrollment.

But as broad signals, the numbers show im-portant shifts. Where younger age groups get bigger, people are poorer: Of about 450 coun-ties with significantly more younger children than older ones, about 330 have median in-comes below $50,000, compared with a me-dian of $52,762 nationally.

By contrast, in many of the highest-income, most-educated counties—which have reliably delivered high-school graduates to colleges—the supply of younger children is dwindling. That pattern is striking in the suburbs of New York City: Long Island; Westchester County, N.Y.; Fairfield County, Conn. In Somerset and Mor-ris Counties, N.J., both with median incomes of more than $98,000, the populations of 4-year-olds compared with 18-year-olds are 26 percent and 32 percent smaller, respectively.

Like a fisherman familiar with the best spots, a college recruiter might look to nearby Hunterdon County, N.J. It’s one of the wealthi-est in the country, with a median income of $104,000. Nearly half of adults have bachelor’s

degrees, compared with 28 percent nationally. The future recruiter’s problem? For every 10 older teens, Hunterdon has about five 4-year olds. In ponds that have long produced good catches, the fish are disappearing.

Colleges commonly cast about for students like the ones they al-ready have: often affluent and white. Do these five ZIP codes north of Chicago generate the ap-

plicants you’re after? Try these three outside St. Louis. Define a go-to “geodemographic cluster” and look for similar profiles in other places.

These days, though, the chance of discover-ing a secret, stocked fishing hole is slim. The rate of population growth—0.7 in 2013—has not been this low since the 1930s. The over-all fertility rate has gone down since 2007; for white, college-educated women, it stands be-low the replacement rate.

“There are virtually no major regions of the country where non-Hispanic white birth numbers are not getting lower,” says Steve H. Murdock, a professor of sociology at Rice Uni-versity and a former director of the Census Bureau. “Basically, all groups besides Hispan-ics have birthrates lower than replacement.” If the number of white children seems to be increasing in certain areas, he says, it’s prob-ably because families are moving there. (Sev-eral counties in The Chronicle’s analysis with greater numbers of younger white children than older ones are home to major cities: Bos-ton, Denver, Nashville, San Francisco.)

Those patterns put some colleges in a pre-

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By ERIC HOOVER D

emographic projections have inspired doomsayers and day-dreamers alike. The sky-is-fall-ing contingent says the declin-ing number of white, affluent

high-school graduates will sink many tuition-dependent colleges. Meanwhile, optimistic observers predict that population shifts will compel institutions to transform themselves by embracing underrepresented students like never before.

As any admissions officer could tell you, the number of high-school graduates in sev-eral Midwestern and Northeastern states will

drop sharply over the next de-cade, according to the West-ern Interstate Commission for Higher Education. Nation-ally, the number of black and white students will decline, and the number of Hispanic and Asian-American gradu-ates will increase significantly. The nation’s already seeing a sharp rise in first-generation and low-income graduates—the very students whom selective four-year institutions have long struggled to serve.

In conversations with col-lege officials over the past few years, I’ve heard great concern about this trend. Many de-scribe themselves as welcom-ing of diversity but worried

about both financing and supporting needier students, especially because many aren’t as prepared as their wealthier peers. Enrollment managers, who must balance competing in-stitutional goals—like expanding access and increasing net-tuition revenue—say their task is becoming more difficult. Imagine a juggler who now must tap dance, too.

Those national numbers mean only so much,

however. The effects of demographic change have always varied from campus to campus. A college’s location and market position will play a large role in the next chapter of its story, and so will the way it chooses to define diversity.

One college might respond to a downturn in the number of affluent students by expand-ing its financial-aid budget, allowing it to enroll more low-income students of all racial and eth-nic backgrounds. Making that move would most likely require losing something: budget cuts else-where, perhaps, or a freshman class with test scores lower than those who came before them.

Meanwhile, the college down the road might double down on international recruit-ment, bringing in more foreign students, who typically pay the full cost of attendance. China and other fertile recruitment grounds can look downright inviting when your traditional ter-ritory starts to dry up.

A big question is whether colleges will see the demographic shift as an opportunity to re-define themselves or as a trend to resist at all costs. Recently I asked Jerry A. Lucido which path most colleges were choosing. The famil-iar one, said Mr. Lucido, executive director of the University of Southern California’s Center for Enrollment Research, Policy, and Practice.

“The usual response at the highest levels of institutions is ‘What can we do to counter this?’” he said. “Often it’s ‘Where are the students we want who can meet our standards and continue the financing that allows us to keep this trajec-tory?’ Only when colleges see that the trajectory is truly threatened unless they alter something can they begin to address that change.”

In other words, many colleges might just have to give something up to stay afloat. Want to maintain your enroll-ment? OK, but your selectivity must go down.

Colleges don’t necessarily have a taste for trade-offs. For decades, enrollment chiefs have

been ordered to produce more of everything. More applicants, more revenue, and—as in-dicated by higher test scores and lower ad-mission rates—higher quality. Such are the triumphs that colleges tout in their annual proclamations of prestige. But that trajec-tory, enrollment officials agree, isn’t sustain-able at many places, as much as presidents and boards might wish it were.

That’s not to say colleges are ignoring demo-graphic change. Many, in fact, are responding in various ways, albeit incrementally. Just as demographic shifts don’t happen overnight, strategies for recruiting the next wave of stu-dents take time to develop. An East Coast col-lege can’t just parachute into California and collect applicants for next fall’s class.

As J. Leon Washington explains, student recruitment is becoming an increasingly complex mix of local, national, and global outreach. How a college pursues one group of students may affect how it can serve an-other.

Mr. Washington is dean of admissions and financial aid at Lehigh University, in Beth-lehem, Pa., which has long drawn most of its students from the Northeast. Over the past five years, however, the university has perused projections and revamped its recruitment plan. “There’s not panic or anything,” he says, “but there’s been a change in attitude in how we work day to day.”

That change involves where to recruit as well as how. Previously, one of Lehigh’s ad-missions officers spent two weeks a year in California, a diverse, populous state to which many colleges have flocked, like gold seekers long ago. Now two reps spend four weeks each there. Yet, as many colleges have learned, buying a plane ticket is easy. Having meaningful contact with prospective appli-cants is hard.

That’s why Lehigh, like many other colleges, has cultivated relationships with community-

Changing Times, Tough Choices

How long will colleges cling to the same old, narrow admission metrics?

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carious position. Imagine a small private in-stitution with an enrollment that is almost en-tirely white. “You are headed for a downturn,” says Mr. Murdock. “You’re likely to need to di-versify in order to maintain enrollment.”

Jon Boeckenstedt knows the importance of data on that front. Now associate vice presi-dent for enrollment management at DePaul University, he has worked at five colleges in the past 30 years. Until recently, he says, tracking demographics was a frustrating task. In 1995 he tried to download a data set from the U.S. Department of Education’s Integrat-ed Postsecondary Education Data System, or Ipeds, using a dial-up Internet connection and a 14.4-kilobit-per-second modem. “It ran about 23 hours,” he says, “and it died.”

Since then, access both to data and to soft-ware to display the data has changed the game, says Mr. Boeckenstedt. He can now download that Ipeds data set in 10 seconds, he says, and manipulate it in 20 minutes.

Many enrollment officials look to the West-ern Interstate Commission for Higher Educa-tion, known as Wiche, which publishes pro-jections of high-school graduates about every four years. Some also examine—often with consultants—the Census Bureau’s Ameri-can Community Survey and marketing da-tabases like Nielsen Prizm, which identifies geodemographic segments such as exurban “Country Squires” and city-dwelling “Money & Brains.”

The last significant dip in the number of high-school graduates, in the 1980s, prompted many colleges to recruit more adult students, Mr. Boeckenstedt recalls. Now that market

may be saturated, he says, and colleges will have to get more creative. A rare data whiz in his field, he analyzes and visualizes data on his blog Higher Ed Data Stories, in part to help colleagues navigate this wave of change.

“It’s not that uncommon that I’ll come home, and after dinner, when my wife is at yoga,” he says, “I’ll go on data.gov.”

Sophistication in student pros-pecting varies from one college to the next, but more of them—includ-ing public institutions, financially pressured into enrollment manage-

ment—are seeking new methods.In purchasing names of prospective students

from the College Board and ACT, some enroll-ment officials are sorting the pool like baseball scouts applying sabermetrics. Analyses of cur-rent enrollment to guide recruiting can’t fo-cus just on the bread-and-butter student, says Steve Kappler, assistant vice president and head of postsecondary strategy at ACT.

Given the growing population of high-school students who would be the first in their families to go to college, he says, one institu-tion recently asked: Which first-generation students have done well here? It saw success among those with a high “interest-major fit,” according to ACT, meaning that the interests they reported on the test’s Student Profile Sec-tion matched their intended field of study.

The college now plans to recruit more first-generation students with a high interest-ma-jor fit and a high “mobility index,” a predictor of how far they’ll travel to enroll, which ACT added to its menu of characteristics in 2009.

Of course, if institutions recruit by buying names from the College Board and ACT, then only those who have taken a test, who are in some way preparing for college, are on the list.

In October, when Wiche published pro-jections of high-school graduates for the 25 most populous metropolitan areas, it pointed out that some of the fastest-growing por-tions of the population, especially the males among them, are least likely to enroll in col-lege. Brian T. Prescott, director of policy re-search at the organization, hopes the data will help cities and community groups better serve historically underrepresented students.

The White House is busy encouraging more outreach by colleges, which it says should recruit more low-income students by working with local school districts, for ex-ample, to mentor middle- and high-school students and bring them in for campus visits. Dozens of institutions made such commit-ments last week.

While gaps in college-going rates by race and ethnicity have narrowed in recent years, by income they’re still stark. In the high-school Class of 2012, 82 percent of graduates from high-income families were enrolled in college the following fall, along with 66 per-cent from middle-income families and 52 per-cent from low-income families. That 30-per-centage-point difference is about the same as in 2002.

Now, with fewer children nationally, re-cruiting similar numbers may depend on rais-ing college-going rates. Demographic shifts could change who gets treated like a prospec-tive college student.

based organizations that serve low-income and first-generation high-school students. Ad-missions offices see QuestBridge and the Pos-se Foundation, for instance, among a slew of smaller groups, as increasingly valuable part-ners because they help identify high-achieving students from low-income families. “They have their finger right on the pulse,” Mr. Washing-ton says.

In California, for instance, feedback from such organizations drove home an important lesson to Lehigh: If it wanted to recruit more Hispanic students, it had to engage their par-ents. That meant talking about financial aid in Spanish, even with families who also spoke English, Mr. Washington says. Now Lehigh of-fers information sessions in Spanish both on and off the campus.

Attracting more students from across the country takes time. This year about two doz-en of Lehigh’s 1,200 freshmen came from the Golden State, up from just a handful five years ago. It’s progress, Mr. Washington says, but also an endeavor that requires much planning, effort, and money.

The same is true of international recruit-ment, widely viewed as a safety net that can protect against shortfalls in enrollment and revenue. Advocates for low-income students are wary of the global-recruitment boom; they worry about colleges’ giving more and more seats to students from other countries instead of to underrepresented applicants from the United States.

But the equation is more complicated than that, Mr. Washington explains, and it’s up to him to balance it. “Two full-freight-pay-ing students,” he says, “allow us to fund more heavily a domestic student with greater need.”

Since 2007, Lehigh has increased its enroll-ment of foreign students to 7 percent, from 3 percent. Admissions officers continue to wres-tle with what an ideal proportion might be.

14 years old (4 years out): There are more children this age (4,172,541) than any other in the pipeline.

4 years old (14 years out): Fewer than one in six children this age lives in the North-east. More than three in five live in the West or South.

18 years old (0 years out): More than one in five lives in California or Texas.

9 years old (9 years out): Nearly one in four children this age is Hispanic.

Children in the College Pipeline

Ten percent? Fifteen? That depends on insti-tutional priorities and goals.

In the end, each college gets to write its own rules. To my eye, there’s a sharp di-vide between colleges that are playing the recruitment game the same old way and those that are adopting new strate-

gies for achieving greater diversity. Some are entrenched, others are imaginative.

I recently spoke with W. Scott Friedhoff, vice president for enrollment and college re-lations at the College of Wooster, in Ohio. He, too, described the importance of work-ing with groups that help—and help iden-tify—underrepresented students. He was “jazzed,” he said, about a burgeoning part-nership between Wooster and the Noble Network of Charter Schools, which serves low-income students in Chicago.

This fall the college sponsored a bus trip that brought about 20 high-school seniors to the campus. As of early December, more than 80 seniors from the network had ap-plied to Wooster. The admissions staff will read those students’ applications—and package their financial-aid offers—prefer-entially, Mr. Friedhoff says.

Although he expects to enroll only a handful of those students next fall, he believes that the program will help diversify the campus over time. It’s the kind of innovation, he says, that a predominantly white institution in northeast-ern Ohio should be part of: “We’re working on creating a pipeline.”

Recruiting students is only part of the challenge, of course. Helping them afford college is another. In 2008, Lehigh re-placed loans with grants for families mak-ing less than $50,000 a year, and reduced the amounts that other students would have to borrow. Such commitments require dedi-cated fund raising and shuff led resources, if not serious sacrifices. Some colleges, such

as the University of Virginia, have tried such financial-aid policies and found them unsustainable.

And access is not just a matter of affordabil-ity: It’s also a question of assessing students’ academic preparation. How long will colleges cling to the same old, narrow metrics of stu-dent achievement? Although admissions of-ficials say they want students with grit and determination, many still give much weight to ACT and SAT scores.

The “overreliance on standardized testing and institutional obsessions with traditional measures of quality” can have harmful conse-quences, argue Donald R. Hossler and David H. Kalsbeek in a recent article in Strategic En-rollment Management Quarterly.

Enrollment-management tactics have often been used in ways that work against low-in-come students, write Mr. Hossler, a professor of educational leadership and policy studies at Indiana University at Bloomington, and Mr. Kalsbeek, senior vice president for enroll-ment management and marketing at DePaul University. At some point, current obsessions might seem hopelessly out of date, or at least out of step with the cohort now marching to college.

Some colleges will have to admit more stu-dents with lower test scores. And harder than merely admitting them, of course, is help-ing them succeed. Many colleges, the authors write, aren’t investing enough in the pro-grams and services needed to help a more-di-verse group students stay enrolled and gradu-ate. Institutions are ignoring what Mr. Hoss-ler calls “the demographic imperative.”

Colleges don’t like choosing one goal over another, the authors note: “In short, they want it all.”

But in the years ahead, as an increasingly diverse pool of applicants, with a range of abil-ities and needs, comes along, colleges will have to decide what they want most.

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A28 ja n ua ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc at ion

Washington

It’s the final day of negotia-tions over the controversial “gainful employment” rule, and Rory O’Sullivan, the sole student representative on the

panel, is getting frustrated. For weeks leading up to the Decem-

ber hearing, he has been politely urg-ing the U.S. Department of Educa-tion to write a rule that puts students’ interests first. Now, at the 11th hour, the department has agreed to a trio of changes sought by for-profit colleges that would weaken the rule, intended to tie colleges’ eligibility for federal aid to their borrowers’ ability to repay their debt.

Mr. O’Sullivan, the policy and re-search director for Young Invincibles, doesn’t hide his disillusionment. Nor-mally calm and polished, he becomes visibly upset, his voice rising and face reddening.

“Before I was involved in this pro-

cess, I had some idea that the de-partment would care what students think,” he tells the panel. “That has not been the case.”

“It has,” he finishes, “been quite an education.”

For Mr. O’Sullivan and Young In-vincibles, a youth-advocacy group that represents 18- to 34-year-olds, it’s the latest lesson in how Washing-ton works.

Four years after it was founded by a pair of Georgetown law students who wanted a say in the nation’s health-care debate, Young Invincibles has grown into one of the largest, most influential youth-advocacy groups in Washington. With friends in the White House and the backing of wealthy foundations, the group has

gained a seat at the table in national debates over health care, student aid, and youth unemployment.

In the past two years, the group has been asked to introduce legislation, tapped to testify before both cham-bers of Congress, and picked over more established student groups for federal rule-mak-ing panels.

Yet as Young Invincibles matures, and extends its reach from the na-tion’s capital into state legislatures, its leaders are also discovering the limits of their influence, and the challenges of representing a demographic that spans 16 years and every level of edu-cation, from high-school dropouts to Ph.D.’s.

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In Focus

THE YOUNG INVINCIBLES

LEXEY SWALL FOR THE CHRONICLE

Aaron Smith (right), executive director of Young Invincibles, with Jen Mishory, deputy director, and Rory O’Sullivan, director of policy and research

Continued on Following Page

GROW UP

By KELLY FIELD

Young Invincibles started with modest goals. Aaron Smith and Ari Matusiak, then third-year law stu-dents at Georgetown University, felt that young people weren’t being

heard in the health-care debate, so they recruit-ed a few friends and Mr. Smith’s sister into a group that would speak for 18- to 34-year-olds.

“We were talking about changing one of the most important systems in the country, and young people weren’t involved,” recalls Mr. Smith. “Worse, they didn’t seem to care.”

The friends created a one-page website invit-ing young people to share their stories, and be-gan planning a lobby day for the fall of 2009. To be ironic, they called themselves Young Invin-cibles, the health-insurance industry’s term for young people who forgo coverage because they (supposedly) believe themselves invulnerable.

Then they got their big break. Nancy Pelosi, the Democratic speaker of the House, was pre-paring to announce a plan that would allow young adults to stay on their parents’ health

insurance until the age of 26. When her aides heard about Young Invincibles’ lobby day, they asked the group to help introduce the provision.

“They were in the right place at the right time,” says one Senate Democratic aide, who, like others quoted here, didn’t want to be named because she was not authorized to speak on a boss’s behalf. Congressional Democrats needed to show they had the support of young people, and most of the traditional student groups had stayed on the sidelines of the de-bate. For the fledgling Young Invincibles, “there wasn’t much fray to get above,” one former stu-dent advocate says.

The October 13 news conference catapult-ed Young Invincibles onto the national stage. Within days, its leaders were doing interviews with major political publications.

“There was a huge appetite to talk to young people about this,” says Mr. Smith, whose mother is a Democratic state assemblywoman in New York. “And because we were law stu-dents, we got into the nitty-gritty of the policy in a way that was somewhat unique.”

“We just got lucky with timing,” he adds. The group’s endorsement of the president’s

health-care plan “bought them a lot of love in the White House,” says one House Democratic aide, getting them “more access than most or-ganizations dream of.”

After the bill passed, in March of 2010, Young Invincibles lobbied the administration to hold college-sponsored health plans to the same stan-dards as private-market plans. White House of-ficials hesitated, wary of angering colleges and backtracking on a promise to “grandfather in” many existing plans, but ultimately agreed.

Nancy-Ann DeParle, the White House of-

ficial then in charge of implementing the law, says she saw the group as “a more formidable force” than the college lobby.

“They were adorable, but they were really smart and tough,” says Ms. DeParle, who left the White House in 2013. “Truth be told, I kind of wanted them to go away. But they weren’t go-ing to.”

Over the next several weeks, the White House worked with Young Invincibles and the American Council on Education on a plan that expanded coverage for students but kept costs down for colleges.

A few weeks later, the group persuaded the Treasury Department to allow young people to get tax credits to purchase health insurance through an exchange, even if they are eligible to remain on their parents’ plans.

Since then, Young Invincibles has focused on selling the law to young adults. With support from several foundations and the Department of Health and Human Services, the group has trained more than 1,000 youth-serving organi-zations and signed up students at community colleges in New York, Virginia, and the District

of Columbia. Meanwhile, the group has

leveraged its connections and political good will into a role in other national debates. Con-gressional Democrats consider it an ally on student-aid and work-force issues.

But the group’s close ties to the Obama administration—which Mr. Matusiak himself joined in January 2011, eventu-ally becoming director of pri-vate-sector engagement—have drawn suspicion from some Re-publicans. One Senate GOP aide dismisses the group as “a shill for the Obama administration.”

Mr. Smith says his group sup-ports Obamacare, as Repub-licans dubbed the health-care law, because “it is overall a very good deal for young adults.” He points out that Young Invin-cibles has criticized the admin-istration on “a host of issues,” including youth unemployment and student-loan interest rates.

Ronnie Cho, the former associate director of the Office of Public Engagement at the White House, says Young Invincibles “weren’t shy about voicing their disappointment” with the presi-dent’s student-loan bill, and pressed the adminis-tration to do more to create jobs for young people.

“If they felt the administration was falling short, they would let us know,” he says.

Still, he acknowledges that the administra-tion probably was “helpful in their growth and elevating their profile.”

“We had vetted them,” he says.

When the founders of Young Invincibles graduated from Georgetown Law School, in the spring of 2010, the group had a staff of two—Mr. Smith

and Jen Mishory, a law-school classmate—and a budget of $140,000 in grants from two health-care foundations. It shared office space with the Center for Community Change, a non-profit incubator that provides the group with administrative support.

Today Young Invincibles has 40 employees, offices in four states and the District of Colum-bia, and a budget of more than $4-million. Last fall it moved its D.C. office from hip U Street to 14th and K Streets, three blocks from the White House, on the city’s famous lobbying corridor. The group is working to separate from the Cen-ter for Community Change, whose board in-cludes union leaders and Democratic activists, and become an independent nonprofit.

The group is still run by young adults (its old-est employee is 34), and for many of them, the is-sues they focus on are personal. Mr. Smith was uninsured after college and had to pay hundreds

of dollars for an X-ray showing “that I needed to rest my foot” after a soccer injury. Mr. Smith, Ms. Mishory, and Mr. O’Sullivan are all on income-based repayment plans for their law-school debt.

But the group’s leaders are the products of elite colleges and have never struggled with unem-ployment, as many millennials have in recent years. Those facts, coupled with the group’s lack of dues-paying members, has led some in Wash-ington to question who Young Invincibles repre-sents. Is it really the voice of 18- to 34-year-olds, as it aspires to be? Or is it a think tank that oper-ates with input from a self-selected group of like-minded (and equally indebted) yuppies?

David A. Bergeron, a longtime Education Department official who now works with the progressive Center for American Progress and its youth-advocacy arm, Generation Prog-ress, sees Young Invincibles as more in the lat-ter camp. As he puts it, the Young Invincibles leaders “went to private law schools, so debt is a big issue for them.”

“They’re supportive of access and affordabil-ity, but it’s not something they’ve had to deal with,” he says.

Mr. Bergeron places the group at the opposite end of the socioeconomic spectrum from the United States Student Association, the group he says is “most representative of the vast ma-jority of students.”

USSA, a 67-year-old organization with chap-ters on 25 public college campuses in nine states, has a democratically elected board of directors and leadership. The association’s $200,000 budget comes directly from students, through membership fees, though its founda-tion receives roughly $500,000 in support from outside groups. The U.S. Public Interest Re-search Group, a consumer group with a pres-ence on 75 campuses, follows a similar funding model, though its agenda is broader.

Both groups have staff members in Washing-ton, but they specialize in grass-roots organiz-ing—getting students to sign petitions, write letters to the editor, and travel to D.C. to lobby their legislators.

Young Invincibles does not have “members,” per se, instead relying on a large email list and Facebook following, which it uses to take the temperature of its base through surveys and polls. Though it does some organizing, its strengths lie in the wonkery of policy making and analysis. Its funding comes almost entirely from large foundations, with Atlantic Philan-thropies and the Joyce, Kresge, and Bill & Me-linda Gates Foundations each contributing at least $200,000 last year.

The group’s structure and financing has some advantages over the traditional student advo-cacy model. Without a classic “constituency” to answer to, or much bureaucracy to navigate, Young Invincibles can be quicker than the tra-ditional student groups to respond to lawmak-ers’ requests for information or endorsements, Congressional aides say.

“They are very fluid and responsive,” says a Senate Democratic aide. “They cater to what we want.”

That also means that the group could, if so inclined, “cater to what the foundations want,” says a Senate Republican aide.

Some critics of Obamacare accuse Young In-vincibles of putting ideology ahead of the inter-ests of young adults, who will absorb a dispro-portionate share of the law’s costs, and question its ties to the AARP, listed as a “partner” on its website.

“They’re trying to sucker young people into buying something that isn’t in their best inter-est,” says Evan Feinberg of Generation Oppor-tunity, a “free-thinking, liberty-loving” foil to the progressive Young Invincibles.

Mr. Smith counters that many millennials will qualify for Medicaid or tax subsidies, keep-ing their cost of coverage low. And he defends his group’s relationship with AARP, saying se-niors and young people have many concerns in common.

Mr. Smith points out that less than 15 per-cent of Young Invincibles’ budget comes from any single foundation. He describes the group’s

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Continued From Preceding Page

LANCE ROSENFIELD/PRIME FOR THE CHRONICLE

Sen. Cory Booker, Democrat of New Jersey (center), is joined by Rory O’Sullivan of Young Invincibles (to the senator’s right) at the release of a report written by the group.

expansion into student aid and unemployment policy as consistent with its focus on economic opportunity for young adults.

In an effort to hear directly from young adults, the group has conducted two “listening tours,” with a third, focused on youth unem-ployment, scheduled for the fall. Its inaugural bus tour, in 2012, encompassed 21 states and 100 round-table discussions, half of them on college campuses.

Several of the events took place at commu-nity colleges, where a larger percentage of stu-dents are uninsured and where the group has focused its health-care outreach. But Mr. Smith says that it has been difficult to engage commu-nity-college students, many of whom are work-ing adults, in his group’s campaigns.

“A community-college student who is work-ing, with two kids—there is no better advocate than that,” he says. “But that is the student that is often the least heard from.”

Mr. Smith is the first to acknowledge that 18 to 34 is “a big demographic.” Still, he says there’s one thing many young adults have in common: student loans.

“Student-loan debt certainly unites a genera-tion,” he says.

Young Invincibles’ first foray into student-aid policy was in 2011, when Ms. Mishory was chosen for a rule-making panel charged with putting in place the president’s Pay As You

Earn loan-repayment plan. Her biggest contribu-tion, other panelists say, was ensuring that bor-rowers on income-based plans would be notified when they needed to update their income infor-mation, and not simply kicked out of the plan for failing to do so. The change, while highly techni-cal, will benefit thousands of borrowers.

In 2012, Young Invincibles joined other stu-dent groups in persuading Congress to keep

interest rates low for an additional year, rather than allowing them to double. When the issue resurfaced the following year, the group chal-lenged the president’s plan, saying its lack of a cap would leave future students vulnerable to rate hikes. In the end, the group opposed the compromise bill backed by Democratic leaders, saying the cap was set too high.

The fight split the student lobby and briefly strained Young Invincibles’ relationship with the White House. “It was sort of awkward,” Mr. Cho recalls. “But it didn’t keep us from working on other issues going forward.”

That fall, when the administration was craft-ing its college-affordability agenda, White House officials met with Young Invincibles sev-eral times to get ideas and feedback, says Ms. DeParle, who was by then the deputy chief of staff. Some of their suggestions made it into the president’s State of the Union speech, she says.

Later, the administration picked Mr. O’Sullivan to be the lead student representative on its “gainful employment” panel, making the legislative director of United States Student As-sociation his alternate. Maxwell Love, the asso-ciation’s vice president, calls the choice “telling.”

Mr. Love says lawmakers and regulators see Young Invincibles as more professional than traditional student groups. He acknowledges that his group could be more “polished” and “quicker to respond to things.” Still, he argues that students “need a voice in Washington that is actually made up of youth and students, and not just another 501(c)(3).”

Young Invincibles has also turned its atten-tion to youth unemployment, arguing, in an analysis released this month, that out-of-work millennials are costing the country up to $25-billion a year in uncollected taxes and safety-net expenditures. The group is urging Congress to expand apprenticeships and the AmeriCorps national service program, while resurrecting

Youth Opportunity Grants, a program focusing on at-risk youth.

And Young Invincibles is branching out into the states, opening offices in California, New York City, Chicago, and Houston. Its goal is to train students on 20 campuses to lobby their legislatures by the end of 2014.

But that effort, called the Student Impact Project, has gotten off to a slow start. At a De-cember training at the University of Mary Washington, a small public college in Virginia, there were more piz-zas on hand than students.

At one point, Tom Allison, Young Invincibles’ policy and re-search manager and an alumnus of the college, offered to help plan and to attend a January lobby day in Richmond that the student ac-tivists were organizing. Joe Dolan, the student-government leader in charge of the lobby day, says he worked with the college’s adminis-tration and suggested Mr. Allison coordinate with them.

After the event, Mr. Allison at-tributed the low turnout to the fact that it was the week before finals, and the night a popular po-litical-science professor taught. Young Invin-cibles had left it up to a campus group to pick the date.

Contacted by email a few weeks later, Mr. Dolan says he invited Young Invincibles to help plan the lobbying event, but not to participate in it.

The student government “has an obligation to be beholden to the interests of University’s students,” he wrote. Young Invincibles’s goals, he says, are broader.

“We share interests, but they are not identi-cal,” he says.

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American Society for Biochemistry and Molecular Biology

ACCREDITATION & ASSESSMENTfor B.S./B.A. PROGRAMS IN

BIOCHEMISTRY & MOlECulAR BIOlOGY

The ASBMB has launched a national accreditation program for departments and programs offering baccalaureate degrees in biochemistry, molecular biology and other related degrees. Accredited programs gain access to an independently developed and scored examination for assessing student performance that leads to the conferral of an ASBMB-certified degree.

Programs seeking ASBMB accreditation will be evaluated on:

• Faculty credentials• Support for undergraduate research• Faculty access to professional development programs• Commitment to diversity• Student advising programs• Well-rounded curriculum that includes a robust

experiential learning component

ASBMB Accredited Programs:• Northeastern University• Texas State University San Marcos• University of Tampa• Villanova University• Virginia Tech• Winthrop University

For more information, visit www.asbmb.org/accreditation.Application fees are waived for a limited time. We are currently accepting applications for the March 1 deadline.

“ They’re supportive of access and affordability, but it’s not something they’ve had to deal with.”

Signing up is fast, easy, and FREE.

You.Your Career.

Vitae.

Tell your academic story. Build your network. Manage your academic career.

All with Vitae—the first online career hub just for higher education.

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Views Black Men as College Athletes:

The Real Win-Loss Record A60

Despite an improving econo-my, eager and talented new college graduates are still encountering significant dif-ficulty in securing jobs. The fallout has landed squarely

on colleges. Parents are demanding higher returns for the significant investment in their children’s education, and the government is backing them by increasing its efforts to col-lect and publish postgraduation employment and income data.

These demands are not without merit. As a university president, father of a college student, and former higher-education consul-tant, I value accountability.

However, we won’t be able to create more-tangible returns on investment for our graduates unless the rapidly expanding chasm between what higher-education institutions produce and what employers want is closed. Access to a college education is no longer enough. The world has changed so signifi-cantly that colleges and universities must complement a traditional education with real experience, including authentic connections to the workplace.

Two key changes are required. First, colleg-es must move beyond internships and develop models that better allow students to apply the classroom knowledge they’ve acquired in a real-world setting.

Second, employers must understand that if they feel the business environment has become too competitive for them to provide training and apprenticeship programs, then expectations of graduates’ being work-force-ready are unrealistic. Unless, that is, they commit to work with colleges in creating in-novative programs that will help graduates hit the workplace floor running.

As we consider new approaches, we should focus not just on what graduates know but also on how they can immediately use their newfound knowledge and skills. While com-panies are looking for critical thinkers, what they really want are motivated employees who can apply that thinking to make decisions and solve problems creatively.

Such “practical knowledge” is about know-ing how to listen, disagree, assert an opinion, interrupt, and change people’s minds, all in the course of a workday. Employers say they value that even more than technical knowl-edge, yet it can be learned only by working full time in a modern work environment.

How do we prepare students to create and add value immediately? How do we connect employers with the education process and educators to the workplace to better align classroom learning with marketplace needs?

Many people argue for the expansion of internships, but that’s an outdated answer. Internships are too short and not in-depth enough—usually more job-shadowing than job-doing. They are also frequently unpaid, often benefiting only those students who can forgo a paycheck. In fact, the Black Swan

internship case, in which a federal judge ruled that unpaid interns on the set of the 2010 movie starring Natalie Portman were entitled to at least minimum wage, has shown that their very legality may be called into question.

A better option is to require students to participate in real-life job experiences—often referred to as co-operative work experience—before graduation. This model involves paid, full-time employment, for up to six months at a time, that employers offer to students in a formal arrangement with a college.

Co-op jobs provide students with opportu-nities to apply their knowledge and acquire the practical know-how that employers value. They also inject a healthy dose of reality. In-deed, with salaries that average up to $16,000 in certain fields, the work and the expecta-tions are very real. Co-ops also allow students to identify skills they lack, areas that need improvement, and even whether the career path is right for them.

Maybe most important, if a student can demonstrate an ability to add value, it’s highly likely that the co-op employer will offer a full-time position upon graduation. At Drexel Uni-versity, more than 50 percent of students are offered jobs by their co-op employers before graduation, and in 2013 more than 40 per-cent accepted those positions. Additionally, salaries of students who had co-op experience were significantly higher than those who did not. According to recent research from the World Association for Cooperative Education, for those who had co-op experience in college, hourly earnings were almost 9 percent higher

10 years after graduation. For employers, this approach provides great

benefit for vetting and training future employ-ees, as well as helping students understand and apply the right skills. Just as crucial, employer input helps colleges recalibrate their curricula so academics and workplace skills are better aligned. For example, my university recently moved a biomedical-engineering class from the junior to the freshman year on the basis of feedback from co-op em-ployers that students needed that knowledge sooner.

The co-op model is neither easy nor cheap. The investment to develop and manage employer relations and to track results is significant, and having to offer classes more frequently because students spend six months at a time off campus also increases costs. Co-op programs, however, can be built and expanded over time.

Co-operative work experience is a proven model that bridges the gap between a college education and the needs of employers, and presents an opportunity for institutions to better meet the demands of today’s workplace. To survive and thrive, colleges and universi-ties must produce a new return on investment by graduating work-ready, savvy young adults with full résumés and skills that employers value. Whether we like it or not, the world of higher education is now largely responsible for preparing America’s work force.

John A. Fry is president of Drexel University.

Put Undergraduates to Work, for Their Own Good

Why the Academic Job Market is Like the Hunger Games A34

DOUG PAULIN FOR THE CHRONICLE

JOHN A. FRY

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f you’re on the faculty job market, or will be soon, you may find yourself explaining the real possibility of failure to well-meaning family and friends.

Doctoral students are usually type-A overachievers, and so your

loved ones have faith that you’ll come out OK because, well, you always have.

But the academic job market is a process that necessitates failure. Your application materials will end up in the slush pile at doz-ens of departments, regardless of how well suited you are for the position or how care-fully you tailor your materials. Outstanding

candidates can easily fail to find a position. And that’s why, when I can’t quite convey that grim reality, I tell my family

and friends that if they want to know what the job market is like for Ph.D.’s, they should read (or watch) The Hunger Games.

Whether you see yourself on the job market as Katniss Everdeen (plucky heroine), Peeta Mel-lark (sensitive but somewhat clueless), or Cato (ruthless killing machine), only you can say.

The odds are never in your favor. I re-cently asked a successful job candidate—hired as an assistant professor at a very good col-lege—what he viewed as a good application-response rate. That is, how many interviews should you get in relation to the number of applications you submit? He said, calmly, “Talking with other graduate students, I’d say somewhere in the neighborhood of one in 20 to one in 30.”

Those are your odds of even getting to the interview stage. That’s not an official statistic, but official statistics don’t exist for this sort of thing. The odds of surviving the Hunger Games? One in 24.

Haymitch Abernathy and your Ph.D. adviser have been there, done that. Your adviser in this process—much like Haymitch, who is Katniss and Peeta’s guide in The Hunger Games—is someone who has already succeeded at what you’re about to do: get an academic appointment (job hunt) or avoid

being murdered on live television (Hunger Games). They should, therefore, be ideally placed to help you.

But in both cases, the crucial problem is this: They’ve already gotten a job/survived. Sure, they’d like to see you employed/alive, but there will always be more students/tributes. In fact, there are so many that it’s hard to care about any one in particular.

This has not been true in my case—my adviser is a stellar human being—but I’m also lucky enough to be in a department with a good placement rate. If I were in The Hunger Games universe, I would be from, say, District 4, not from District 12 (the most impover-ished district, where Katniss and Peeta lived).

It’s all about appearances, but it really isn’t. Katniss gets important help in her quest to survive the games from her stylist, Cinna, and her PR rep/agent, Effie Trinket. They help District 12 tributes Katniss and Peeta attract sponsors with insider connections and flashy (quite literally) clothes. But clothes don’t do anyone any good in the arena.

Likewise, on the job market, you’ll get prac-tical, wonderful advice and then, perplexingly, extensive advice on what to wear. Kathryn Hume, author of Surviving Your Academic Job Hunt (surviving!), is right: When you’re sitting in a suit, no one should see bare skin between the cuffs of your pants and the tops of your socks. But having watched the hiring process several times at my university, I’ve learned that the candidates’ fates didn’t seem at all determined by their wardrobes. Ill-fit-ting suits and smart outfits didn’t seem to count either way.

So why is so much ink wasted on fashion tips and warnings? Because the people advis-ing you honestly have no idea what specific conditions you’re facing and, absent substan-tive advice, fall back on “Dress for success!”

The rules change midgame, but never really to your advantage. In the first Hunger Games book, the Gamemakers (they control the arena where the games take place) change the rules midway through to allow for two winners and then, quite abruptly and without

warning, change them back.It’s the same on the job market. All the

advice I read had me expecting a certain timeline: Application deadlines in early to mid-November, conference interviews in January, campus visits in February, and, if I was lucky, job offers in March. Instead, what I got were phone interviews in early November and campus visits in December.

Many application deadlines were much ear-lier than November. I applied for 15 jobs with deadlines in October, some as early as the first of the month. Yes, fine, that is not a big prob-lem for candidates who are prepared. But that wasn’t what I had been told to expect.

The rules will continue to change, and most certainly not to your advantage as a candidate.

Your colleagues are your allies, then your competitors. A major theme in the first Hunger Games (both the book and the movie) is the question of whether Katniss and Peeta should team up in the arena and, if they do, at what point their alliance will have to end. There is, after all, only one winner.

Graduate students nearing matricula-tion face the same dilemma. We must work together before and after the job market as colleagues. During, however, harsh choices are often to be made. Should I tell graduate-school friends and colleagues that I’m on the market? Should we exchange strategies? Look at one another’s letters? Share inside informa-tion? Tough to say.

Of course, the academic job market is not exactly like the Hunger Games. If you lose in the games, at least it’s over quickly. The job market, on the other hand, stretches on for months, perhaps years. So when you write that email to your adviser to say you want to go on the market, it might be better just to raise your hand and shout, “I volunteer as tribute!” Better yet, just run off in the woods with Gale.

Atlas Odinshoot is the pseudonym of a doc-toral student in the humanities at a research university in the Midwest. He has volunteered as tribute on the academic market this year.

The Odds Are Never in Your FavorWhy the academic job market is like the Hunger Games

The prospects of Katniss

Everdeen (Jennifer Lawrence) in “The

Hunger Games” might be seen as

a life-and-death analogue of the

academic job market.

MURRAY CLOSE, LIONSGATE, PHOTOFEST

ATLAS ODINSHOOT

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JOHNSON AKINLEYE, associate vice chancellor for academic programs at University of North Carolina at Wilmington, to provost and vice chancellor for academic affairs at North Carolina Central University.

STEPHEN ALLEGRETTO, audit supervisor at Marcum, to assistant controller at Quinnipiac University.

TAFT ARMANDROFF, director of the W. M. Keck Observatory, to director of the West Texas site and professor of astronomy at University of Texas Mc-Donald Observatory.

LUKE BIERMAN, associate dean of ex-periential education for the School of Law and professor of practice of law at Northeastern University, to dean of the School of Law at Elon University.

J. MICHAEL BITZER, acting provost, to provost at Catawba College.

JAMES L. CAREY, associate professor, to director of the master’s program in corporate law and finance at Thomas M. Cooley Law School.

CHRISTINA CASTORENA, dean of student development and diversity advocacy at Everett Community College, to vice president for student services at Ed-monds Community College.

F. JAVIER CEVALLOS, president of Kutz-town University of Pennsylvania, to president of Framingham State University.

RAY CROSS, chancellor at University of Wisconsin-Extension, to president of University of Wisconsin system.

CAROLYN DEVER, dean of the College of Arts and Science at Vanderbilt University, to provost at Dartmouth College.

MARY ANN DONOHUE, vice president and chief nursing executive at Jersey Shore University Medical Center, to chief of patient care services at the hospital at the State University of New York at Stony Brook.

CAROLYN EVANS, senior economist in the sales and marketing division at Intel Corporation, to senior assistant dean of graduate business programs at Santa Clara University.

JEFF FANTER, vice president for enroll-ment, communications, and mar-keting, to vice president for student experience, communications, and

marketing at Ivy Tech Community College.

CHRISTINE FESTA, chief financial officer at Hamden Hall Country Day School, to assistant controller at Quinnipiac University.

PAUL GANGSEI, partner at Manatt, Phelps, and Phillips, to an additional post, executive director of the Center for Urban Business Entrepreneurship at Brooklyn Law School.

MICHAEL P. HOLSTEIN, president and founder of North American Franchise Consultants, to chief financial officer and vice president at University of Indianapolis.

DONALD J. LAACKMAN, president of the City Colleges of Chicago Harold Washington College, to president of Champlain College.

RONALD MAGGIORE, vice provost for students at Kwantlen Polytechnic University, to vice president for en-rollment management at the New York Institute of Technology at Old Westbury.

MATTHEW MANFRA, assistant vice president for alumni relations at University of Northern Colorado, to assistant vice president for alumni engagement at Syracuse University.

ROBERT T. MEANS JR., executive dean and professor of internal medicine at University of Kentucky, to dean of the College of Medicine at East Tennes-see State University.

JAMES PATRICK MILLER, assistant profes-sor and director of wind studies at University of Massachusetts at Am-herst, to professor of the wind orches-tra at Gustavus Adolphus College.

JAMES O’KEEFE, deputy commissioner for the New York City Police Depart-ment, to vice provost for the Staten Island campus at St. John’s University (N.Y.).

JOHN PAGLIA, associate professor of finance and founder and former di-rector of the private capital markets project, to interim associate dean of

the School of Business and Manage-ment at Pepperdine University.

EDUARDO PAGN, professor of history, to vice provost for academic excellence and inclusion at Arizona State Uni-versity at Tempe.

JEFFREY PEREZ, vice president for ex-ternal affairs at the Citadel, to senior counsel for public affairs at Winthrop University.

EDUARDO PRIETO, associate vice president for enrollment manage-ment at Embry-Riddle Aeronautical University at Daytona Beach, to vice president for access and enroll-ment management at Winthrop University.

BECKY RASNICK, director of athletic academic advising, to university registrar at University of Central Arkansas.

PAUL F. REILLY, executie vice president and senior director at BBDO, to di-rector of media strategy, marketing, and communication at Northwestern University in Qatar.

CHRIS SANDERS, assistant dean of inter-national education, to director of the Louisville Education Center at Camp-bellsville University.

KATHLEEN SCHMIDLKOFER, executive vice president at Greater MSP, to chief executive of University of Min-nesota Foundation.

MOHAMMAD SIAHPUSH, professor of health promotion, social and be-havioral health, to associate dean of research for the College of Public Health at University of Nebraska Medical Center.

ROBERT SIMARI, co-director of the Mayo Center for Clinical and Trans-lational Sciences and professor of medicine at Mayo Clinic College of Medicine-Mayo Graduate School, to executive dean of the School of Medi-cine at Kansas University.

CLAUDE STEELE, dean of the Graduate School of Education at Stanford Uni-versity, to executive vice chancellor

and provost at University of Califor-nia at Berkeley.

KATHRYN SYMANK, associate vice presi-dent for human resources and ad-ministrative services at Texas A&M University at College Station, to chief operations officer at Northwestern University in Qatar.

AMANDA MCCOMBS THOMAS, associate vice president for graduate studies at Loyola University Maryland, to dean of the College of Arts and Sciences at Saint Joseph’s University (Pa.).

CRYSTAL TOOMBS, coordinator for the regional academic center and adjunct professor of human services and psy-chology at Mercer University, to as-sociate provost for adult and graduate studies at Brenau University.

BEVERLY J. WARREN, provost and senior vice president at Virginia Common-wealth University, to president of Kent State University.

LINDA MARIA WAYNER, general counsel for the office for international affairs at New York City Mayor’s Office, to executive director of the Bickel and Brewer Latino Institute for Human Rights at New York University.

ROBERT P. WORONIECKI, associate pro-fessor of clinical pediatrics, to chief of the division of pediatric nephrology at the State University of New York at Stony Brook.

TIMOTHY FABIAN, chair of the depart-ment of surgery at University of Ten-nessee Health Science Center.

FRANK CHEATHAM, senior vice president for academic affairs and professor of math and computer science at

Campbellsville University, effective December 31.

ROLF GROSETH, chancellor at Montana State University at Billings, effective May 4.

JOHN F. HAYWARD, president of Mercy College of Ohio, effective June 30.

BILLY D. HILYER, president of Faulkner University, effective May 31, 2015.

SISTER FRANCESCA ONLEY, president of Holy Family University, effective June 30.

ROBERT M. GRANT, 42, applications ana-lyst in the information technology de-partment at Virginia Tech, December 30, 2013, in Blacksburg, Va.

WILLIAM GREENOUGH, 69, professor emeritus of psychology at University of Illinois, December 18, 2013, in Seattle.

PHILLIP D. MAYNARD, 66, professor of speech and communication at Mt. San Antonio College, January 4.

DALE T. MORTENSEN, 74, professor of economics at Northwestern Univer-sity, January 9.

ROBERT A. PASTOR, 66, professor of in-ternational relations and director of the Center for North American Stud-ies and the Center for Democracy and Election Management at American University, January 8, in Washington, D.C.

LELAND SMITH, 88, professor emeritus of music and co-founder of the Center for Computer Research in Music and Acoustics at Stanford University, De-cember 17, 2013, in Palo Alto, Calif.

BENJAMIN F. WARD JR., 65, associate dean of faculty program and adjunct associate professor of philosophy at Duke University, December 14, 2013, in Durham, N.C.

JAMES CLARK WYATT, 86, former vice chancellor at San Mateo Community College District, January 5, in San Mateo, Calif.

■ New chief executives: CHAMPLAIN COLLEGE, Donald J. Laackman; FRAMINGHAM STATE UNIVER-

SITY, F. Javier Cevallos; KENT STATE UNIVERSITY, Beverly J. Warren; UNIVERSITY OF WISCONSIN SYS-

TEM, Ray Cross

GazetteAPPOINTMENTS, RESIGNATIONS, RETIREMENTS A35 | DEATHS A35

PRIVATE GIVING A35 | DEADLINES A36

A PPOIN T MEN TS

R ESIGNATIONS

R ETIR EMEN TS

DE ATHS

CHICAGO FOUNDATION FOR WOMEN1 East Wacker Drive, Suite 1620Chicago, Ill. 60601http://www.cfw.org

WOMEN AND GIRLS. To increase the number of low-income women who have college credentials: $75,000 to Women Employed.

ROBERT WOOD JOHNSON FOUNDATIONCollege Road East, P.O. Box 2316Princeton, N.J. 08543http://www.rwjf.org

HEALTH. To improve understanding of policies and environmental factors affecting youths’ diet, physical activ-ity, and obesity, as well as tobacco, alcohol and drug use, and to evalu-ate the effectiveness of methods to prevent youth obesity and tobacco use: $1,550,000 over 16 months to Regents of the U. of Michigan.

—To demonstrate the effectiveness of a supportive-housing model to improve success rates for families on welfare: $3.5-million over four years to Urban Institute.

MENTAL HEALTH. To detect early warning signs of mental health chal-lenges using mobile technology and to improve treatment for youths: $588,619 over 14 months to Regents of the U. of California.

ANDREW W. MELLON FOUNDATION

140 East 62nd StreetNew York, N.Y. 10021http://www.mellon.org

HUMANITIES. To create a consor-tium of 15 humanities institutes at universities in the Midwest: $3-mil-lion to the Illinois Program for Re-search in the Humanities.

GORDON AND BETTY MOORE FOUNDATION1661 Page Mill RoadPalo Alto, Calif. 94304http://www.moore.org

SCIENCE. To improve its fundrais-ing: $364,300 over two years to U. of of California at Berkeley, Law-rence Hall of Science.

SUMNER M. REDSTONE CHARITABLE FOUNDATION846 University AvenueNorwood, Mass. 02062

FELLOWSHIPS. To endow postgradu-ate fellowships in public service: $10-million to Harvard Law School.

VERA BRADLEY FOUNDATION FOR BREAST CANCER

P.O. Box 80201Fort Wayne, Ind. 46898http://www.verabradley.org

CANCER. For breast cancer re-aearch: $15-million to Indiana U., Melvin and Bren Simon Cancer Center.

WALTON FAMILY FOUNDATIONP.O. Box 2030Bentonville, Ark. 72712http://www.waltonfamilyfoundation.org

HIGHER EDUCATION. To recruit more needy students from Phillips County, Ark.: $2.1-million to U. of Arkansas at Bentonville.

ROBERT W. WOODRUFF FOUNDATION191 Peachtree Street, N.E., Suite 3540Atlanta, Ga. 30303http://www.woodruff.org

FACILITIES. To renovate a chapel: $5-million to Morehouse College.

GIFTS & BEQUESTSHUNTER COLLEGE OF THE CITY UNI-

VERSITY OF NEW YORK. $15-million from Jay H. and Patty Baker to pur-chase a building to house the theater department. Mr. Baker is the former president of the Kohl’s Corporation, the retail chain, in Menomonee Falls, Wis. Ms. Baker is a theater producer who graduated with a

To submit information for a listing in the Gazette, please go to http://chronicle.com/listings

PR I VATE GI V ING

Continued on Following Page

RESEARCH OPPORTUNITY IN CHINA “The Domestic Dimensions of International Affairs”

The Asia Foundation will award competitive grants for a research period of approximately three to five months in China to junior professors or post-doctoral fellows based at American universities. The awards will cover round-trip international economy class airfare, visa fees, lodging, meals, and travel costs in China. The grant will enable the selected participants to deepen their understanding and thinking on China’s place in the world and its policies that have international ramifications.

Time Frame: A three to five month period that begins before the end of 2014. Specific dates will be determined in consultation with the selected candidates. Candidate Eligibility: Applicants should be junior professors or post-doctoral fellows whose professional interests focus on the domestic dimensions of Chinese foreign policy. Application Deadline: March 28, 2014

For further information please visit: http://asiafoundation.org/chinaresearch

A36 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

bachelor’s degree in theater from Hunter in 1982. She is a trustee of the college.

NORTHWESTERN UNIVERSITY. $25-million from the Bluhm Family Charitable Foundation (Neil Bluhm). Most of the gift, $15-million, will go to the School of Law for unrestricted support ($6-million), loan repayment assistance ($5-million), the Bluhm Legal Clinic ($3-million), and to encourage law school alumni to give ($1-million). The rest will be divided among Northwestern Medicine, the Bluhm Cardiovascular Institute at Northwestern Memorial Hospital, the Bienen School of Music, and the

Holocaust Educational Foundation. Mr. Bluhm is a co-founder of JMB Realty Corporation, a real-estate in-vestment firm in Chicago. He earned a law degree from the university in 1962 and is a Northwestern trustee.

OHIO STATE UNIVERSITY. $1-million from Christine Poon and Michael F. Tweedle to create a fund to honor promising professors. Ms. Poon is dean of the Fisher College of Busi-ness at Ohio State University and former vice chairwoman of Johnson & Johnson. Mr. Tweedle is a pro-fessor of radiology, chemistry, and pharmacy at the university.

UNIVERSITY OF MICHIGAN AT ANN ARBOR. $7.5-million from Robert B.

and Ann Aikens to create a hybrid operating room at the Frankel Car-diovascular Center and endow re-search in aortic disease. Mr. Aikens is chairman of Robert B. Aikens & Associates, a commercial real-es-tate development and management company, in Birmingham, Mich. He graduated from the university’s law school in 1954.

UNIVERSITY OF NEW HAMPSHIRE. $1-million from Michael and Yvonne Tuberty Pilot to endow a scholarship fund. Mr. Pilot is chief commercial officer at GE Capital, the financial-services unit of General Electric, in Norwalk, Conn. The couple both graduated from the university in

1984 and Mr. Pilot earned his bach-elor’s degree in business administra-tion and management.

UNIVERSITY OF SOUTHERN CALIFOR-NIA. $50-million from Gary K. Mi-chelson, a retired orthopedic surgeon who holds more than 950 patents, to create the Michelson Center for Convergent Bioscience, which will focus on interdisciplinary medical research.

WASHINGTON UNIVERSITY IN ST. LOUIS, OLIN BUSINESS SCHOOL. $5-million from Robert and Barbara Frick of which $4-million will match donations for its expansion. The remaining $1-million is a challenge to increase annual fund gifts in the

San Francisco Bay area. Mr. Frick is former vice chairman and head of the world banking division at BankAmerica Corp. He earned a bachelor’s degree in civil engineering from the university in 1960 and a master’s degree in business adminis-tration in 1962. The couple own and operate K.E.S. Management Com-pany, a real-estate development and property management firm. They es-tablished a professorship in business at the school with a $1.2-million donation in 2005.

Continued From Preceding Page

AWARDS AND PRIZES

JANUARY 24: HEALTH/MEDICINE. Hunter College is seeking nominations for the fourth annual Joan H. Tisch Com-munity Health Prize. This award was created to recognize one individual and one nonprofit organization in the New York metropolitan area for outstanding accomplishment in the field of urban public health. The nominee’s work should be focused on improving urban public health in areas such as: reducing

health disparities; obesity/diabetes/nu-trition; chronic disease prevention and management; environmental health; HIV/AIDS; health problems associated with poverty; healthy aging; mental health; substance abuse and addiction; public health policy and advocacy; and access, financing, and quality of care. Each recipient receives a $10,000 award. When presented to an individ-ual, $5,000 is payable to the program the person is being honored for or to the organization he is affiliated with, and

$5,000 is for personal development. Who may be nominated: an organiza-tion or an individual in the New York City metropolitan area (including the five boroughs, Long Island, and Westchester, Putnam, and Rockland Counties) that is involved in a commu-nity-based public health program in an urban setting that has had measurable impact. Applicant organizations must be classified as tax-exempt under Sec-tion 501(c)(3) of the Internal Revenue Code. Contact: Roosevelt House Public

Policy Institute; tischprize@hunter.cuny.edu; http://www.roosevelthouse.hunter.cuny.edu/call-nominations-joan-h-tisch-community-health-prize-2013-2014

FEBRUARY 1: ARTS. Nominations are being accepted for Northwestern University’s Nemmers Prize in music composition. The prize carries an award of $100,000. The prize is open to those with outstanding career achievements. It is international in focus and therefore awarded to any classical composer without regard to citizenship or institutional affili-ation. Only living composers may be nominated. The recipient must be available for a four-week residency at Northwestern U. (the weeks may be non-consecutive) and able to interact with faculty and students. Visit the university’s Web site for more details. Contact: Nemmers Prizes; http://www.nemmers.northwestern.edu

FEBRUARY 15: HUMANITIES. Submissions are being accepted for the Harold Morton Landon Translation Award, offered by the Academy of American Poets, for a published translation of poetry from any language into Eng-lish. The winner will receive a $1,000 prize. Self-published books are not accepted and translators must be living citizens of the U.S. Only books published in the U.S. during 2013 are eligible for the 2014 prize. Visit the academy’s Web site for more details. Contact: Patricia Guzman; awards@poets.org; http://www.poets.org/page.php/prmID/112

FEBRUARY 15: HUMANITIES. Submissions are being accepted for the Raiziss/de Palchi Translation Awards, offered by the Academy of American Poets, for outstanding translations into English of modern Italian poetry. Winners will receive a $10,000 book prize. Publishers may submit books published anytime in the past (not necessarily in 2013), but only books by living translators of standard (non-dialect) Italian are eligible. Self-published collections do not qualify. Visit the academy’s Web site for more details. Contact: Patricia Guzman; awards@poets.org; http://www.po-ets.org/page.php/prmID/111

FEBRUARY 20: HUMANITIES. The German Studies Association invites submis-sions for its DAAD Book Prize, which carries an award of $1,000. Eligibility for this prize is restricted to authors who are citizens or permanent resi-dents of the U.S. and Canada. The prize will be awarded for the best book published during 2012 and 2013 in the fields of German-language literature, Germanistik, and culture studies (including such fields as art, architecture, film, media studies, music, musicology, etc.). Transla-tions, editions, anthologies, memoirs, and books that have been previously published are not eligible. Visit the organization’s website for more de-tails. Contact: Stephen K. Schindler; skschindler@usf.edu; https://www.thegsa.org/prizes/daad_book.html

FEBRUARY 24: HUMANITIES. The First Article Prize, offered by the Council for European Studies, is awarded to a scholar working in the humanities and to a scholar working in the social sciences. The prizes honor writers of the best first articles on European studies published within a two year period. Each winner will receive $500 and public recognition on the coun-cil’s website and publications. Eligibil-ity criteria: be the first article pub-lished by the nominee in the field of European studies in a peer-reviewed journal; be published between Janu-ary 1, 2012 and December 31, 2013; be the work of one author only or be an article on which the nominee is the

first author; be authored by a member of the council or a faculty/student of an institution that is a member. Nominations may be submitted by the publisher, editor, author, or col-leagues. Visit the council’s Web site for more details. Contact: http://coun-cilforeuropeanstudies.org/grants-and-awards/first-article-prize

MARCH 3: ACADEMIC AFFAIRS. Letters of intent to apply for the Generous U competition, administered by the Sillerman Center for the Advance-ment of Philanthropy at Brandeis University. A prize of $10,000 will be awarded to a campus group or club to expand its philanthropic work. Ap-plicants must submit an essay and a video explaining their activities. Contact: Sillerman Center, 415 South Street, Waltham, Mass. 02454; gen-erousu@brandeis.edu; http://siller-mancenter.brandeis.edu/prize

MARCH 15: HEALTH/MEDICINE. The Jud-son Daland Prize is awarded by the American Philosophical Society for outstanding achievement in patient-oriented research. The prize will be awarded at the society’s meeting in November 2014. Nominees must have done their work in an institu-tion in the U.S. Nominees need not be U.S. citizens and should be no more than 15 years beyond receipt of the M.D. degree. Candidates must be nominated by the chair of a clinical department of a medical school or hospital located in the U.S. Visit the society’s Web site for more details. Contact: Linda Musumeci, director of grants and fellowships; LMusu-meci@amphilsoc.org; http://www.amphilsoc.org/prizes/daland

MARCH 30: HUMANITIES. The German Studies Association welcomes sub-missions for its Prize for the Best Essay in German Studies by a gradu-ate student. This prize is awarded to the best unpublished, article-length manuscript written during the previ-ous year and submitted by a graduate student (or by her academic adviser) to the Prize Committee. Manuscripts may be submitted in English or Ger-man, and must not have been pub-lished (or have been accepted for pub-lication) in any form. The winner will be recognized at the annual GSA ban-quet and a revised version of the essay will be published in German Studies Review. Papers should be 6,000-9,000 words in length. Visit the or-ganization’s website for more details. Contact: Katherine Aaslestad; kaas-lest@wvu.edu; https://www.thegsa.org/prizes/graduate.html

APRIL 1: HUMANITIES. The Sixteenth Century Society and Conference offers the Nancy Lyman Roelker Prize for the best article published in English on 16th-century French history during the preceding calen-dar year. Nominations for the prize may be made by anyone. The winner will receive a $500 award at SCSC’s annual meeting and an announce-ment of the prize will appear in The Sixteenth Century Journal. Visit the organization’s website for more details. Contact: Sixteenth Century Society and Conference; http://www.sixteenthcentury.org/prizes/roelker

APRIL 1: HUMANITIES. The Sixteenth Century Society and Conference’s Gerald Strauss Prize recognizes the best book published in English dur-ing the preceding year in the field of German Reformation history. Nomi-nations may be made by anyone. The recipient will be honored at SCSC’s annual meeting and will receive a $1,000 award and a certificate. Visit the organization’s website for more details. Contact: Sixteenth Century Society and Conference; http://www.sixteenthcentury.org/prizes/strauss

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t h e c h ron ic l e of h igh e r e duc at ion | ja n ua ry 24, 2014 a37

APRIL 15: SOCIAL AND BEHAVIORAL SCI-ENCES. Brandeis University accepts nominations for the Joseph B. and Toby Gittler Prize, which recognizes individuals who have made outstand-ing contributions to racial, ethnic, and/or religious relations. The award includes a $25,000 cash prize and a medal. Both the prize and medal are presented at a ceremony that includes a reception and a public lecture by the recipient. Recipients need not be American citizens or reside in the U.S. To be considered, candidates must be formally nominated. Self nominations are not accepted. Nomi-nations must be received by April 15 for candidates to be considered for an award to be conferred in the following academic year. Visit the university’s Web site for more details. Contact: John Hose; (781) 736-3005; hose@brandeis.edu; http://www.brandeis.edu/gittlerprize/index.html

FELLOWSHIPS

JANUARY 30: PROFESSIONAL FIELDS. The Greenlining Institute offers a summer associate program for those who have completed at least an undergraduate degree by the program start date. It is an intensive, 10-week, paid train-ing program. Associates will take on research and advocacy projects under the direction of a staff member. The program is from June 9 to August 15, 2014. Associates work 37.5 hours per week and earn a $4,300 total stipend for 10 weeks. Visit the institute’s web-site for more details. Contact: Green-lining Institute; http://greenlining.org/leadership-academy/programs

JANUARY 31: PROFESSIONAL FIELDS. Ap-plications for a fellowship from the Ms. Foundation for Women. One fellow will receive up to $85,000 in financial compensation plus health benefits, mentorship, and support from Ms. Foundation staff over one year for a project that demonstrates the potential for large-scale struc-tural change in economic justice, reproductive health, or child sexual abuse. The fellowship is a full-time, one-year commitment, beginning in September at the Ms. Foundation offices in New York. The fellow will be eligible to apply for a continuation grant of up to $50,000 upon comple-tion of the fellowship. Who may apply: early- to mid-career leaders who can provide evidence of a proven commitment to the issues facing women and communities. Visit the foundation’s website for more details. Contact: Ms. Foundation for Women; fellowship@ms.foundation.org; http://ms.foundation.org/about_us/fellowship-program

JANUARY 31: SOCIAL AND BEHAVIORAL SCIENCES. The Institute for Humane Studies at George Mason University is accepting applications for its 2014-15 humane studies fellowship. The fellowship is a non-residency pro-gram that awards up to $15,000 per year. It provides individual advising and an extensive support network to help ensure academic success before and after the fellow receives a degree. The fellowship is open to current or prospective full-time graduate stu-dents (including law students) from accredited universities anywhere in the world whose research interests are related to ideas of a free society. Visit the institute’s website for more details. Contact: Institute for Hu-mane Studies; http://www.theihs.org/humane-studies-fellowships

FEBRUARY 1: HUMANITIES. The Ernest Hemingway Society offers the Smith-Reynolds Founders Fellowship, which awards $1,000 to two registered graduate students, independent scholars, or recent recipients of doc-torate degrees for a project of impor-tance to the Hemingway studies. Visit the organization’s Web site for more details. Contact: moddelmog.1@osu.edu; http://hemingwaysociety.org/?page_id=275

FEBRUARY 1: SCIENCE, TECHNOLOGY, AND MATH. The Deland Award for Student Research is offered by the Arnold Arboretum of Harvard U. for inves-tigations by graduate and advanced undergraduate students working on the comparative biology of woody plants, including developmental biol-ogy, physiology, genetics, reproduc-tive biology, or ecology. Preference is given to students whose research utilizes the living collections of the arboretum. Awards of up to $5,000 are granted to support research ex-penses and, in some cases, living ex-penses incurred during the research period. Visit the arboretum’s Web site for more details. Contact: The Ar-

nold Arboretum; http://arboretum.harvard.edu/research/fellowships/de-land-award

FEBRUARY 1: SCIENCE, TECHNOLOGY, AND MATH. The National Research Coun-cil of the National Academies offers awards for graduate, postdoctoral and senior research in residence at U.S. federal laboratories and affiliated institutions. Awards are offered in all fields of science and engineering. Awards include generous stipends, relocation, support for professional travel, and health insurance. For further information, visit the website. Contact: National Research Council of the National Academies; (202) 334-2760; rap@nas.edu; http://www.nationalacademies.org/rap

FEBRUARY 1: SCIENCE, TECHNOLOGY, AND MATH. The Shiu-Ying Hu Student/Postdoctoral Exchange Award is of-fered by the Arnold Arboretum of Harvard U. to support American-Chi-nese exchanges for graduate students, advanced undergraduate students, and postdoctoral researchers study-ing the comparative biology of woody plants, including developmental biol-ogy, physiology, genetics, reproductive biology, or ecology. Awards of up to $2,500 are granted to support travel, research, and living expenses. Visit the arboretum’s Web site for more details. Contact: The Arnold Arbo-retum; http://arboretum.harvard.edu/research/fellowships/hu-student-postdoctoral-exchange-award

FEBRUARY 1: SCIENCE, TECHNOLOGY, AND MATH. The Arnold Arboretum of Harvard U. offers the Aston Award for Student Research for investiga-tions by graduate and advanced undergraduate students working on Asian tropical forest biology. Awards of up to $2,000 are granted to sup-port research expenses. Visit the arboretum’s Web site for more details. Contact: The Arnold Arboretum; http://arboretum.harvard.edu/re-search/fellowships/ashton-award

FEBRUARY 6: PROFESSIONAL FIELDS. The Greenlining Institute’s fellowship program is open to those who have completed their undergraduate or graduate degrees. Fellows are as-signed to a specific program area and develop expertise under the mentor-ship of the program director. Each fellowship experience is unique and is shaped by the current policy focus of their program area. The fellowships run from August 28, 2014 to August 21, 2015. Fellows work 37.5 hours per week and earn $34,300 per year plus health benefits. Visit the institute’s website for more details. Contact: Greenlining Institute; http://green-lining.org/leadership-academy/pro-grams

FEBRUARY 10: HUMANITIES. The Yiddish Book Center welcomes applications for its Steiner Summer Yiddish Pro-gram, which will be held from June 8 to July 25 in Amherst, Mass. The pro-gram offers college students a tuition-free, seven-week intensive educational experience in Yiddish language, literature, history, and culture. All accepted students receive free tuition for undergraduate credits through the University of Massachusetts at Amherst. Intermediate Yiddish stu-dents receive free housing and living stipends in exchange for working with ongoing projects at the center. No prior knowledge of Yiddish language is required. Students must be enrolled in a degree-granting program. Visit the center’s Web site for more details. Contact: Amy Leos-Urbel, director of educational programs; aleos-urbel@bikher.org; http://www.yiddishbook-center.org/steiner-summer-program

FEBRUARY 11: ARTS. The New York Foundation for the Arts is accept-ing applicatiions for its 2014 Artists’ Fellowships. For the 2014 cycle, the following categories will be reviewed: digital and electronic arts; crafts and sculpture; nonfiction literature; po-etry; and printmaking, drawing, and book arts. Applications for crafts/sculpture and digital/electronic arts are due February 10. And applica-tions for nonfiction literature, poetry, and printmaking/drawing/book arts are due February 11. The fellowships provide $7,000 unrestricted cash awards made to individual artists liv-ing and working in the state of New York. Visit the fund’s website for more details. Contact: New York Founda-tion for the Arts; fellowships@nyfa.org; http://www.nyfa.org/level3.asp?id=44&fid=1&sid=1

FEBRUARY 11: PROFESSIONAL FIELDS. The Fund for American Studies is accepting applications for its 2014 Robert Novak Journalism Fellowship program. Print and online journalists

with less than 10 years of professional experience are eligible to apply. Ap-plicants propose a one-year writing project on a topic of their choosing, focusing on journalism supportive of American culture and a free society. In addition, the foundation awards separate fellowships on the envi-ronment, free enterprise, and law enforcement. The program provides a $50,000 award for full-time fel-lowships and $25,000 for part-time fellowships. Visit the foundation’s website for more details. Contact: Fund for American Studies, 1706 New Hampshire Avenue, NW, Washing-ton, DC 20009; (202) 509-8953; jfar-ley@NovakFellowships.org; https://www.tfas.org/NovakFellowships

FEBRUARY 14: HEALTH/MEDICINE. The Centers for Disease Control and Prevention (CDC) will begin accept-ing applications for its 2014 Hubert Global Health Fellowship on January 13. This fellowship provides third- and fourth-year medical and vet-erinary students with public health experience in a developing country. The main focus of the fellowship is a six- to twelve-week field assignment where fellows are mentored by expe-rienced CDC staff and learn through hands-on experience while working on a public health project. Applicants must be: a medical or veterinary student in second or third year when

applying; enrolled in a school accred-ited by one of the following organiza-tions listed on CDC’s website; covered by medical insurance during the fel-lowship; a U.S. citizen or permanent resident; and available to attend the fellowship orientation held in the third weekend in January of the fel-lowship year. Visit CDC’s website for more details. Contact: Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, Ga., 30333; (404) 498-6148; HubertFellowship@CDCFoundation.org; http://www.cdc.gov/hubertfellowship

FEBRUARY 14: HUMANITIES. Applications are being accepted for the Swann Foundation fellowship at the Library of Congress. The foundation awards one fellowship annually to assist a fellow with his/her ongoing scholarly research and writing projects in the field of caricature and cartoon. The fellowship carries a stipend of up to $15,000. Applicants must be can-didates for an M.A. or Ph.D. degree in an accredited graduate program at a university in the U.S., Canada, or Mexico and working toward the completion of a dissertation or thesis for that degree, or be engaged in post-graduate research within three years of receiving an M.A. or Ph.D. Indi-viduals who are not U.S. residents but who otherwise meet the above academic qualifications may also

apply and be considered for a fellow-ship, contingent upon the applicant’s visa eligibility. There is no limitation regarding the place or time period covered and no restriction upon the university department in which this work is being done, provided the subject pertains to caricature or car-toon art. Visit the library’s website for more details. Contact: Martha Kennedy; (202) 707-9115; swann@loc.gov; http://www.loc.gov/rr/print/swann/swannhome.html

FEBRUARY 15: ARTS. The Brown Founda-tion fellows program of the Museum of Fine Arts, Houston, is open to applications. The fellowship is based at Dora Maar House in Ménerbes, France and provides study or studio space, travel expenses, and stipend to mid-career artists, writers, and other professionals in the humanities. There are two deadlines: October 15, for fellowships between March 1 and June 30, 2014; and February 15, 2014, for fellowships between July 1 and November 30, 2014. Visit the museum’s Web site for more details. Contact: Museum of Fine Arts, Hous-ton; doramaarhouse@mfah.org; http://www.mfah.org/fellowships/doramaarhouse/fellowship

MARCH 1: EDUCATION. The Al Qasimi Foundation is pleased to invite poten-tial visiting scholars to submit pro-

Continued on Following Page

P

NCSCBHE

ational

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ollective

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ducation and the

F e a t u r e d P a n e l i s t s :• Wilma Liebman, Former Chair, NLRB • Samuel Estreicher, NYU Law Professor • Larry Singer, Senior Vice President, SegalCompany • Barbara Bowen, President, PSC, CUNY • Tim Lane, Managing Director, Institutional Relationships, TIAA-CREF• Gail Brooks, Vice Chancellor, Human Resources, California State University System • Steve Hicks, President, Associationof Penn State College & University Faculties • Frederick Schaffer, Vice Chancellor, Legal Affairs, CUNY • Theresa Chmara,General Counsel, AAUP • John Abraham, Director, Member Benefits, AFT • Colleen Flaherty, Reporter, Inside Higher Ed• Derryn Moten, Alabama State University/Faculty-Staff Alliance/AFT • Jeffrey Young, Technology Editor, The Chronicleof Higher Education • Bill Perry, President, Eastern Illinois University • Rudy Fichtenbaum, President, AAUP • GaryRhoades, Educational Policy Studies & Practice, University of Arizona • Richard Griffin, NLRB General Counsel • DamonDavis, United Faculty of Florida, AFT/NEA President, Broward College • Karen Stubaus and Richard Novak, Vice Presidents,Academic Affairs & Distance Ed, Rutgers University • Julie Bell, Director, Education Group, National Conference of StateLegislatures • Daniel Julius, Executive Director, The Levin Institute, SUNY • Jamie Dangler, Chief Negotiator, UUP • JohnSwarbrick, Associate Vice Chancellor, California State University System • Theodore Curry, Associate Provost & AssociateVice President, Academic Human Resources; Professor, School of Human Resources & Labor Relations, Michigan StateUniversity • Mike Wiesen, Nebraska State Education Association/NEA • Michael Loconto, Associate Director, LaborRelations, Harvard University • Ken Hawkinson, Provost & Academic Vice President, Western Illinois University

T h e m a t i c T o p i c s a n d I n d i v i d u a l P a n e l s :• MOOCs and On-Line Instruction (Impact on Pedagogy, Collective Bargaining, Report from California andIntellectual Property) • Social Media in Higher Education (Academic Freedom and Best Labor-ManagementPractices) • Contingent Faculty in Higher Education (Educational Results, Labor Organizing and CollectiveBargaining) • The Future of Higher Education • Labor-Management Trends in Historically Black Colleges andUniversities • International Perspectives on Non-Tenure Track Faculty • Affordable Care Act Update and WellnessPrograms • Future of Pensions in Academia • Legislative Perspectives on Effectiveness and Cost Savings in HigherEducation • Ethics in Higher Education: Perspectives from Clients and Attorneys • Year in Higher Education • LegalIssues in Higher Education: Year in Review

W o r k s h o p s :• Fundamentals of Negotiations, Mediation, Grievances and Arbitration • Practical Negotiating Skills forManagement and Labor in Higher Education • Best Practices in Mediation • Interest Based Bargaining in HigherEducation • Tools and Insights in Winning at Arbitration

Continuing Legal Education (CLE) accreditation by CUNY Law School will be available for certain panels and workshops.

41st National Conference: A Joint Labor/Management MeetingAchieving Successful Results in Higher Education through Collective Bargaining

April 6, 7, 8, 2014 in New York City at the CUNY Graduate Center

The City University of New York

The National Conference is madepossible by an underwriting grant from

Please consult our website for full details:

www.hunter.cuny.edu/ncscbhep

or call (212) 481-7550 or e-mail

national.center@hunter.cuny.edu

Additional Funding byFINANCIAL SERVICESFOR THE GREATER GOOD™

The University of North Carolina Wilmington Department of History invites applications and nominations for the 2014 Virginia and Derrick Sherman Emerging Scholar Lecture. This year’s topic is “Travelers, Migrants and Refugees: Changing Place and Global History.” Proposals may engage with themes of perspective, experience, exchange and transformation on any level as it relates to travel, migration or dislocation. Submissions concerning all time periods and all geographic regions are welcome.

The Sherman Lecture provides a forum for an outstanding junior scholar (typically an untenured assistant professor) to offer his or her perspective on a selected topic in international affairs. The Sherman Scholar will meet with undergraduate and graduate students, share his or her expertise with faculty members in history and related fields, and be available to the local media. The centerpiece of the scholar’s visit will be the presentation of a major public address, which the university will subsequently publish.

Applicants will be evaluated on the basis of scholarly accomplishment, relevance of the proposed talk to the year’s theme, and evidence of ability in speaking before a diverse audience. The scholar will receive an honorarium of $5,000. The lecture and associated events will take place on the UNCW campus Oct. 21-24, 2014.

Applicants should submit a letter of interest with the title and brief description of the lecture they propose to deliver, current c.v., the names and email addresses of three references and a recent scholarly publication. Materials should be sent as hard copy to professor Jarrod Tanny, UNCW Department of History, 601 South College Road, Wilmington, North Carolina 28403. We also welcome nominations that are accompanied by contact information. The deadline for submission is March 28, 2014. Finalists must be available for telephone interviews before May 30, 2014.

University of North Carolina Wilmington13th Annual Sherman Emerging Scholar Lecture

Call for Nominations

UNC Wilmington is an EEO/AA institution.

A38 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

posals for conducting field research in Ras Al Khaimah, UAE. Proposals should address issues related to one of the foundation’s research priority areas: education, public health (social dimensions), urban and community development. The next deadline for doctoral, faculty, and seed grant submissions is March 1. For more information please visit the website. Contact: Al Qasimi Foundation for Policy Research; +9-717-233-8060; info@alqasimifoundation.rak.ae; http://www.alqasimifoundation.com

MARCH 1: HUMANITIES. The Phillips Exeter Academy is accepting applica-tions for its Dissertation Year Fellow-ships. These fellowships will support Ph.D. candidates in the completion stage of their dissertation. It is a one-year assignment that provides a $14,000 stipend, research and travel funds of up to $1,000, room and board, benefits, access to the acade-

my’s facilities and resources, and pro-fessional development opportunities. Fellows do not have prescribed duties during the residency, and shall not have any other full- or part-time job. The fellowship is open to all disci-plines. Candidates who are interested in potentially teaching in an indepen-dent school setting, and who are un-derrepresented in higher education, are particularly encouraged to apply. Visit the academy’s website for more details. Contact: Rosanna Salcedo; rsalcedo@exeter.edu; http://www.ex-eter.edu/about_us/171_15053.aspx

MARCH 1: HUMANITIES. The Ameri-can Historical Association/Folger Shakespeare Library Fellowship is sponsored jointly by the AHA and the Folger Shakespeare Library. It is awarded for research on 17th- and 18th-century western European his-tory. The fellow will be awarded a one-month fellowship to be taken at the Folger Shakespeare Library.

Applicants must hold the Ph.D. at the time of application and must be a member in good standing of the AHA. Visit the Folger Shakespeare Library’s website to apply. Contact: Carol Brobeck; cbrobeck@folger.edu; http://www.folger.edu/Content/Fol-ger-Institute/Fellowships

MARCH 1: HUMANITIES. The Folger Shakespeare Library is accepting applications for its short-term fellow-ships. The fellowships are for one to three months and carry a stipend of $2,500 per month. Applicants must have a Ph.D. or equivalent at the time of application. Visit the library’s website for more details. Contact: Carol Brobeck; cbrobeck@folger.edu; http://www.folger.edu/Content/Fol-ger-Institute/Fellowships

MARCH 1: HUMANITIES. Wilkes Univer-sity is accepting entries for its 23rd Annual James Jones First Novel Fellowship, which will be awarded to an American author of a first fic-

tion novel-in-progress, in 2014, by the James Jones Literary Society. The winner will receive an award of $10,000 and two runners-up will receive awards of $750 each. The competition is open to United States citizens who have not previously pub-lished a novel. Manuscripts may be submitted for publication simultane-ously, but the Society must be notified of acceptance elsewhere. Visit the university’s Web site for more details. Contact: Wilkes University; james-jonesfirstnovel@wilkes.edu; http://www.wilkes.edu/pages/1159.asp

MARCH 2: PROFESSIONAL FIELDS. The American Statistical Association, in cooperation with the Bureau of Eco-nomic Analysis (BEA), is accepting applications for its fellowship pro-gram. Fellows will conduct research at BEA and interact with the staff. Applicants should have academically recognized research records and expertise in their area of proposed

research. They must submit detailed research proposals, which may be in any area related to the measurement of economic activity and may be con-ceptual or methodological in nature. Stipends are commensurate with qualifications and expertise. Fringe benefits and travel allowances are ne-gotiable. The fellowship appointment terms are flexible. The usual term is six months, but can range from four to twelve months. Appointment extensions, split-term appointments, and part-time appointments are also possible. Visit ASA’s website for more details. Contact: American Statistical Association, 732 North Washington Street, Alexandria, Va., 22314; (703) 684-1221; http://www.amstat.org/ca-reers/fellowshipsgrants.cfm

MARCH 2: PROFESSIONAL FIELDS. The American Statistical Association, in cooperation with the Bureau of Labor Statistics (BLS), is accepting applications for its fellowship pro-gram. Fellows will conduct research at BLS and interact with the staff. Applicants should have academically recognized research records and expertise in their area of proposed research. They must submit detailed research proposals, which may be in any area related to survey meth-ods, from concept development to information dissemination. Areas of application include small area es-timation, non-sampling error, item imputation, or behavioral science. Stipends are commensurate with qualifications and expertise. Fringe benefits and travel allowances are ne-gotiable. The fellowship appointment terms are flexible. The usual term is six months, but can range from four to twelve months. Appointment extensions, split-term appointments, and part-time appointments are also possible. Visit ASA’s website for more details. Contact: American Statistical Association, 732 North Washington Street, Alexandria, Va., 22314; (703) 684-1221; http://www.amstat.org/ca-reers/fellowshipsgrants.cfm

MARCH 3: HUMANITIES. The American Philosophical Society offers short-term residential fellowships for conducting research on the history of American science and technology and early American history and culture in its collections. Fellowships are open to U.S. citizens and foreign nation-als. Applicants may be holders of the Ph.D. or its equivalent, Ph.D. can-didates who have passed their pre-liminary examinations, and degreed independent scholars. Applicants in any relevant field of scholarship may apply. Visit the organization’s Web site for more details. Contact: Library Resident Research Fellowships, American Philosophical Society, 105 South Fifth Street, Philadelphia, Pa. 19106; (215) 440-3443; libfellows@amphilsoc.org; http://www.amphil-soc.org/grants/resident

MARCH 4: HUMANITIES. The College of Hu-man Ecology at Cornell University is ac-cepting applications for the 2014 Dean’s Fellowship in the history of home eco-nomics. Applications are invited from faculty members, research scholars, and advanced graduate students with dem-onstrated background and experience in historical studies. A $6,000 stipend is provided for a summer or sabbatical residency of six continuous weeks. Rel-evant historical subject areas include: history of food, nutrition, housing, the family, child development, design, and clothing and textiles, among other key topics in American social history. Visit the college’s website for more details. Contact: Cindy Thompson; (607) 255-2138; clm37@cornell.edu; http://www.human.cornell.edu/fellowship/index.cfm

APRIL 1: HUMANITIES. The J. Franklin Jameson Fellowship in American History is sponsored jointly by the American Historical Association and the Library of Congress. It supports significant scholarly research in the collections of the Library of Congress by scholars at an early stage in their careers in history. Applicants must hold the Ph.D. or equivalent at the time of application, must have received this degree within the past seven years, and must not have published or had accepted for publication a book-length historical work. The fellowship will not be awarded to complete a doctoral dissertation. The fellowship is for two to three months and carries a stipend of $5,000. Visit the organization’s website for more details. Contact: American Historical Association; http://www.historians.org/awards-and-grants/grants-and-fellowships/j-franklin-jameson-fellowship

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t h e c h ron ic l e of h igh e r e duc at ion ja n ua ry 24, 2014 a39

JOBS

FACULTY POSITIONS Humanities A43

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ADMINISTRATIVE POSITIONS Academic affairs A50-A51

Student affairs A50-A51

Business affairs A52-A54

Deans A54-A58

EXECUTIVE POSITIONSPresidents Chancellors Provosts A58-A59

HOW TO PLACE A JOB ANNOUNCEMENT A40 | INDEX A59

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S I G N U P N O W A T

I live in New York City, one of the world’s most expensive cities, and I’m an adjunct.

All things considered, I’m pretty privileged as an adjunct. I’m not afraid of getting kicked out of my apartment. Unlike many other adjuncts, I’m not living on food stamps, and I’ve never had to sell my plasma.

And to be completely honest, I know the reason for this privi-lege: I’m a white, heterosexual woman, married to a white/Latino dude with an amazing job that pays well and gives us good health insurance.

So, you see, I also have the economic privilege of a 1950s housewife. It isn’t my own, and should something hap-pen to my husband, Ryan, or his job, we’d be SOL on

my adjunct pay. I live in terror that something like that could happen because life would get really bad really fast. We don’t have enough savings to last for long, and I have a significant amount of debt from my grad school and pre-marriage days. In fact, I’m terrified that I’m tempting fate even by publishing this. Ours is a security of the moment, but it is nonetheless much greater than what others have—and I recognize that fully.

We did not always have even this level of security. I was not one of the students in my graduate program who took summer vacations on other continents without needing to apply for funding; in fact, I’ve never been to another continent. But, in the course of my relationship with Ryan, which started when I was still in grad school, we’ve moved from the panic of “Holy crap, how will we pay the rent this month?” to a much more comfortable space where I could take this past summer off from teaching to deal with some medical issues. But even then, I ended up racking up some unexpected credit-card debt.

For me, life is a constant balance between feeling secure and knowing it could disappear at any time.

The Day-to-Day

A few years ago, a colleague who secured a tenure-track job after a three-year postdoc with an Ivy League Society of Fellows said to me: “Isn’t our job great? Where else can you make $60,000 a year and teach only two classes per semester?”

I had to hold myself back from punching him. I have never earned $60,000 in a year. The most I ever earned was in the 2010-11 academic year, when I had a one-year, full-time visiting assistant professorship and got $45,000 to teach three courses per semester.

These days, I earn $25,200 per year from teaching, which comes from teaching two courses per semester at a top-tier pri-vate college ($3,800 per course) and one course per semester at an Ivy League institution ($5,000 per course). This figure hasn’t budged since the 2011-12 academic year, which was the last time I got a cost-of-living raise, of $100 per course per semester. That amounted to less than the 3-percent raise that tenure-track folks got, both in terms of percentage and, of course, in terms of real dollars.

However, my paycheck, like everyone else’s, is 2 percent smaller after the payroll tax jumped back up to 6.2 percent in 2013. So I make less from teaching than I did in the 2011-12 or 2012-13 academic years. This has had an impact on how much money I can budget to pay down the credit-card debt that has haunted me since grad school.

In addition to this teaching income, I’ve worked as a freelance writer, editor, and researcher for the past 10 years. My freelance income is highly variable: In the fall of 2011, I earned about $8,000 in three months when a publisher needed a lot of proofreading done in a very short amount of time. This year I’ve earned about $8,000 total for the whole year. Admittedly, I haven’t worked as hard to pursue freelance work as I would have if I had made a definite decision to leave academe.

My husband earns significantly more than I do. He has, quite frankly, a wonderful job, where he gets to travel to places like Los Angeles, London, and Sydney. His job, again, is the only reason I can survive in New York City.

Specter of Debt

The thing that keeps me up at night is my credit-card debt. Although Ryan’s job gives us security now, I amassed a ton of debt during grad school and in the lean years afterwards.

This credit-card debt has been very hard to pay down—even when I’ve received unexpected money and tried to pay it down, something happens to bring it back up.

I’ve never purchased anything foolish with my credit cards, though part of me wishes I had—at least then I could associate an object with my shame.

My credit-card debt first grew when I was doing fieldwork and my expenses far outstripped my funding. At the end of my fieldwork, I was let go the day after I told my boss I would return to New York in three months to write my dissertation. I’d counted on working through the sum-mer, and suddenly had lost the funding for my cross-country move.

Starting in grad school, conferences went onto the credit cards, too. The myth that Ivy League students are rolling in trav-el funds is just that: a myth. During the time I was at Columbia, the most you could get reimbursed for a conference was $400, and that amount could not include food, your hotel room, or reg-istration fees. Basically, it was airfare only. Everyone knows the average spending for a conference trip is about $1,000, leaving a $600 deficit. Hello, credit-card debt! After graduation, I often ended up putting the full amount on the card. And with confer-ences in places like Honolulu and Los Angeles, I’ve ended up spending far more than I should—and it’s very hard to get ahead of that debt.

And yet I know it could be so much worse. I know that I’m lucky to have a spouse who supports me, both emotionally and financially. I know that being a white woman with an Ivy League degree means that I can get an adjunct posi-tion at universities that pay above the national average for adjuncts.

This, however, is part of the problem. As a feminist, I recog-nize that my job itself is part and parcel with the race and class privilege that runs rampant throughout academe: I can only do it, and afford to live, because there’s another source of income in my life. And yet, it’s also part of the gender discrimination of academe: Women are more likely to be adjuncts in the first place.

If we continue on this path, academe will be a place—as it already is, more than most people acknowledge—where only the privileged can afford to participate.

Elizabeth Keenan is an adjunct instructor at Fordham Univer-sity.

A Security of the Moment

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ELIZABETH KEENAN

A40 THE CHRONICLE OF HIGHER EDUCATION    JANUARY 24, 2014

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JANUARY 24, 2014    THE CHRONICLE OF HIGHER EDUCATION Multiple Positions A41

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Academic Affairs: Sussex County Community College. Vice President of Academic Affairs. The Vice Presi-dent of Academic Affairs (VPAA) re-ports to the President and is the Chief Academic Officer of the College pro-viding leadership and oversight of all College credit, clock-hour and non-credit programs, learner outcomes as-sessment, academic planning, sched-uling, and divisional personnel. The VPAA oversees academic collabora-tions with other colleges and univer-

sities, as well as with local school dis-tricts, and encourages and supports the development and expansion of online education and the use of other current technologies. This individual is learner-centered and works closely with the Executive Team, the Enroll-ment Management Team, Marketing and Student Services to ensure stu-dent satisfaction, success and comple-tion. This individual must possess the knowledge and skills to maximize the use of technology and manage bud-

gets, as well as the ability to inspire ac-ademic excellence through leadership, creativity, and exceptional communi-cation. Sussex County Community College is located in Northwest New Jersey and is nestled amidst 167 acres of rolling hills, lush forest and tranquil ponds. The college provides lifelong learning opportunities through high quality academic, career and enrich-ment programs in an accessible and supportive environment to ensure stu-dent success in obtaining employment or successful transfer to other college and universities for further educa-tion. Minimum Qualifications: Mas-ter’s Degree (An earned doctoral de-gree or terminal degree a plus). Five years of academic administrative ex-perience demonstrating leadership ca-

pability. College teaching experience. Desired Qualifications: Demonstrat-ed accomplishment collaborating with business, industry, government, K-12 schools and other colleges and univer-sities Experience working in a union-ized environment and administering contracts. Excellent public speaking, writing and computer software skills. Experience working in a comprehen-sive community college. Effective September 1, 2011, the NJ First Act requires that certain classifications of persons employed by a public high-er education institution will have 365 days within which to establish a princi-ple residence in NJ. Failure to comply will render the individual unqualified to continue to hold the position. Indi-viduals may seek exemption from the

residency exemption committee based on critical need or hardship. Contact Person: Mary Cannistra. To Apply: Please send cover letter and resume to mcannistra@sussex.edu.

Adult Education: DePaul Univer-sity School for New Learning seeks to add to its diverse faculty a tenure track assistant professor skilled in working with adults in academic pro-grams that blend professional study with the liberal arts. The college, one of ten within DePaul, offers a variety of undergraduate and masters pro-grams to meet the needs of over 2,300 adult students, each of whom brings a unique personal, professional, and ed-ucational background and important goals. The student body, faculty, and staff are socially, culturally, and eth-nically diverse. A signature feature of SNL’s 40-year history is that each stu-dent is supported by a cohesive team consisting of a faculty mentor, profes-sional advisor, and academic advisor. Additionally, the curricula are gener-ally competence-based, flexible, and multidisciplinary. We offer courses on multiple campuses (including on-line); assess prior learning; support independent learning; and encourage students to link academic, work, fam-ily, and community life. We also make unique learning opportunities avail-able--study abroad, for example, and community-based service learning. By design, eighty percent of our instruc-tion is provided by practicing profes-sionals to teach part-time. The current full-time faculty of 38 teacher-schol-ars, from a range of academic fields, seeks a colleague eager to mentor, teach, and assess adult students and contribute to designing new programs.

Napa Valley College invites your application for any of the following faculty positions which will begin in Fall 2014:

POSITION:Counselor

Psychology

For more information please visit

DEADLINE

EOE

Multiple PositionsCENTRAL OREGON COMMUNITY COLLEGE

Enjoy a fulfi lling teaching career in Bend, Oregon, an exceptionally attractive location on the eastern slopes of the Cascade Mountains with spectacular views and easy access to lakes, rivers, and forested wilderness. The sunny high desert climate is ideal for year-round outdoor activities, including a major ski resort at Mt. Bachelor. The area supports a growing population with a strong, diversifying economic base and provides high quality services particularly in health care and education.

The College is seeking exceptional instructors for the following full-time tenure-track positions to meet our needs for the 2014/15 academic year:

• Assistant Professor I of Speech • Assistant Professor I of Economics • Assistant Professor I of Biology • Assistant Professor I of Health and Human Performance • Assistant Professor I of Humanities • Assistant Professor I of Business

The College is seeking exceptional full-time administrative applicants for: • Director of Library Services • Business Systems Programmer

All full-time faculty and administrative staff receive exceptional benefi ts as a part of a competitive total compensation package. Please visit our website at http://www.cocc.edu for COCC employment information and apply online directly at https://jobs.cocc.edu. For questions, contact the HR Offi ce at 541-383-7216. EEO/AA.

Positions subject to budget consideration and approvals.

We are seeking enthusiastic, creative individuals to fill thefollowing full-time, ten-month, tenure track faculty positions:

• Art• Automotive Technology

• Biology • Business

• Computer Science (Chair)• English

• English as a Second Language (Chair)• History • Nursing

• Occupational Therapy• Philosophy & Religious Studies

• Speech• Teacher Education

Academic rank and salary are commensurate with creden-tials and experience.

For detailed information about each position andinstruction on how to apply, please visit:

http://www.sunyrockland.edu/about/departments/hr/employment/faculty-fall2014

Application Deadline: Review of resumes will beginFebruary 24, 2014, but will be accepted until the positionis filled.

Rockland Community College is an affirma-tive action/equal opportunity employer and

strongly encourages applications fromwomen, people of color and individuals with

disabilities. Our mission demonstrates astrong public commitment to a diverse and

inclusive campus community.

Anticipated FACULTY Positions for Fall 2014Instructor/Assistant Professors

www.sunyrockland.edu

Faculty PositionsThe University of Texas-Pan American (UTPA) serves the higher education needs of a rapidly growing, international, multicultural population in the South Texas Region. Through teaching, research, creative activity and public service, UTPA prepares its 20,053 students for lifelong learning and leadership roles in the state, nation and international communities. UTPA is a doctoral granting university having strong international connections. We are seeking qualified faculty applicants in the areas listed below for the 2014-2015 Academic Year, pending budget approval. (Note: (FY13/14-###) are vacancy numbers and should be listed with the application to distinguish positions).

COLLEGE OF ARTS AND HUMANITIESF13/14-045 Department Chair Modern Languages & Literature

COLLEGE OF BUSINESS ADMINISTRATIONF13/14-055 Assistant Professor Accounting & Business Law

COLLEGE OF ENGINEERING AND COMPUTER SCIENCEF13/14-028 (3) Assistant Professor Computer Science (Computer Engineering Program)F13/14-034 Open Rank – Civil Director Mechanical Engineering (Civil Engineering)F13/14-035 Assistant Professor Mechanical Engineering (Civil Engineering)F13/14-054 Assistant Professor Electrical Engineering (Computer Engineering Program)

COLLEGE OF HEALTH SCIENCES AND HUMAN SERVICESF13/14-041 Assistant Professor Communication Sciences and DisordersF13/14-047 Assistant, Associate or Full Professor Cooperative Pharmacy ProgramF13/14-021 Associate/Full Professor DieteticsF13/14-042 Associate/Full Professor NursingF13/14-039 Assistant Professor Occupational TherapyF13/14-012 Associate/Full Professor RehabilitationF13/14-022 (2) Assistant Professor and (1) Associate Professor Social Work F13/14-020 Department Chair/Professor or Associate Professor Social Work

COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCESF13/14-015 Associate/Full Professor, Dept. Chair PsychologyF13/14-019 Associate/Full Professor, Dept. Chair Public Affairs and Security Studies

For a complete description of positions, application procedures and deadlines, please visit our Human Resource Office web site at (http://www.utpa.edu/humanresources/emplyment/faculty.html ).

UTPA is an AA/EO Employer, women, minorities, veterans, and persons with disabilities are encouraged to apply.

These positions are security-sensitive as defined by the Texas Education code 51.215 (©) and the Texas Government Codes 411.094(a) (2). “Texas law requires faculty members whose primary language is not English to demonstrate proficiency in English as determined by a satisfactory grade of 500 or greater on the International Test of English as a Foreign Language (TOEFL).”

A42 Multiple Positions THE CHRONICLE OF HIGHER EDUCATION    JANUARY 24, 2014

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We are particularly interested in per-sons who bring experience and knowl-edge of any one of these applied areas:

data analysis, business studies, health sciences, and organizational studies. This is a twelve-month position. Pri-

mary responsibilities include teach-ing core courses as well as courses in specialization, advising students, and participating in the life of the school. Classes are at night, on weekends and online. The ideal candidate will have experience mentoring adult students and teaching and assessing learning in an outcomes and/or competence-based framework; will be interested in connecting liberal learning with pro-fessional specialization and address-ing the challenges of adult life. Finally,

he/she should have experience engag-ing socially, culturally, and ethnically diverse students and faculty. The posi-tion requires a terminal degree and an active scholarly and/or creative agen-da sufficient to advance toward ten-ure at DePaul University. Application deadline: January 31, 2014 before mid-night. To apply click or copy: http://facultyopportunities.depaul.edu/ap-plicants/Central?quickFind=51076 As an Equal Employment Opportu-nity (EEO) employer, DePaul Uni-

versity provides job opportunities to qualified individuals without regard to race, color, ethnicity, religion, sex, sexual orientation, national origin, age, marital status, physical or mental disability, parental status, housing sta-tus, source of income or military sta-tus, in accordance with applicable fed-eral, state and local EEO laws.

Advertising/Design: Hastings Col-lege seeks Assistant/Associate Pro-fessor of Advertising & Design to teach courses in advertising, public relations, photography and graph-ic design. Working within a conver-gent media context, this person will also develop program strategies and sponsor co-curricular activities. MA or MFA required; terminal degree in related field preferred. Professional experience in advertising, public rela-tions and/or graphic design is a ben-efit. Academic rank and salary will be commensurate with academic creden-tials and experience. A comprehen-sive employee benefit package includ-ing a sabbatical program is provided. Founded in 1882, Hastings College is an independent, coeducational, Pres-byterian-related, liberal arts college

with an enrollment of 1100 students. A qualified candidate should send a per-sonal statement of interest in joining the Hastings College faculty, a state-ment of teaching philosophy, and a vi-ta (with the name of three references) to Dr. Gary Johnson, Vice President for Academic Affairs, Hastings Col-lege, 710 N. Turner Ave., Hastings, NE 68901. E-mail: hcsearch@hast-ings.edu. Phone: (402) 461-7346. Fax: (402) 461-7778. We will contact you if we need additional materials (i.e. transcripts, letters of recommenda-tion, syllabi). Review of materials will begin on March 14, 2014. To find out more about Hastings College please visit our web site at http://www.hast-ings.edu EOE.

Asian Studies: The Harvard South Asia Institute is pleased to offer the South Asian Studies Fellowship to support recent PhDs in the human-ities and social sciences related to South Asia. Research topics can cov-er any period of South Asian history or contemporary South Asia. Can-didates must be able to provide evi-dence of successful completion of their PhD by June of the year of ap-

Many People ~One University

The City University of New York is committed to enhancing our diverse academic community by actively encouraging people withdisabilities, minorities, veterans, and women to apply.

EXECUTIVE AND SR. ADMINISTRATIVEKingsborough C.C.President

Queens CollegePresident

MANAGERIAL AND PROFESSIONALCity CollegeAcad Program Specl,

English

AccessAbility MgrAdvising Coord,

Biomedical EdDir of Counseling

John Jay CollegeIT Academic Tech Coord

Kingsborough C.C.Acad Resource Ctr Specl,

Nursing

Campus Security Dir

LaGuardia C.C.Admin Coord, Student

AffairsNYC College of TechnologyNetwork Security Specl

The City University of New York is the nation's leading urban public university, with 6,700 full-time faculty at 24 institutions in New York City. To learn about thepositions listed below and the wide range of opportunity CUNY has to offer, go to:

http://www.cuny.edu/employment.html and open Search Job Listings.

Many People ~One University

The City University of New York is committed to enhancing our diverse academic community by actively encouraging people withdisabilities, minorities, veterans, and women to apply.

Baruch CollegeAccountancyStatistics & Comp Info

SystemsBronx C.C.Biology & Medical Lab

Tech (2 positions)Criminal JusticeEnglish (3 positions)Health, Phys Ed &

WellnessPhysics & TechCity CollegeAfrican Art HistoryAnatomy (2 positions)BiologyBuilding Materials &

Systems TechChemistryClinical Child PsychClinical PathologistCommunity Health &

Social Medicine-ChairComposition & RhetoricComputer EngineeringDigital Tech & DesignEast Asian HistoryElectrical EngineeringEnergy InstituteExperimental Physics

Global ModernismImmunologyJewish StudiesK.D. Irani Chair-

PhilosophyMathematicsNeurobiologyPhilosophyPhysicsPsych & Public PolicySpecial EducationTerrestrial/Marine

ResourcesTransportation

EngineeringCollege of Staten IslandElectrical EngineeringInformation MgmtLibraryMusic (String Specl)NursingJohn Jay CollegeAnthropologySecurity, Fire Sci &

Emergency MgmtSociologyLaGuardia C.C.Art HistoryDir-Veterinary Tech Prog

HealthIndustrial DesignMath, Engineering &

Comp SciPhilosophyTheatreNYC College of TechnologyAnatomyArabic/FrenchArchitectural TechArt HistoryBioinformaticsChemistryCommunicationsEnglishEnvironmental Control

TechGeneral BiologyMathematicsMedical EthicsMedical InformaticsPhysicsPsychologyYork CollegeBiologyFine ArtsInfo Systems Mgmt

FACULTY

The City University of New York is the nation's leading urban public university, with 6,700 Full-time faculty at 24 institutions in New York City. To learn about thepositions listed below and the wide range of opportunity CUNY has to offer, go to:

http://www.cuny.edu/employment.html and open Search Job Listings.

FACULTY POSITIONSWenatchee Valley College is now hiring the

following full time faculty positions:

Art and Industrial Design Instructor (non-tenure-track)

Chemistry Instructor (tenure-track)

Developmental Ed/ABE Instructor (tenure-track)

English Instructor (tenure-track)

Math Instructor (tenure-track)

Math Instructor (tenure-track)

Nursing Instructor (tenure track)

Science Instructor (non-tenure-track)

To apply, see http://apptrkr.com/426921WVC is an Equal Opportunity/Affirmative Action Employer.

ST Century.

Long Beach Community College District is currently seeking candidates for the following positions commencing with the 2014 fall semester:

Application materials must be electronically submitted on-line at http://apptrkr.com/425983 by 4:00 PM on the deadline date.

The Long Beach Community College District is committed to the principles of equal employment opportunity. It is the District’s policy to ensure that all qualified applicants for employment and employees have full and equal access to employment opportunity and are not subject to discrimination in any program or activity of the District on the basis of ethnic group identification, race, gender, color, language, accent, citizenship status, ancestry, national origin, age, sex, religion, sexual orientation, transgender, parental status, marital status, veteran status, physical or mental disability or medical condition, or on the basis of these perceived characteristics.

POSITIONAccounting Instructor Administration of Justice Instructor Art History Instructor Associate Degree Nursing Instructor Astronomy Instructor Chemistry Instructor Child Development Instructor Communication Studies Instructor Computer and Office Studies Instructor (Office Technologies)Computer and Office Studies Instructor (Computer Information Systems) Culinary Arts Instructor (Baking and Pastry) Disabled Student Programs & Services Counselor Engineering Instructor Engineering Technology Instructor EOPS CounselorEnglish as a Second Language Instructor Film Studies Instructor Fire Science InstructorFood and Nutrition Instructor General Counselor Geology Instructor History Instructor - Asian History History Instructor - Latin American History Japanese Instructor (Foreign Language) Kinesiology Instructor Metal Fabrication Technology Instructor Music Instructor (Instrumental or Vocal Jazz) Music Instructor (Keyboard Studies) Philosophy Instructor Physics and Astronomy InstructorPolitical Science Instructor Reading Instructor

DEADLINE02/21/201402/13/201402/28/201402/28/201402/13/201402/21/201402/21/201402/21/201402/21/2014

02/13/2014

02/13/201402/21/201403/14/201402/21/201402/21/201402/21/201402/13/201402/13/201402/21/201402/13/201402/13/201402/21/201402/21/201402/13/201402/13/201402/28/201402/13/201402/13/201402/13/201402/13/201402/21/201402/28/2014

JANUARY 24, 2014    THE CHRONICLE OF HIGHER EDUCATION Humanities    Social & Behavioral Sciences A43

ChronicleVitae.com/jobs

pointment and may not be more than five years beyond the receipt of PhD. Fellows are expected to reside in the Cambridge area and to actively partic-ipate in the events and intellectual life of the Institute. Fellows are expected to contribute to the greater Harvard community by teaching, mentoring,

or advising students. Stipend for one year: $50,000 Inclusive of health in-surance benefits. Round trip travel expenses to Boston will also be pro-vided. Deadline: March 1, 2014. More information on how to apply: http://southasiainstitute.harvard.edu/south-asian-studies-fellowship/.

Athletics: Augustana College in Sioux Falls, South Dakota, invites nomina-tions and applications for the position of Director of Athletics. Reporting to the President, the Director has over-

all responsibility to provide positive leadership in planning, organizing, and managing the programs and activ-ities of a highly successful NCAA Di-vision II intercollegiate athletic pro-gram. Augustana is a member of the 16-member Northern Sun Intercolle-giate Conference. Please visit our web site to learn more about the College at http://www.augie.edu, the athletic pro-gram at http://www.goaugie.com and the position http://www.augie.edu/jobs. Augustana College is an Equal Opportunity Employer/Affirmative Action/Title IX Employer. Women and Minorities are encouraged to ap-ply. Applicants must comply with the Immigration Reform and Control Act and may be required to submit official transcripts upon employment.

Band: Alderson Broaddus University seeks marching band director. Gener-al Responsibilities: The responsibili-ties of the Marching Band Director, which reports directly to the Athlet-ic Director, are to conduct all aspects of the program within the philosophy and guidelines set forth by Alderson Broaddus University, the NCAA, and the GMAC. The expectations of the marching band director include: com-mitment to the mission of Alderson Broaddus University, meeting the es-tablished recruiting goals of the ath-

letic department, scheduling, conduct-ing practices, budget oversight, travel planning, fund raising, and comple-tion of any duties assigned by the Ath-letic Director. For the complete post-ing, please visit www.ab.edu Qualifi-cations: 1.)Bachelor’s degree from an accredited college or university. 2.) Previous college band experience.3.) Knowledge or experience in recruit-ing student athletes. Alderson Broad-dus University is an equal opportuni-ty employer and invites interested can-didates to submit cover letter, resume and three letter of reference in PDF format via e-mail to hr@ab.edu.

Biology: The Department of Biology at the University of Evansville invites applications for a one year visiting professor position beginning in Au-gust 2014. The successful candidate will be asked to teach general biolo-gy, cell biology, a course in the appli-

cant’s area of expertise and will also be asked to teach BIOL 100. Candi-dates should have a Ph.D in Molecular or Cellular Biology. Research experi-ence in medically-related fields help-ful. A letter of application, curricu-lum vita, graduate school transcripts, short statement of teaching philoso-phy, teaching evaluations, and three letters of recommendation should be sent to Dr. Dale D. Edwards at de3@evansville.edu or 1800 Lincoln Ave-nue, Evansville, IN 47722.

Business: Academic Position Vacan-cy Announcement Kelley School of Business Indianapolis Indiana Uni-versity Kelley School of Business In-dianapolis invites applications for a position in Operations Supply Chain Management beginning in August, 2014. Applications are encouraged for tenure-track, clinical, and lectur-er positions at all ranks. Appointment

Sr. ESL Instructor (Chamblee, GA) Prepare, teach, plan, evaluate and revise ESL course, curriculum and homework assignments; initiate, facilitate classroom discussion, keep updated in the field of TESOL and maintain regularly scheduled office hours to advise and assist students. Master in English or equivalent (BA in English + 5 yrs exp), foreign credential equiv. and 6 month exp in the job offered or. 40hrs/wk, mail resume: Thomas Blair, Interactive College of Technology 5303 New Peachtree Road, Chamblee, GA 30341

NOVA SOUTHEASTERN UNIVERSITY- The Center forPsychological Studies (CPS) invites applications for two faculty posi-tions in the doctoral programs in clinical psychology. Applicants willbe reviewed for salary commensurate with experience and scholarship. The successful candidate is expected to have a commitment to excel-lence in teaching and mentoring of students. Additionally, they must beactively involved in research and will be encouraged to publish, super-vise student research, and seek external funding to support research. The faculty will teach doctoral program core courses such as adult and childpsychopathology, assessment, psychotherapy interventions as well as elec-tives in their own specialty areas of research and practice. Faculty areexpected to supervise psychology trainees in their clinical work. Applicantsmust be licensed or licensed-eligible as psychologists in the state of Florida.The Center for Psychological Studies is a graduate school that offersAPA-accredited Ph.D. and Psy.D. programs in clinical psychology anda pre-doctoral internship program. Also part of the center is a consor-tium internship program (APPIC member) master of science programsin counseling, general psychology, forensic psychology, a doctoral anda specialist program in school psychology, and a behavioral sciencestrack in the university’s criminal justice programs. The center trainsstudents at its Psychology Services Center that serves a diverse popu-lation of children, adolescents, and adults through its general and fac-ulty specialty clinical training programs.Applicants will be reviewed until the position is filled. Please apply online to Position #993015 at www.nsujobs.com.

Please visit our website: www.nova.eduNSU offers competitive compensation and outstanding benefits. EOE.

Clinical Psychology – Faculty Rank TBD

College FellowsHarvard University, Faculty of Arts and SciencesThe Faculty of Arts and Sciences at Harvard University is pleased to announce that the College Fellows Program is now accepting applications for the 2014-2015 academic year. This program identifies exceptional scholars who have recently completed their doctoral work and have demonstrated excellence in teaching. College Fellows teach within an area of specialization while given ample time to pursue their own research. The program provides College Fellows with mentoring on both pedagogy and career development. College Fellows are full-fledged members of the Harvard community.

College Fellowships are one-year positions with the possibility of renewal for one additional year. In 2014, they are expected to be on campus starting August 15. College Fellows will receive a salary plus benefits.

Candidates are required to have a Ph.D. or an equivalent terminal degree by the expected start date. The program is limited to applicants who have received their Ph.D. no earlier than 2010.

To see the list of areas of specialization and to apply, please visit http://www.fas.harvard.edu/~facaff/cfp/. Applications and letters of reference must be received by February 21, 2014.

Harvard is an Equal Opportunity/Affirmative Action employer. Women and members of minority groups are strongly encouraged to apply.

£32,794 – £39,669 pa incl.9-month term, commencing 1st October 2014 (date flexible)With the continued generous support of the Andrew W. Mellon Foundation, the London School of Economics is looking to appoint a Mellon Fellow as part of its innovative four-year programme that engages the humanities with the social and spatial dynamics of cities. We are seeking dynamic and engaged scholars and practitioners who are currently developing their careers in the arts, culture, literature, philosophy or other related humanities disciplines to contribute to the interdisciplinary work of LSE Cities, an international research centre that explores the interactions between space and society. We are now inviting applications for the fellowship in 2014/15.

The intellectual objective of the Mellon Fellowship programme is to mobilise an integrated mode of urban research that connects early and mid-career humanities scholars more closely to urban research and teaching at the heart of LSE Cities, and to open up new avenues for practical collaboration and intellectual exchange between the humanities and urbanism.

Spending nine months at LSE Cities, the Mellon Fellow will develop his/her own research in the context of the work on the urban environment carried out by the department. Selection will be made on the basis of original contributions to the field including interdisciplinary approaches to the analysis of the past, present and future cultures of the city – through writing, curating, public engagement or other narrative means.

Closing date for applications: 28 February 2014

For full details visit www.lsecities.net/about/mellon

LSE CitiesThe Mellon Fellowship Programme at LSE in Cities and the Humanities

If you are interested, please write in (or email) to:

Head of AdministrationS. Rajaratnam School of International StudiesNanyang Technological UniversityBlock S4, Level B4, Nanyang AvenueSingapore 639798Email: rsisrecruitment@ntu.edu.sg

Screening of applicants will begin immediately and will continue until the position is fi lled. Only shortlisted candidates will be notifi ed.For further information about RSIS, please visit our website at: www.rsis.edu.sg

The S. Rajaratnam School of International Studies (RSIS), a Graduate School of Nanyang Technological University, Singapore, is a leading research-intensive and teaching institution in strategic and international affairs and policy-oriented think-tank in the Asia-Pacifi c region. The School invites applications for the position of:

ASSISTANT PROFESSOR OR ASSOCIATE PROFESSOR

in the following specialization:

Inter-Religious StudiesApplicants are expected to have training and expertise in Religious Studies as well as teaching and/or research interests in areas such as sociology of religion, comparative religion and analysis of inter-religious relations in plural societies.

The successful applicant is expected to develop, manage and provide direction in teaching and research in these areas, and to design and teach up to two courses in the School’s Master of Science programmes. A relevant PhD and a good publication record are therefore essential requirements.

Applicants are also expected to contribute to the School’s research agenda, contribute to team research and policy-oriented projects, teach in short executive programmes, and organize conferences and seminars. Experience in policy-relevant research and publication would be useful.

The initial appointment will be for three years, which is renewable, subject to mutual agreement. A candidate with the appropriate qualifi cations and experience may be appointed at the Assistant or Associate Professor level.

All applicants should submit the following: • A detailed curriculum vitae• 2 published articles or writing samples• A cover letter specifying how your qualifi cations match the job

description • 3 reference letters

The School of Music at the University of Alabama invitesapplications for a full-time, tenure-track Assistant Professor asDirector of Orchestral Studies. Salary is commensurate withqualifications and experience.

Responsibilities: The successful candidate will be expectedto manage all aspects of the University (Huxford) SymphonyOrchestra, including, but not limited to: scheduling,auditions, repertoire selection, rehearsals, performances andmanagement of the university concerto competition.Additional teaching duties will be assigned to complete theload relative to qualifications and abilities (e.g. conducting,music literature, etc.).

Qualifications: DMA is required. Master’s Degree withprofessional experience may be considered.

Application Deadline: Review of applications will begin asthey arrive and continue until the position is filled. In order toensure full consideration, please apply no later than January20, 2014. Applications should include a letter of interest;curriculum vita; three letters of recommendation along withnames, addresses, email addresses and current phone numbersof five additional references who may be contacted;performance CDs and or DVDs; and other appropriate linksto performances (e.g. YouTube, websites, etc.).

Appointment Date: August 16, 2014

Application Process: All applicants must apply online, inaddition to sending materials via email or as hard copies. FORTHE ONLINE APPLICATION, visit the University ofAlabama website at https://facultyjobs.ua.edu/postings/34676.The University of Alabama is an EqualOpportunity/Affirmative Action employer and actively seeksdiversity among its employees. Minority candidates arestrongly encouraged to apply. Prior to hiring, the finalcandidate(s) will be required to successfully pass a pre-employment background investigation.

Applicants should send materials to:

Chair, Orchestral Director Search CommitteeDr. Ken Ozzello, chairSchool of Music – Box 870366The University of AlabamaTuscaloosa, AL 35487-0366kozzello@music.ua.edu

Additional Information: The University of Alabama,founded in 1831, is the flagship campus of the three-campussystem. It is located in Tuscaloosa, a city of 100,000 that wasnamed an All American City by the National Civic League.The School of Music is housed in the College of Arts andSciences and serves approximately 400 music majors andcountless non-majors across the university. The School offersBachelor of Music degrees in Performance, Music Therapy,and Theory/Composition, the Bachelor of Science degree inboth instrumental and vocal/choral Music Education, and theBachelor of Arts degree in both General music and MusicAdministration. Additionally, the School offers the Master ofMusic degree in Performance, Composition, and Musicology.And it is the only institution in the state to offer the Doctorof Musical Arts degree, doing so in Performance, (includingConducting) and Composition. It currently employs 38tenured or tenure-track faculty and 22 part-time faculty.Additional information about the School of Music may befound at http://music.ua.edu.

The University of Alabama is an Equal Opportunity, Affirmative Action Employer.

ASSISTANT PROFESSOR

Director of Orchestral Studies

touching l ives

A44 Social & Behavioral Sciences    Science, Technology, & Mathematics THE CHRONICLE OF HIGHER EDUCATION    JANUARY 24, 2014

ChronicleVitae.com/jobs

rank will be dependent on qualifica-tions and research history. Qualified candidates for tenure-track positions must hold a Ph.D. from an accredit-ed institution, have excellent research and teaching skills, and must demon-strate the ability to produce scholarly work at the highest level. All special-ties will be considered. Information regarding the Indianapolis programs can be found at: http://kelley.iupui.

edu/ View full position announce-ment at http://kelley.iupui.edu/faculty/positions/ Qualified applicants should electronically submit their cover letter of application, including a list of three references, and vita/resume to Sherri Hendricks, email: slhendri@iupui.edu (Indiana University, Kelley School of Business). Applications will be accept-ed until the position is filled. Indiana University is an equal opportunity af-

firmative action educator, employer and contractor, M/F/D. Women and minorities are encouraged to apply.

Chemistry: Assistant or Associate Professor, Chemistry, Full-time, Two-Year Visiting Sabbatical Replace-ment, Non-Tenure-Track, Augustana College, Sioux Falls, SD. Require-ments: Ph.D. in Analytical Chemistry; post-doctoral experience preferred, teaching experience a plus. Primary responsibilities include teaching gen-eral and analytical chemistry for ma-jors and non-majors. There is a pos-sibility of a more permanent posi-tion beginning in the Fall of 2015. For more details and application instruc-tions, please see the Augustana Col-lege’s Web site at http://www.augie.edu/jobs. Augustana College is an Equal Opportunity/Affirmative Ac-tion/Title IX Employer. Women and minorities are encouraged to apply.

Classical Studies: The Department of Classical Studies invites applications for a tenure-track appointment as As-sistant Professor of Classical Studies with expertise in the field of Roman history focusing on relations between

Rome and the eastern provinces. The successful candidate will teach cours-es at the undergraduate and graduate levels on historical subjects, including fields such as epigraphy or papyrol-ogy, incorporating the standard Lat-in and Greek languages. We are par-ticularly interested in candidates who would strengthen connections with programs in such areas as Archaeol-ogy, Religious Studies, and/or the An-cient Near East. Must have a PhD in Ancient History or a related field with a specialization in Roman and Near East studies as well as a strong re-cord of publications. Candidates are to send applications to the Depart-ment of Classical Studies, University of Pennsylvania, Cohen Hall, 249 S. 36th Street, Philadelphia, PA 19104-6304 and include a cover letter, CV, writing sample, and the names and contact information for three indi-viduals who will write letters of ref-erence. Applications are expected by February 28, 2014. The University of Pennsylvania is an EOE. Minorities/

Females/Individuals with disabilities/Veterans are encouraged to apply.

Communications: Every year, the Harvard Kennedy School (HKS) ed-ucates graduate students who seek to have a significant impact on pub-lic policy and its implementation. To do so, our students need to develop their abilities in all forms of commu-nication: oral, written, and digital, em-ploying both words and graphics. We seek to hire a lecturer in communica-tions to teach in HKS’s Communica-tions Program. This individual would teach writing courses focusing on policy specific writing such as policy memos, briefing books, and white pa-pers, as well as oral communications courses. The teaching load for the po-sition is three or four courses (or their equivalent) per academic year. We en-courage applicants to study the types of courses we offer at http://shoren-steincenter.org/students/communi-cations-program/communications-courses/. Qualifications include a

graduate-level degree, experience in the field of communications, previous teaching experience in higher educa-tion, and exceptional written and ver-bal communications skills. Candidates with experience in curriculum design/development, program management, and working with diverse populations are particularly encouraged to apply, as are those with knowledge of pub-lic policy and administration. A work-ing knowledge of the strategic use of new media is strongly preferred. Ap-plicants should submit a cover letter, curriculum vita, letters of recommen-dation, and up to three papers and publications to http://academicposi-tions.harvard.edu/postings/5276 We will begin reviewing applications on February 12, 2014 and continue until the position is filled. Qualified wom-en and members of minority groups are encouraged to apply. The John F. Kennedy School of Government is Harvard University’s graduate school of politics, public policy, and public and non-profit administration. Har-vard University is an Affirmative Ac-tion/Equal Opportunity employer.

Communicative Science: Tenure track position. PhD in SLP, CCC-SLP. Be-gin summer 2014. Areas of interest should include Neuroscience, Ac-quired Cognitive Communicative Dis-orders, and Aphasia; additional areas may include Diagnostics, Introduc-tion to Medical Speech-Language Pa-thology, Motor Speech Disorders, and Professional Issues. Salary is compet-itive and commensurate with qualifi-cations and experience. Responsibili-ties include undergraduate and gradu-ate teaching, graduate clinical super-vision, academic advising, mentoring of research projects, engagement in departmental activities and events, committee work, research and schol-arly activities including publications in peer-reviewed journals, and other service. Candidate is also expected to have experience with and knowl-edge of ASHA Standards. UM offers the BS and MS in SLP through an ac-credited program. Application review begins immediately and continues until the position is filled. Addition-al information and applications may be found at https://jobs.montevallo.edu. For questions, contact Dr. Linda Murdock, Search Committee Chair, at 205.665.6718 or murdocklc@mon-tevallo.edu. UM is an AA/EO em-ployer.

Computer Information Systems: Pur-due University Calumet in Hammond, Indiana is seeking applicants to fill the position of Department Head for the Department of Computer Information Technology and Graphics. This posi-tion reports directly to the Dean of the College of Technology. A doctoral

UNITED STATES AIR FORCE ACADEMY. Assistant Professor of Chemistry (#14-08DFC). The Department of Chemistry anticipates filling an Assistant Professor of Chemistry position beginning June 30th, 2014. The initial appointment will be for three years. Successive reappointments of up to four years in length are possible. Responsibilities include teaching and developing general and upper level organic chemistry courses at the undergraduate level, establishing a research program involving undergraduate students, and service in support of the Department and Academy. A Ph.D. in Organic Chemistry is required to plan and prepare lab experiments for both core and organic majors courses, as well as oversee cadet research in organic chemistry topics. Preference will be given to candidates who have demonstrated excellence and innovation in undergraduate teaching to include supervision of undergraduate researchers. The Department of Chemistry consists of 32 full-time military and civilian faculty members. To Apply: Go to www.usajobs.gov. Type in “USAF Academy” in the “Where” box and click on “Search Jobs.” Then scroll down until you locate this position. Applications must be received by February 24th, 2014. U. S. citizenship required. For additional information, go to http://www.usafa.edu/df/dfc/?catname=dfc.

Tenure-Track Position in Computer Science

Employment is contingent upon a satisfactory criminal history background check. AA/EOE

Application form can be found at http://dickinsonstate.edu/employment.

Applications should be sent to molisa.derk@dickinsonstate.edu (preferred)

or Department of Math and Computer Science, Dickinson State University, 291 Campus Drive, Dickinson, ND, 58601. For

further information, contact Dr. Derk at her e-mail address or at 701-483-2126.

Primary teaching responsibilities will be in computer science courses with courses in mathematics occasionally assigned. The successful candidate will also be expected to engage in appropriate professional development and provide both on-campus (advising, committee work, etc.) and off-

campus service. A Ph.D. in computer science from a regional accredited institution and added experience with mathematics and engineering are preferred. ABDs will be considered.

Assistant/Associate Professor of Education

1.) Education: Elementary (K-8), Assistant Professor, Tenure-Track, with Doctorate in Elementary Education or highly related field. Responsibilities of this position include teaching undergraduate core courses in the early childhood, elementary, and middle level education sequence (i.e. curriculum, content methods, supervising field experience students, student mentoring, scholarly activity, program development and refinement, as well as professional and community service.

2.) Educational Foundations & Curriculum, Assistant/Associate Professor, to begin Fall 2014. Responsibilities include teaching undergraduate courses in Methods of Instruction, with additional teaching in Educational Foundations (Introduction to Education, Classroom Management, Instructional Assessment, Multicultural Education, Educational Technology, and Educational Law). Additional responsibilities include student advising, scholarly activity, participating in departmental program development and assessment, and professional service, including committee work.

For complete position announcements, required qualifications, and to apply online, visit https://jobs.cwu.edu AA/EEO/Title IX Institution.

Ames, IA

Assistant, Associate or Full Professor of Nutritional Neurosciences

For further information please see our website:

https://www.iastatejobs.com/applicants/jsp/shared/Welcome_css.jsp

Search by Vacancy ID: 140004Consideration date is 2/16/14

ISU is an EO/AA Employer

FOOD SCIENCE AND HUMAN NUTRITION

Nova Southeastern University (NSU) is the nation's eighth-largest, not-for-profit, independent university, with more than 28,000 students and148,000 alumni; a sprawling, 300-acre Fort Lauderdale-Davie campus;and a presence in nine countries around the world. Through fivedecades of explosive growth, our reputation for academic excellenceand innovation continues to flourish. Founded in 1964, the universityoffers undergraduate degrees, graduate and professional degrees, andcertificate programs to approximately 37,600 full-and part-time stu-dents in medicine, health sciences, computer sciences, law, education,psychology, business and marine biology. Job duties include teaching, conducting research and publishing results inpeer-reviewed journals and participating in Department, College andUniversity committees and related activities. Position requires a Ph.D. inConflict Resolution or a closely related field (foreign equivalent acceptable).Please apply online at: www.nsujobs.com and reference positionnumber #990126.

Please visit our website: www.nova.eduNSU offers competitive compensation and outstanding benefits. EOE.

Associate Professor for the Department ofConflict Analysis and Resolution

The Department of Social Work at Northern Michigan University invites applications for a highly-effective leader to manage the three full-time faculty and several adjuncts that serve more than 160 undergraduate majors. The position begins in July 2014, and applicants must possess a Ph.D. or equivalent terminal degree in Social Work or a related field. Applicants must have at least 2 years of post-MSW professional practice.

Applicants must meet the NMU criteria for hiring at the rank of Associate or Full Professor with tenure prior to appointment. This is a 12-month position with both administrative and teaching responsibilities. Administrative responsibilities may include student recruitment, retention, college and university service, curriculum management, outcome assessment, departmental budget authority, and scholarship/professional development activities.

Northern Michigan University has about 9,000 students and 180 degree programs and is located along the shore of Lake Superior in the vibrant, historic city of Marquette. The community is consistently named a top spot in the nation to raise a family, to enjoy an excellent quality of life, and to vacation. For more information visit www.nmu.edu/marquette.

To apply for this position please visit https://employMe.nmu.edu. Attach a letter of application, curriculum vita, unofficial undergraduate and graduate transcripts, and the names, addresses and telephone numbers of at least three professional references. The position will be posted until March 7, 2014.

Information regarding the department may be found online at: http://www.nmu.edu/socialwork.

For additional information, contact Dr. Charles Mesloh (search chair), Department of Criminal Justice, cmesloh@nmu.edu.

NMU is an EOE including protected veterans and individuals with disabilities.

Towson University (www.towson.edu) was founded in 1866, is recognized by U. S. News & World Report asone of the top public universities in the Northeast and Mid-Atlantic regions, is Baltimore's largest university, andis the largest public, comprehensive institution in the University of Maryland System. TU enrolls almost 18,000undergraduates and 4,000 graduate students across six academic colleges (business, education, fine arts, healthprofessions, liberal arts, science& mathematics), has over 865 full-time faculty, and offers more than 65Bachelor's, 45 Master's, and 5 Doctoral programs. Our centrally located campus sits on 330 rolling green acresand is 10 miles north of Baltimore, 45 miles north of Washington D.C., and 95 miles south of Philadelphia.Supported by the University, Towson University's College of Education is undertaking a major recruitment effortto expand the breadth and depth of expertise in its teacher preparation and instructional leadership areas. Thiseffort reflects major reforms in public Pk-12 education curricula, student assessment measures, and educatorevaluation and instructional differentiation to maximize student learning, as well as Towson University'scommitment to serving the teaching and school leadership needs in public Pk-12 education. These searchesemphasize substantive expertise areas. Please go to: www.towson.edu/odeo/employmentatTU/COE.asp for amore detailed description of this recruitment effort. All candidates must present evidence of three yearssuccessful teaching experience in a Pk-12 setting or its equivalent.Differentiation of instruction through sensitivity to Pk-12 students’ needs across diverse racial, ethnic,economic and special needs subgroupsAssistant or Associate Professor in Special Education for undergraduate and graduate programs in SpecialEducation leading to single or dual certification (Special Education and Early Childhood Education or ElementaryEducation), Doctorate in Special Education, knowledge of UDL and its applications across PK-20. Candidates forthe Associate Professor position must document prior teaching in higher education and evidence of publishedresearch in a field relevant to Autism Spectrum Disorders and related disorders. Search #COE-N-2727Assistant Professor in Secondary Education for undergraduate courses in ethics of education, socialfoundations of education, and graduate and undergraduate courses in content pedagogical methods for grades 6-12, content area reading as well as other teacher education courses related to the candidate’s interest andexpertise. Faculty responsibilities also include maintaining an active research agenda, advising students,supervising student internships, and participating in faculty governance. Salary is commensurate withqualifications and experience. Search # COE-N-2749Assistant Professor in Elementary Education for undergraduate courses on the historical and contemporaryissues of education; educational ethics and reform; and urban education policy and practices. Graduate levelteaching in a K-12 curriculum program reflective of candidate’s interest and expertise. Applicants may also beexpected to supervise practicum and internship experiences, and collaborate with Professional DevelopmentSchools and agencies in the surrounding communities. Search # COE-N-2745Assistant or Associate Professor in Early Childhood Education Doctorate in Early Childhood Education orallied field with expertise in child development, assessment and educational interventions (birth – 5). Expertisein services targeted to economically and culturally diverse populations; record of research and scholarshipfocused on early interventions that optimize cognitive and psychosocial development; and preschool readinessfor academic success. Experience with preparing Early Childhood educators to serve diverse children, familiesand communities highly desired. Search # COE-N-2746 Assistant or Associate Professor in Early Childhood EducationDoctorate in Early Childhood Education or allied field with a record of scholarship and external support in thedesign and conduct of mixed methods studies of inhibitors and facilitators of cognitive, emotional, behavioraland psychosocial success in infants and toddlers (birth – 8); demonstrated knowledge of diverse and inclusiveschools, communities and curricula. Experience in the effective use of qualitative and quantitative assessmentmethods to plan, implement and evaluate developmentally and culturally appropriate instruction for youngchildren is expected. Search # COE-N-2747 Educational leadership at school, classroom and content-specialty levels Assistant or Associate Professor in Instructional Leadership and Professional Development, Doctorate inEducational Leadership or allied field with scholarly expertise in urban education, contemporary issues andpractices to support teachers navigate rapidly-changing curricular, pedagogical, and assessment contexts whileensuring equity, access, and inclusive learning settings. Expertise in educational leadership in school, classroomand content-specialty levels and graduate teaching experience is necessary. Search #COE-N-2748Associate Professor in Instructional Leadership and Professional Development. Doctorate in EducationalLeadership or allied field with scholarly expertise in educational leadership for diverse student populations,knowledge of current scholarship and practices that support equity, access, and inclusion for all learners,demonstrated experiences in graduate teaching about leadership in diverse schools. Candidates must provideevidence of a scholarly record about effective teaching and leading in such schools. Search # COE-N-2731Application Process:Review of applications begins January 2014 and continues until positions are filled. Positions begin August2014. Women and applicants from underrepresented groups are strongly encouraged to apply. Send a letter ofapplication describing qualifications for Assistant or Associate Professor level, curriculum vitae, copies ofgraduate transcripts, two samples of published scholarship, and contact information for four references. Pleasesubmit application materials to:College of Education Faculty Search CommitteeTowson University 8000 York RoadTowson, MD 21252Attention: [please include search number here]Towson University is an equal opportunity/affirmative action employer and has a strong commitment todiversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply. These positionsare contingent on availability of the funds at the time of hire.

For detailed information on any of these positions, please visit:http://www.towson.edu/odeo/employmentatTU/academic_positions.asp

JANUARY 24, 2014    THE CHRONICLE OF HIGHER EDUCATION A45

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degree in computer information tech-nology, computer graphics technolo-gy, or closely- related field is required. Also required is a successful track re-cord at the university level of one or more years as a teacher, administra-tor and scholar. Scholarly accomplish-ments must qualify the individual for appointment to the rank as Professor with tenure. Please review the position description at: http://webs.purdue-cal.edu/hr/applying-for-a-job-at-puc/ The Computer Information Technol-ogy and Graphics Department offers degree programs in two areas: Com-puter Information Technology and Computer Graphics Technology. The department has 10 full-time faculty members, with over 270 undergradu-ate students and 36 graduate students. Review of applications, including a statement of the applicant’s philos-ophy of academic administration, a current vita, and the names and con-tact information of four references, will begin immediately and continue until position is filled. This 12-month position begins July 1, 2014. For more college information, please visit http://www.purduecal.edu/technology/. Pur-due University Calumet is an equal opportunity/equal access/affirmative action employer fully committed to achieving a diverse workforce. Appli-cations should be sent to: Purdue Uni-versity Calumet. Attn: Chair, CITG Department Head Search Committee 2200 169th Street, ANDR - 212. Ham-

mond, IN 46323 tech@purduecal.edu. Employment is contingent on satisfac-tory background check results.

Computer Science/Analyst: Lead Sys-tems Analyst Programmer, Blooming-ton, IN. Provides technical leadership and performs technical tasks includ-ing systems analysis and programming related to the design, development, and support of computer systems; and assists in training of support staff and serves as client consultant to provide service information and technical ex-pertise. Codes computer programs; develops program module test pro-cedures, generates required test data files, and executes testing procedures. Serves as senior escalation point for problems encountered by junior lev-el staff, other units of UITS and IU community as related to identity man-agement and system access. Works to influence and uphold the techni-cal direction of identity management and contributes to the overall design. Designs new or advanced approaches to systems. Evaluates requests for de-partment services: performs prelimi-nary studies, conceptual design, and preliminary system design. Performs systems studies to include feasibility, conceptual design, cost/benefit analy-sis, and development and implemen-tation planning. Prepares estimates of resource requirements in terms of time, cost, and equipment for sys-tems design, as well as programming.

Serves as primary interface with user representatives. Oversees prepara-tion of system, job, program, and us-er documentation. Consolidates sys-tem study documents and prepare fi-nal documents. Participates in tacti-cal and strategic planning sessions to address the University’s computing goals. Conducts training and informa-tion through seminars and informal communications to user departments and internal staff. Mentors, monitors and evaluates junior and hourly staff’s tasks. Requires occasional travel to attend conferences. Required: Bach-elor’s Degree in Computer Science or closely related plus four years profes-sional experience in the field including web development experience in either ASP.NET or Java/J2EE and experi-ence in SQL database environments. Apply online at the following Indiana University web site http://jobs.iu.edu/. Job Number 10074. Indiana Univer-sity is an equal employment oppor-tunity/equal access/affirmative action employer and a provider of ADA ser-vices.

Counselor Education: The Old Do-minion University Darden College of Education is inviting applications for begin May 2014: Senior Lecturer of Graduate Clinical Coordination. The primary responsibilities for this 12-month, non tenure-track, renew-able position is to serve as the Clinical

FOUNDING CHAIR AND TENURED FULL PROFESSOR

DEPARTMENT OF BIOMEDICAL ENGINEERINGSchool of Engineering & Applied Science

The George Washington University invites applications for a tenured full-professor position as Chair of the Department of Biomedical Engineering, to begin in fall semester 2014. This is an exciting opportunity for an outstanding person to develop and lead a new BME department.

The Department will open formally in fall 2014 after moving the longstanding ABET-accredited B.S. program, and the M.S. and Ph.D. BME programs, from the Department of Electrical and Computer Engineering. The University is constructing a new 500,000 square-foot Science and Engineering Hall, adjacent to the University Hospital and the Schools of Medicine and of Public Health, which will house state-of-the-art clean rooms, imaging facilities, and BME research and instructional laboratories. The School of Engineering and Applied Science will move into the building in spring 2015. The George Washington University is located in the nation’s capital, with close access to many federal funding agencies and government research laboratories.

Responsibilities:The successful candidate will be expected to demonstrate an intense commitment to excellence in teaching and research and to the success of our students. Equally, the new Chair will vigorously catalyze and develop further the Department’s collaborations with the Schools of Medicine and of Public Health, and the GWU Hospital, attract new partners across the University, and advance and extend the existing relationships with nearby government laboratories. The new Chair will be an enthusiastic proponent of creativity, innovation, and outreach, and be an effective advocate and spokesperson for the Department, both within and beyond the University.

Basic Qualifications:Applicants must have an earned doctorate in Biomedical Engineering, Bioengineering, or a related field, outstanding research and academic achievements that make the candidate suitable for appointment as a full professor, a demonstrated capability as a visionary leader, with a strong research portfolio that evidences multi-disciplinary expertise, which can complement and expand existing departmental strengths and the proven ability to teach effectively at both the graduate and undergraduate levels. Applicants must have evidence of substantial management ability and experience in a multi-faceted academic environment that includes success in mentoring of students and faculty, proposal writing, and grant management.

Application Procedure:To apply, complete the online faculty application at http://www.gwu.jobs/postings/19290 and upload a cover letter, a detailed CV or resume, a concise statement of teaching and research interests, and full contact information for five professional references. Please also indicate your primary area(s) of expertise and interest, and desired professorial rank. Only complete applications will be considered. Review of applications will begin on February 17, 2014 and will continue until the position is filled.

EEO / AA Policy:

The George Washington University is an Equal Opportunity and Affirmative Action Employer. Applications from women and under-represented minority groups are strongly encouraged.

ASSISTANT PROFESSOR (TENURE TRACK)

DEPARTMENT OF BIOMEDICAL ENGINEERINGSchool of Engineering & Applied Science

The George Washington University invites applications for a tenure-track assistant-professor position in the Department of Biomedical Engineering, to begin in fall semester 2014. This is an exciting opportunity for an outstanding person to join and contribute to the development of a new BME department. All areas of BME specialization will be considered.

The Department will open formally in fall 2014 after moving the longstanding ABET-accredited B.S. program, and the M.S. and Ph.D. BME programs, from the Department of Electrical and Computer Engineering. The University is constructing a new 500,000 square-foot Science and Engineering Hall, adjacent to the University Hospital and Schools of Medicine and of Public Health, which will house state-of-the-art clean rooms, imaging facilities, and BME research and instructional laboratories. The School of Engineering and Applied Science will move into the building in spring 2015. The George Washington University is located in the nation’s capital, with close access to many federal funding agencies and government research laboratories.

Responsibilities:The successful candidate will be expected to be an enthusiastic and effective teacher of undergraduate and graduate courses in Biomedical Engineering and, equally, to establish a strong program of high-quality externally-funded research. BME faculty members actively contribute to an environment that values diversity and nurtures collaboration, creativity, and innovation. The new professor will have opportunities to actively support the Department’s efforts to attract new multidisciplinary partners across the University, and to advance and extend existing relationships with nearby government laboratories.

Basic Qualifi cations:Applicants must have an earned doctorate in Biomedical Engineering, Bioengineering, or a related fi eld, outstanding academic credentials, clear evidence of potential for developing a strong externally-funded research program (as evidenced in part by peer-reviewed publications), and the ability to teach effectively at both the graduate and undergraduate levels. ABD applicants will be considered, but must complete all the requirements for the Ph.D. by expected start date.

Application Procedure:To apply, complete the online faculty application at http://www.gwu.jobs/postings/19294 and upload a cover letter, a detailed CV or resume, a concise statement of teaching and research interests, and full contact information for fi ve professional references. Please also indicate your primary area(s) of expertise and interest, and desired professorial rank. Only complete applications will be considered. Review of applications will begin on February 17, 2014 and will continue until the position is fi lled.

EEO / AA Policy:The George Washington University is an Equal Opportunity and Affi rmative Action Employer. Applications

from women and under-represented minority groups are strongly encouraged.

SCIENCE, TECHNOLOGY, & MATHEMATICS

A46 Science, Technology, & Mathematics    Professional THE CHRONICLE OF HIGHER EDUCATION    JANUARY 24, 2014

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Coordinator; manage the field place-ment program for Master’s and PhD counseling students, teach graduate counseling courses, and advise grad-uate students. Teaching duties typi-cally involve MSEd or PhD practi-cum and internship sections, skills courses, and/or supervision courses. While participation in state, regional, and/or national service is encouraged, the bulk of service duties will involve clinical coordination. There is no ex-pectation for research in this position but the college encourages all instruc-tional faculty to participate. Doc-torate in counselor education from CACREP-accredited doctoral pro-gram and strong interest in supervi-sion through a variety of course for-mats required. Virginia LPC or LPC eligibility required. Candidates for the position should have the ability to pur-sue university collaborative efforts in-

volving public schools, postsecondary institutions, agencies, or other com-munity partners; effective integra-tion of technology in the instructional process; and accreditation relevant to each applicant’s discipline and to the College of Education. The Darden College of Education is committed to advancing a diverse and multicultur-al environment. The successful can-didate should understand diversity, think through a socially critical lens, and be dedicated to multicultural per-spectives. The graduate counseling programs are housed in the depart-ment of Counseling and Human Ser-vices. The traditional campus pro-gram track offers thefollowing special-ty areas: M.S.Ed. and Ed.S. in school counseling, mental health counseling, and college counseling; and Ph.D. in counselor education and counsel-ing leadership. The distance learn-

ing program track offers a M.S.Ed. in school counseling and mental health counseling. Both program tracks are CACREP-accredited. The Darden College of Education is committed to excellence in teaching, scholarly ac-tivities, and service. The college pre-pares outstanding multicultural and diverse professionals for work in the region, and engages in research and dissemination of education and the re-lated professions at this critical time in the Commonwealth of Virginia, the nation and the world. The College has active research and service partner-ships with regional, national and in-ternational businesses, post-second-ary institutions, hospitals, non-profit

agencies, schools, and military bas-es. The mission of the Darden Col-lege of Education is to prepare dis-tinguished professionals who become leaders in their fields. Salary is com-mensurate with qualifications and ex-perience. Submit a letter of applica-tion, curriculum vitae, and names of three references with telephone and e-mail addresses to Dr. Danica G. Hays, Department Chair - dhays@odu.edu Review of applications will begin on February 1, 2014, and continue until the position is filled. Old Dominion University is an equal opportunity, affirmative action institution and re-quires compliance with the Immigra-tion Reform and Control Act of 1986.

Dean: Employment Opportunity. West Virginia University Institute of Technology (WVU Tech), a regional four-year campus and division of West Virginia University, located in Mont-gomery, WV, has the following em-

ployment opportunity: Dean of En-rollment Services - Full-time, twelve (12) month, benefits eligible, Non-Classified position reporting to the WVU Tech Campus Executive Offi-cer. Responsibilities: The successful

Associate / Professor / Chair position in Health

The Department of Health and Kinesiology at Sam Houston State University, Huntsville TX seeks applicants for a full-time, tenure-track associate / professor / Chair position in Health. Applicants must hold a doctorate in Public Health, Health, Corporate Wellness, Health Care Administration or a related field. Review of the candidates will begin February 15, 2014 and continue until the position is filled. Candidates with experience in Public Health, Wellness Management, Epidemiology, and Health Science are especially welcomed. For further information and application process, please visit http://www.shsu.peopleadmin.com.

Sam Houston State University is an Equal Employment Opportunity/Affirmative Action Plan Employer and Smoke/Drug-Free Workplace.

Clinician or Senior ClinicianPrimary Care Medicine JOB DESCRIPTION: Full-time, Clinician or Senior Clinician faculty appointment in the Department of Veterinary Clinical Sciences in primary care medicine. Responsibilities include 80% professional practice and clinical instruction in the Lloyd Veterinary Medical Center (LVMC) and 20% shared between the development of a creative program of scholar-ship, didactic and laboratory teaching, academic service, and outreach.

REQUIRED QUALIFICATIONS: DVM or equivalent degree. Successful applicants must be eligible for and obtain a veterinary license from the Iowa Board of Veterinary Medicine. In addition to the above qualifications Senior Clinician position requires: 6 years experience as a board certified primary care medicine clinician, didactic and clinical teaching in a university hospital setting, leadership experience on departmental/university committees, and evidence of peer reviewed scholarship. See website for preferred qualifications.

TO APPLY: Visit www.iastatejobs.com and follow the online application instructions for vacancy 131350. If you have questions regarding this vacancy, please contact Dr. Mark Ackermann at mackerma@iastate.edu or call 515-294-2199.

IOWA STATE IS AN AFFIRMATIVE ACTION / EQUAL OPPORTUNITY EMPLOYER.

Ames, IA

Clinician, Senior Clinician, Assistant, Associate, or Full Professor - Anesthesia JOB DESCRIPTION: This full-time clinical or tenure-track faculty position will reside in the Department of Veterinary Clinical Sciences and provide services within the Lloyd Veterinary Medical Center. Responsibilities include teaching courses, conducting research and performing clinical services in Anesthesia.

REQUIRED QUALIFICATIONS: DVM or equivalent degree from an AVMA accredited institution and completed residency training in comparative veterinary anesthesia, or individuals with credentials accepted by the ACVAA and/or ECVAA. Candidates that have completed residency training and are in the process of taking or applying to take the board certification exam will be considered. Applicants must be eligible for and obtain a veterinary license from the Iowa Board of Veterinary Medicine. See website for additional considerations and preferred qualifications.

TO APPLY: Visit www.iastatejobs.com and follow the online application instructions for vacancy 131347. If you have questions regarding this vacancy, please contact Dr. Mark Ackermann at mackerma@iastate.edu or call 515-294-2199.

IOWA STATE IS AN AFFIRMATIVE ACTION / EQUAL OPPORTUNITY EMPLOYER.

Ames, IA

Chair of the William E. Boeing Department of Aeronautics & Astronautics

The College of Engineering at the University of Washington in Seattle invites nominations and applications for Chair of the William E. Boeing Department of Aeronautics & Astronautics. The Chair will lead an outstanding department with a long history of excellence in research, education, and professional service. Current departmental areas of focus include control systems, fluid mechanics, propulsion, structures, space systems, and plasma physics. The William E. Boeing Department of Aeronautics & Astronautics is one of the original aerospace engineering departments in the nation, and the only one of its kind in the Pacific Northwest, a region whose extensive aerospace industry continues to be a major contributor to the technological development, economic vitality, and security of the United States. University of Washington faculty engage in teaching, research and service. The department currently consists of 20 active core teaching and research faculty, 145 undergraduates, and 215 graduate students. The undergraduate and graduate programs are consistently ranked among the top 20 in the nation by US News & World Report. For more detailed information about the department, please visit http://www.aa.washington.edu.

The search is open to candidates with an outstanding background in aeronautics, astronautics, or a closely-related field. A Ph.D. degree or equivalent and strong record in research and in undergraduate and graduate education, along with demonstrated leadership and management skills, are essential. Experience in working with industry, government agencies, or national laboratories is also highly desirable. This is a tenured, Full Professor position, with an expected start date of September 2014.

Complete information on the position and instructions for submitting applications or nominations are available at http://www.engr.washington.edu/facsearch/apply.phtml?pos_id=143.

Candidates should state in the cover letter what their interest is in the position and what assets and experience they would bring to the department as chair. For any administrative issues related to this search, please contact the A&A Department Search Committee at chairsearch@aa.washington.edu.

The University of Washington is an affirmative action, equal opportunity employer. The University is building a culturally diverse faculty and staff and strongly encourages applications from women, minorities, individuals with disabilities, and covered veterans. The University is the recipient of a 2006 Alfred P. Sloan Award for Faculty Career Flexibility and a 2001 National Science Foundation ADVANCE Institutional Transformation Award to increase the advancement of women faculty in science, engineering, and mathematics.

Sheldon B. Lubar School of BusinessSupply Chain Management

Assistant/Associate/Full ProfessorThe Sheldon B. Lubar School of Business at the University of Wisconsin-Milwaukee invites outstanding scholars to apply for an open-rank position in Supply Chain Management.

The qualified candidate will hold a Ph.D. or equivalent degree, in Business or related field, with expertise in Supply Chain Management, and have the ability to work collegially and collaboratively within the university and the business community. ABD candidates will also be considered but must have completed all requirements for the Ph.D. by August 2014. Required qualifications include a commitment to teaching excellence in such areas as transportation, logistics, and purchasing, and a publication record of exceptional quality or the potential of high-impact research. Candidates with demonstrated ability to work effectively on supply chain initiatives in an interdisciplinary environment, have the capability to supervise students at all academic levels, an understanding of Enterprise Resource Planning (ERP) systems, or the willingness to acquire Level II SAP Certification (if not already obtained) are preferred.

The primary responsibilities in this position will be to provide excellent teaching in the Lubar School of Business and high quality research for publication in top-tier business journals. The selected candidate will also provide support and collaborate closely with the Supply Chain Management Institute housed in the Lubar School. Additionally, the incumbent will contribute to the mission of the Lubar School by engaging with, mentoring, and advising students, by providing service to the area, School, and University through committee service and other shared governance activities, and by enhancing the School’s strong linkages with the business community.

The University of Wisconsin-Milwaukee, a Doctoral/Research extensive and premier public urban university is an AA/EEO employer and committed to increasing diversity in recruitment, retention, and advancing our University as an inclusive campus. Further information about UWM and the Sheldon B. Lubar School of Business can be found at www.uwm.edu and www.lubar.uwm.edu

Candidates seeking consideration must apply at http://jobs.uwm.edu/postings/16663 and submit application materials electronically to include: cover letter; curriculum vitae describing educational background and work experience; a statement of teaching and research interest and publications. Also include a list of courses taught and teaching evaluations. Please provide a list of three references with contact information to include postal addresses, e-mail and telephone numbers with your application.

Questions about this position should be directed to either Dr. Anthony Ross, Professor and Rockwell Automation Endowed Chair, at 414-229-6515 (antross@uwm.edu), or to Dr. Xiaohang Yue, Associate Professor at 414-229-4235 (xyue@uwm.edu) in the Sheldon B. Lubar School of Business.

Boston, MA

Asst/Assoc/Full Professor - Healthcare Industrial and Systems Engineering

Requisition Number: FTFR000434Division/College: College of Engineering

FT/PT: Full TimePosition Summary:As part of a significant college-wide expansion crossing disciplinary boundaries, the Department of Mechanical and Industrial Engineering (MIE) invites applications for two tenured/tenure-track faculty positions in healthcare industrial engineering, broadly defined, at the Associate and Full Professor levels. Applicants with exceptional qualifications at the assistant professor level also will be considered.

Qualifications:A doctorate in industrial engineering, operations research, healthcare management science, or a closely related field is required by the start date. Successful candidates are expected to develop or continue a funded research program, work closely with our university-level Healthcare Systems Engineering Institute (www.hsye.org), and excel in teaching.

Additional Information:The MIE department (www.mie.neu.edu) is a vibrant and growing community, ranked among the top 50 in the nation by US News and World Report and comprised of 44 full-time faculty with $10 million in annual research funding, 110 PhD, 420 MS, and 1,200 undergraduate students.

The Healthcare Systems Engineering Institute includes two federally-awarded research centers, several growing degree programs, approximately $9.5 million in external funding, 2,600 square-feet of executive and research space, and three graduate/undergraduate cooperative education and research internship programs working with dozens of regional and national healthcare systems. Health also is one of Northeastern’s strategic growth areas, several opportunities exist to collaborate with faculty and other programs across campus, including our Bouve College of Health Sciences, College of Nursing, and public health programs.

The College of Engineering is home to the Gordon Engineering Leadership program and eight federally-funded research centers in healthcare, nano manufacturing, micro contamination, subsurface sensing, and transportation, as well as a 7,000 square-foot class 10/100/1000 micro/nanofabrication facility and a newly-opened 70,000 square foot Kostas Research Institute for Homeland Security at our Burlington campus. At the core of the Northeastern education experience is our top-ranked cooperative education program that contributes significantly to Northeastern’s integrated learning model.

Applicants should submit a detailed Curriculum Vita, a clear statement of specific teaching and research interests and objectives, along with names, e-mail addresses and phone numbers of at least three professional references. To apply please visit http://www.coe.neu.edu. Both positions will remain open until filled.

To be considered for this position please visit our web site and apply on line at the following link: http://apptrkr.com/426276

Northeastern University is an Equal Opportunity, Affirmative Action Educational Institution and Employer, Title IX University. Northeastern University particularly welcomes applications from minorities, women and persons with disabilities. Northeastern University is an E-Verify Employer.

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candidate will be responsible for man-aging all aspects of enrollment servic-es including admissions, recruitment, financial aid, records & registrar’s of-fice business processing, and retention planning. Qualifications: The ideal candidate must possess a Master’s de-gree in education, business, or related field and a minimum of 5 years direct-ly related and progressively respon-sible work experience. Experience in administering and supervising all or portions of a college admissions and recruitment office is required. Expe-rience in the development, implemen-tation, and evaluation of admissions and recruitment strategies, includ-ing the utilization of research and in-formation technologies and strategic planning is essential. Excellent oral and written communication skills in-cluding public speaking and a valid driver’s license are also required. To Apply: Interested individuals are re-quested to send a letter of application, resume, and contact information for three references to: hr@mail.wvu.edu (indicate in email subject line and cov-

er letter the position for which you are applying) or mail to: Director of Hu-man Resources, WVU Tech, 405 Fay-ette Pike, Montgomery, WV, 25136. Review of applications will begin im-mediately and will continue until the position is filled. Further information is available at http://hr.wvutech.edu/employment_opportunities. WVU Tech is an EEO/AA Employer. Mi-norities, persons with disabilities, fe-males, veterans and other protected class members are encouraged to ap-ply. If you need assistance or reason-able accommodation in the applica-tion or hiring process, please contact the Human Resources Office at 304-442-3179 or email hr@mail.wvu.edu.

Dean: Reporting to the Vice Presi-dent for Academic Affairs, the pri-mary duties of this position include, but are not limited to: administration and service, curriculum development, mentoring of faculty and students, classroom teaching, initiation of and participation in acupuncture and Ori-ental medicine (AOM) research proj-

ects, development and submission of research grant applications, and engagement in scholarly activities. Please see our complete job posting at http://www.ocom.edu/jobs.

Dean: The Norbert O. Schedler Hon-ors College at the University of Cen-tral Arkansas (UCA) has an open-ing for an assistant or associate dean, depending on experience. The posi-tion is tenure-track (assistant profes-sor) or tenured (associate professor). It is a twelve-month appointment that begins on July 1, 2014. Salary is com-petitive. A doctorate or other termi-nal degree is required, and qualified candidates will have scholarly training and teaching experience in one of the following fields: Biology, Family and Consumer Sciences, Innovation and Entrepreneurship, Leadership Stud-ies, or Teaching and Learning. The tenure-line status and teaching will be in the department of the disciplin-ary specialty. The position reports to the honors college dean. The assis-tant/associate dean will manage the

office and its personnel and help the dean with the following operations: recruitment and admissions, summer and fall freshmen orientation, housing and residential life, academic advise-ment, course scheduling, assessment, annual reporting, grant programs for study abroad and undergraduate re-search, scholarships and budget, fun-draising and development, and alum-ni affairs. The successful candidate will have a strong working knowledge of higher education budgeting, with a minimum of 5 years of administrative experience preferred. Application re-view will begin February 17, 2014, and continue until the position is filled. Submit a curriculum vita, letter of application, and the names of three references to Dr. Rick Scott, Dean, Norbert O. Schedler Honors College, McAlister 306, University of Central Arkansas, Conway, AR 72035. UCA is an Equal Opportunity/Affirmative Action Employer.

Design: Iowa State University has launched a Presidential High Impact Hires Initiative to support target-ed faculty hiring in areas of strategic importance. As part of the initiative, the College of Design invites applica-tions for a tenure-eligible position at the rank of Assistant Professor begin-ning August 16, 2014. The College of Design is seeking a dynamic and ac-

complished colleague with a commit-ment to collaborative and interdis-ciplinary education and research. S/he will join the faculty as an assistant professor focusing on geographic in-formation systems/geodesign, to teach and grow our GIS curriculum. A com-plete position description and instruc-tions on how to apply can be found at http://www.iastatejobs.com and search for vacancy 131271. ISU is an EO/AA Employer.

Early Childhood Education: Univer-sity of Houston-Clear Lake invites applications and nominations for a Tenure Track Assistant Professor in Early Childhood Education starting fall 2014. Candidates must have an earned doctorate with primary em-phasis in Early Childhood Education. Exceptional ABD candidates will re-ceive consideration. A demonstrat-ed record of research, scholarly pub-lications, and grant writing or a clear potential for success in these areas is required. A minimum of three years teaching experience is required with children ages 0-5 in programs such as child care, Head Start, and preschool programs in the U.S. Preference will be given to persons who have experi-ence directing early childhood pro-grams and also have certification in Early Childhood Education. Expe-

rience working with young children with disabilities and English Lan-guage Learners is also preferred. Ex-cellent oral communication skills in English are required. Preference will be given to persons who have experi-ence teaching Early Childhood Edu-cation courses including: curriculum, early literacy, assessment, child devel-opment, and program leadership as well as supervising field-based instruc-tion. Major responsibilities include: (1) teaching undergraduate and grad-uate courses in Early Childhood Ed-ucation; (2) curriculum and program development; (3) supervising graduate internships in schools and communi-ty agencies; (4) student advisement and recruitment; (5) participating in school and university committees and professional organizations; (6) main-taining collegial relationships with others and (7) supervising master’s projects, theses, and dissertations. The graduate Early Childhood Edu-cation program is Nationally Recog-nized by NAEYC and NCATE. Sal-ary is competitive. Apply on-line at https://jobs.uhcl.edu. Screening of ap-plications will begin March 15, 2014; however applications will be accept-ed until the position is filled. UHCL is one of fourteen NCATE accredited institutions in the State of Texas. For more information about the School of Education visit our website at http://

FACULTY POSITION- Assistant Professor, Nursing Instruction, Full-time, 9 month, tenure-track position to begin August, 2014.

QUALIFICATIONS: Graduate degree in nursing required. Doctorate required but will consider PhD candidates or DNP candidate with 80% of work towards degree completed. Recent acute care or critical care pediatrics clinical experience required. Current or eligibility for Tennessee RN licensure is required.

ESSENTIAL FUNCTIONS: Responsibilities include clinical and classroom teaching. In addition, academic advisement, scholarly activities and university and community service are part of the faculty role. Opportunities for clinical practice exist.

APPLICATION PROCEDURE: Complete job description available www.tntech.edu/jobs.

APPLICATION SCREENING DATE: Screening will begin February 6, 2014, open until fi lled.

AA/EEO

Stanford Law School seeks an instructor to work with existing co-directors of the Supreme Court Litigation Clinic in the instruction and supervision of students. The anticipated start date is August 2014. The possible terms of appointment range from a lectureship to a tenure-track faculty appointment based on experience.

For more information visit http://stanfordcareers.stanford.edu/,

job number 61675.

Make a Difference

http://publichealth.gsu.edu/employment

School of Health Sciences and Rehabilitation StudiesAssistant Professor of Rehabilitation and Assistant Professor of Physical Therapy

www.springfieldcollege.eduPlease visit our website at:

Assistant Professor of RehabilitationSpringfield College invites applicants for a 9-month faculty position as an Assistant Professor of Rehabilitation to teach in the undergraduate Rehabilitation and Disability Studies major and the graduate program in Rehabilitation Counseling and Services. Requirements for the position include a doctoral degree in Rehabilitation Counseling and eligibility for the Certified Rehabilitation Counselor (CRC) credential. Exceptional candidates who are ABD will be considered, with the provision that the degree is completed within one year. Preference will be given to candidates with expertise in educational technology, previous teaching experience, and the ability to teach a range of undergraduate and graduate classes. Responsibilities will also include committee and other service activities, scholarly work, and academic advising.

Assistant Professor of Physical TherapyThe Department of Physical Therapy invites applications for a 9-month, tenure track faculty position at the Assistant Professor level, beginning Fall 2014. The ideal candidate is a physical therapist eligible for licensure in Massachusetts who has an earned academic doctorate in a relevant field. Consideration will be given to doctoral candidates in the dissertation phase. We are seeking a faculty member with expertise in sports physical therapy, women’s health physical therapy or clinical electrophysiology, board certification is preferred. Faculty responsibilities include teaching in our DPT program, student academic advisement and mentorship, scholarly activity, and service to the School and College. The candidate should have a history of clinical practice and potential to develop a strong record of scholarship.

The Department of Physical Therapy offers a 6 ½ year dual-degree program leading to both a Bachelor’s degree in Health Science/Pre-Physical Therapy and a Doctor of Physical Therapy degree. The faculty manage department functions using a collaborative and cooperative model. We are a faculty of academicians and clinicians who foster the acquisition of knowledge, values and skills for exemplary professional practice. We develop innovative leadership and academic programs so that students, faculty, and consumers of physical therapy services may reach their fullest potential. Our service and scholarship reflect a commitment to the enrichment and promotion of the physical therapy profession and to our greater community.___________________________________________________________________________

Founded in 1885, Springfield College is a private, coeducational institution serving more than 5,000 undergraduate and graduate students. Its distinctive Humanics philosophy – education of the whole person consisting of spirit, mind, and body – prepares students for leadership in service to others. Springfield College offers 50 undergraduate and 14 graduate areas of study. It is world renowned as the birthplace of basketball, and has a long-standing and close relationship with the YMCA. Springfield College is consistently ranked in the top tier in its category – Master’s-North Region - in the “America’s Best Colleges” issue of U.S. News & World Report.

To apply, send a letter of intent, current curriculum vitae, and the names, addresses, phone numbers, and if available, email addresses of three professional references to: David J. Miller, PT, PhD, Dean, School of Health Sciences and Rehabilitation Studies, Springfield College, 263 Alden Street, Springfield, MA 01109-3797. Application reviews will begin immediately and continue until positions are filled.

Springfield College is an Equal Opportunity Employer committed to enhancing diversity and equality in education and employment.

PROFESSIONAL

A48 Professional THE CHRONICLE OF HIGHER EDUCATION    JANUARY 24, 2014

ChronicleVitae.com/jobs

soe.uhcl.edu. Affirmative Action/Equal Opportunity Employer.

Econonmics: The Department of Eco-nomics invites applications for several full-time, limited-term positions at the rank of Lecturer in Discipline to be-gin July 1, 2014. The initial one-year appointment is renewable for up to three years contingent upon satisfac-tory performance and departmental teaching needs. Lecturers will teach in the undergraduate program and/or in a new Master’s program, with an anticipated course load of up to four courses per academic year, depending on administrative duties. Lecturers will be expected to make themselves

available to students and to hold regu-lar office hours. A Ph.D. in econom-ics, demonstrated excellence in teach-ing at the advanced undergraduate and/or graduate level, and teaching experience in Microeconomics, Mac-roeconomics or Econometrics are re-quired.

Education/Online: DePaul University School for New Learning (SNL) seeks to add to its diverse faculty a tenure track associate professor to lead its online learning effort, SNLonline, as Senior Director, and contribute to expanding DePaul’s overall online strategy. One of ten colleges within DePaul, the School for New Learn-

ing has for 40 years been dedicated to adult students. One of its signa-ture qualities has been a personalized approach. Each student has a Facul-ty Mentor, Professional Advisor and Academic Advisor available for on-going advice and individual program design. SNL’s programs are flexible and emphasize learning from experi-ence. This combination makes them ideal for online study. From the ear-liest days of “distance learning,” the college has offered its signature un-dergraduate program online and in-troduced hybrid and blended study options. In 2013, approximately 50% of SNL’s 2,300 undergraduates elect-ed to study either fully or partially on-line, drawing on a mix of coursework, independent study, and prior learning

assessment offerings. Now the college is eager to develop additional alterna-tives, including bringing its graduate programs online. The Senior Director of SNLonline will join 38 resident and 100 part-time faculty and lead a staff of 10, including an associate direc-tor; four full-time and one part-time instructional designers; two techni-cal staff; and two support staff, plus student workers. The Advising Cen-ter also provides support. Primary re-sponsibilities for the Senior Director, who reports to the Associate Dean for Curriculum, Instruction and Assess-ment, include: designing and imple-menting a long range strategy for on-line programs and courses, develop-ing new programs for online delivery, maximizing effective use of emerging

technologies for teaching and advis-ing, recruiting and providing profes-sional development for full-time and part-time faculty, consulting with the Office of the Provost and other lead-ers in online learning on universi-ty online strategies . As an associate professor, he or she will carry teach-

ing, advising, and assessment respon-sibilities about 40% of the position. The ideal candidate will have an ac-tive scholarly record related to on-line education, preferably with a fo-cus on nontraditional student suc-cess. The candidate will also have an entrepreneurial mindset and strong

Troy University – is a comprehensive public institutionserving more than 30,000 students worldwide - 4campuses in Alabama, locations in 8 states, 12foreign countries, and 1 U.S. territory.

Lecturer/Assistant/Associate Professor - BSN Program:Master’s degree and RN licensure eligibility required.

Please go to www.troyuniversityjobs.comfor further details and information on how to apply.

Troy University is currently accepting applicationsfor the following position:

Troy University is an EEO and AA employer.

Associate / Professor / Chair position in Kinesiology

The Department of Health and Kinesiology at Sam Houston State University, Huntsville TX seeks applicants for a full-time, tenure-track associate / professor / Chair position in Kinesiology. Applicants must hold a doctorate in Pedagogy, Exercise Science, Sport Management or a related field. Review of the candidates will begin February 15, 2014 and continue until the position is filled. Candidates with experience in Pedagogy, Exercise Science, and Sport Management are especially welcomed. For further information and application process, please visit http://www.shsu.peopleadmin.com.

Sam Houston State University is an Equal Employment Opportunity/Affirmative Action Plan Employer and Smoke/Drug-Free Workplace.

Assistant or Associate Professor Comparative NeurologyJOB DESCRIPTION: This full-time, tenure-track appointment will reside in the Department of Veterinary Clinical Sciences with professional responsibilities to clinical services within the Lloyd Veterinary Medical Center. Responsibilities include 50% professional practice and clinical instruction, 35% development of a creative program of scholarship, and 15% didactic and laboratory teaching, academic service, and outreach.

REQUIRED QUALIFICATIONS: DVM or equivalent degree and completion of an advanced training program in veterinary neurology, or individuals with credentials accepted by the American College of Veterinary Internal Medicine (Neurology) or the European College of Veterinary Internal Medicine (Neurology). Applicants must be eligible for and obtain a veterinary license from the Iowa Board of Veterinary Medicine. See website for additional considerations and preferred qualifications.

TO APPLY: Visit www.iastatejobs.com and follow the online application instructions for vacancy 131348. If you have questions regarding this vacancy, please contact Dr. Mark Ackermann at mackerma@iastate.edu or call 515-294-2199 or Dr. Nicholas Jeffery at njeffery@iastate.edu or call 515-291-1396.

IOWA STATE IS AN AFFIRMATIVE ACTION / EQUAL OPPORTUNITY EMPLOYER.

Ames, IA

Sheldon B. Lubar School of BusinessLecturer / Director

SAP University Competence Center

The Sheldon B. Lubar School of Business at the University of Wisconsin-Milwaukee invites applications for Lecturer / Director – SAP University Competence Center to begin in June 2014.

The qualified candidate will hold a Ph.D. or equivalent degree in Business, or related field, majoring in Information Technology Management (ITM) / Management Information Systems (MIS) or related area. Candidates must have previous experience in operational leadership, and possess the ability to work collegially within the university and the business community. Candidates must have evidence of teaching excellence in the SAP area, been actively involved in the SAP University Alliance (UA), and have certification to teach the SAP TERP 10 curriculum. Preference will be given for candidates who have previously served as an UA faculty coordinator, or have been active in UA conferences and workshops.

The Lecturer/Director will be responsible for the administrative leadership, development, and implementation of the mission, vision, and strategy for the SAP University Competence Center. Additionally, the incumbent will provide classroom teaching consisting of a two (2) course load per semester as assigned by the Senior Associate Dean.

The University of Wisconsin-Milwaukee, a Doctoral/Research extensive and premier public urban university is an AA/EEO employer and committed to increasing diversity in recruitment, retention, and advancing our University as an inclusive campus. Further information about UWM and the Sheldon B. Lubar School of Business can be found at www.uwm.edu and www.lubar.uwm.edu

Candidates seeking consideration must apply at: http://jobs.uwm.edu/postings/16786 and forward application materials electronically to include: cover letter; curriculum vitae, and teaching evaluations with a list of courses taught. Also submit a list of three (3) professional references including a direct supervisor within the past five years, with postal addresses, email, and telephone numbers. Applications must be submitted no later than January 31, 2014.

Questions about this position should be directed to: Dave Haseman, Search & Screen Chair at 414-229-4357 or daveh@uwm.edu

Endowed AssociateProfessorship in Insurance and Risk ManagementBocconi University Bocconi University seeks applications for the position ofAssociate Professor and inaugural holder of theGruppo Generali Associate Professorship in Insuranceand Risk Management. The Professorship holder will contribute to the academicand public debate about insurance and the evolution of Risk Management. The position includes teaching (in English) at the graduate level.

Candidates will be outstanding scholars in one or more of the following areas:• Insurance economics and management• Asset and liability management in insurance

companies• Actuarial finance• Risk management in insurance companies

The Professor will be involved in a new Major inInsurance that will be offered to students in Bocconi’stwo-year MSc in Finance program starting from 2014-15.

Bocconi offers competitive economic conditions.No specific deadline; applications will be considered as they arrive.

Bocconi is a leading European University based in Milan,offering undergraduate, graduate, PhD and MBAprograms in management, finance, economics and law.

To apply, email a statement of interest and acurriculum vitae to recruiting@unibocconi.itspecifying as object Gruppo Generali AssociateProfessorship in Insurance and Risk Management.

We value diversity and wish to promote equality at all levels.

JANUARY 24, 2014    THE CHRONICLE OF HIGHER EDUCATION Professional A49

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interpersonal and networking skills. He/ she will have experience teach-ing; designing curricula and cours-es for adults; supervising staff; and managing complex projects. Finally, he/she should have experience engag-ing with socially, culturally, and eth-nically diverse students and faculty. The position requires a terminal de-gree and an active scholarly and /or creative agenda sufficient to advance toward tenure at DePaul Universi-ty. Application deadline: January 31, 2014 before midnight. To apply: http://facultyopportunities.depaul.edu/ap-plicants/Central?quickFind=51074 As an Equal Employment Opportu-nity (EEO) employer, DePaul Uni-versity provides job opportunities to qualified individuals without regard to race, color, ethnicity, religion, sex, sexual orientation, national origin, age, marital status, physical or mental disability, parental status, housing sta-tus, source of income or military sta-tus, in accordance with applicable fed-eral, state and local EEO laws.

Emergency Management: Report-ing to the Director of Public Safety, the Associate Director of Emergen-cy Management is responsible for the administrative, operational, fiscal, and programmatic oversight of the Emer-gency Management department with-in the Division of Public Safety. The Associate Director will provide stra-tegic, University-wide leadership and coordination in crisis and emergency preparedness and is responsible for developing and implementing an all-hazard approach to emergency man-agement and recovery. The Associate Director works closely with Universi-ty and campus leadership, especially in the functional areas of student ser-vices, human resources, police and security, and facilities. The position is also responsible for the coordination of Public Safety special event plan-ning. Qualifications: The successful candidate must possess a master’s de-gree, preferably in Emergency Man-agement, Business Administration,

Management, Public Administra-tion, Political Science, or related field. Bachelor’s degree with equivalent ex-perience and training to a Master’s degree may be substituted. Profession-al industry related certifications from FEMA, Professional Development Series (PDS), Advanced Profession-al Series (APS), or Certified Emer-gency Manager (CEM) preferred. Re-view of applications will begin Febru-ary 17, 2014 and will continue until the position is filled. A resume, cover let-ter addressing position requirements and contact information for three pro-fessional references may be submitted electronically to Old Dominion Uni-versity Public Safety at uhopson@odu.edu . Questions about this posi-tion should also be directed to uhop-son@odu.edu. Old Dominion Uni-versity is an equal opportunity, affir-mative action institution that requires compliance with the Immigration Re-form and Control Act of 1986.

Engineering: Tenure Track Position in engineering and public health - Assis-tant Professor rank full-time (academ-ic year) at The University of Georgia, College of Engineering. The responsi-bilities of the successful candidate will be to establish and maintain an inde-pendent and collaborative research program with extramural funding and a commitment to teaching excellence at the undergraduate and graduate level and supervision of student proj-ects and dissertation research in both colleges. The primary focus of the po-sition will be to develop innovative healthcare devices and applications, such as the use of mobile computing (smartphones), wearable computers, remote sensing, and other novel tech-nologies that solve important public health problems. This teaching and research appointment will be 50% in the College of Engineering and 50% in the College of Public Health. Geor-gia is well known for its quality of life

in both outdoor and urban activi-ties (http://www.georgia.gov). UGA (http://www.uga.edu) is a land grant/sea grant institution located 90 miles northeast of Atlanta. A detailed po-sition description and application in-structions are available at: https://fac-ultysearch.engineering.uga.edu/En-grPublicHealth2014. Complete appli-cations received by February 24, 2014 are assured of consideration. EO/AA institution.

Engineer/Software: Principal Soft-ware Engineer- Bloomington, IN. Develops, tests, and maintains Web-based client and server software to support Indiana University’s XSEDE and other Science Gateway activi-ties. Develops Web services, scientific workflows, and Web client interfaces for interacting with high performance scientific applications, scientific da-ta sets, and resource provider infor-mation services. Acts as the primary

point of contact for XSEDE scientists and other user communities on ex-tended collaboration support efforts to develop science gateways and sci-entific workflows. Implements data-base management systems for scien-tific user communities, develop porta-ble test suites and software documen-tation (such as user, developer and administrator guides), and evaluate emerging technologies (new Web 2.0 tools and Cloud Computing systems, for example). Assists with the design and long term sustainability (includ-ing emergency and after hours sup-port) of the Science Gateway Group’s partner gateways. Contributes to the design, documentation, code base, testing and deployment of Apache Software Foundation Airavata and Rave incubator projects and will as-sist in the graduation/promotion of these projects. Req: Bachelor degree in Computer Science or related tech-nology area plus five years profession-

Assistant / Associate Professor positions in Health

The Department of Health and Kinesiology at Sam Houston State University, Huntsville TX seeks applicants for two full-time, tenure-track assistant / associate professor positions in Health. Applicants must hold a doctorate in Public Health, Health, Corporate Wellness, Health Care Administration or a related field. Review of the candidates will begin February 15, 2014 and continue until the position is filled. Candidates with experience in Public Health, Wellness Management, Epidemiology, and Health Science are especially welcomed. For further information and application process, please visit http://www.shsu.peopleadmin.com.

Sam Houston State University is an Equal Employment Opportunity/Affirmative Action Plan Employer and Smoke/Drug-Free Workplace.

The Department of Human Kinetics and Health Education at The University of Wisconsin Oshkosh invites applications for a tenure-track Assistant Professor appointment in Physical Education (Pedagogy/Adapted Physical Activity/Dance/Swimming). The successful candidate will teach at the undergraduate and graduate levels, contribute to the profession through published research and other scholarly activity, and provide professional service. Full position information can be found at http://www.uwosh.edu/hr/employment/physical-education-teacher-preparation-assistant-professor-007a.1314/. UWO is an AA/EO Employer.

Physical Education Teacher Preparation Assistant Professor

Assistant / Associate Professor / Athletic Training Education Program Director

The Department of Health and Kinesiology at Sam Houston State University, Huntsville TX seeks applicants for a full-time, tenure-track assistant / associate professor / Athletic Training Education Program Director. Applicants must hold a doctorate in Athletic Training, Education Leadership, Health, Kinesiology, or a related field. Review of the candidates will begin February 15, 2014 and continue until the position is filled. Candidates with experience in Athletic Training Education, program accreditation, state and national licensure procedures, and curriculum development are especially welcomed. For further information and application process, please visit http://www.shsu.peopleadmin.com.

Sam Houston State University is an Equal Employment Opportunity/Affirmative Action Plan Employer and Smoke/Drug-Free Workplace.

Kornberg School of Dentistry DIRECTOR

OF ORAL AND MAXILLOFACIAL SURGERY CENTERKornberg School of Dentistry invites applications for a full-time positionas Director of the Oral and Maxillofacial Surgery Center. The position isavailable immediately. The director is responsible for the overalleducational and patient care activities in oral and maxillofacial surgeryand for the academic supervision of Kornberg dental residents from theMinistry of Health in Kuwait and similar contracts. The director isexpected to manage the outpatient oral and maxillofacial surgery centerto meet the needs of the Philadelphia community and the surroundingarea and provide hands-on patient care. This five-day appointmentincludes one day for intramural private practice at the dental school oraffiliated surgical centers or hospitals. The position reports directly tothe Dean and to the Chair of Oral Medicine, Pathology and Surgery.Requirements for the position include board certification in Oral andMaxillofacial Surgery, current Pennsylvania dental license, appropriatePennsylvania State Board of Dentistry anesthesia permit, and extensiveexperience in education of dental students and residents in oral andmaxillofacial surgery. Salary and academic rank will be commensuratewith experience and qualifications. The search will continue until asuitable candidate is identified.

Kornberg School of Dentistry offers:• Newly renovated clinical facilities completed in 2013• Digital radiology including intraoral, panoramic and 3D imaging• State-of-the-art central sterilization and cassette management system• Substantial outpatient surgical programs for emergency and

comprehensive care• University instructional support center and teaching/learning center

for faculty• Active dental implant program for comprehensive care patients• Well-established and diverse AEGD residency program• School-wide AxiUm clinical management system

Interested applicants should send acover letter indicating date ofavailability, curriculum vitae and three references to: Dr. Daniel BostonSearch Committee Chair Office of Clinical Affairs Room 2D02Temple University Kornberg School of Dentistry3223 North Broad StreetPhiladelphia, PA 19140 (email: daniel.boston@temple.edu) Temple University is an equal opportunity /affirmative action employer. Minority andfemale applicants are encouraged to apply.

GERIATRICIANS Boise VA Medical Center,

Boise Idaho,And

University of Washington, Department of Medicine

Joint RecruitmentThe Boise VA Medical Center, and the Department of Medicine at the University of Washington School of Medicine, Seattle, invites applications for two positions as Staff Geriatrician, based at the Boise VA Medical Center. The Boise VA Medical Center has been academically affi liated with the University of Washington since 1977. It is a University of Washington teaching site for Internal Medicine at both the graduate (3rd and 4th year medical students) and postgraduate (R1 – R3) levels. It is also a site for training of Family Practice (R-1) residents, nursing, pharmacy, and other ancillary program students. The Research Service includes programs in medical education, aging, cancer, cardiovascular pharmacology, drug metabolism, immunology, infectious diseases, and pulmonary disease.

Boise is located in scenic southwest Idaho near outstanding outdoor recreational areas for skiing, fi shing, hunting, camping, whitewater sports and mountaineering. Boise is the capital of Idaho with numerous state government offi ces. Prominent local employment includes high-tech industries, corporation headquarters, and health-care. Educational facilities in the area include excellent schools, two universities (one with graduate education opportunities) and a four year liberal arts college. The city supports numerous sports (football, basketball, ice hockey) and cultural (ballet, symphony, theatre companies including an outdoor Shakespeare venue, history and art museums) activities.

Candidates must be a U.S. Citizen and have an M.D., degree. Board Certifi cation in Internal Medicine and fellowship training in Geriatrics are also required. Successful candidate will have a full-time faculty appointment (clinical or regular faculty track) at the University of Washington, at the rank of Assistant, Associate or full Professor, without tenure (regular track), or full-time clinical faculty track (non-tenured) at the rank of Clinical Instructor, Clinical Assistant Professor, Clinical Associate Professor or Clinical Professor, depending on qualifi cations. Opportunity to join other colleagues in Geriatrics involved in ambulatory care, outpatient and inpatient consultation and nursing home practice. University of Washington faculty engage in teaching, research and service. Candidates should have demonstrated ability as a clinician and teacher.

Telephone: (208)-422-1325. FAX (208)-422-1319. E-mail or send CV and list of references to John.Boice@va.gov or Dr. John L. Boice, Medical Service (111), VA Medical Center, 500 W. Fort St., Boise, ID 83702-4598.

The Boise VA Medical Center and University of Washington are equal opportunity employers.

www.sandiego.edu

HAHN SCHOOL OF NURSING AND HEALTH SCIENCE SEEKS THE FOLLOWING FACULTY

FOR EXPANDING PROGRAMSSENIOR NURSE RESEARCHER for

TENURE-TRACK FULL PROFESSOR POSITION. Candidates must have an earned PhD in Nursing or related field, a record of externally funded research, graduate nursing education experience, and qualify for licensure as a Registered Nurse in the state of California.

PHD-PREPARED ADULT-GERONTOLOGY CLINICAL NURSE SPECIALIST for TENURE TRACK ASSISTANT,

ASSOCIATE, OR FULL PROFESSOR POSITION. Candidates must have an earned PhD in nursing or related field, a record of funded or potentially fundable research, and qualify for licensure as a Registered Nurse in the state of California. Clinical experience as a CNS is required; graduate nursing education experience is desirable.

PHD-PREPARED ADULT-GERONTOLOGY OR FAMILY NURSE PRACTITIONER for TENURE TRACK ASSISTANT,

ASSOCIATE, OR FULL PROFESSOR POSITION. Candidates must have an earned PhD in nursing or related field, a record of funded or potentially fundable research, and qualify for licensure as a Registered Nurse in the state of California. Recent clinical experience as a Nurse Practitioner is required; graduate nursing education experience is desirable.

The Hahn School of Nursing and Health Science offers Master’s, PhD and DNP programs and is ranked in the top 10% of Graduate Programs in Nursing. USD is the future home of the Beyster Institute for Nursing Research, Advanced Practice, and Simulation, the only Nursing Research Institute of its kind in the U.S.

To apply, go to http://apptrkr.com/426076 and register as an applicant. Senior Nurse Researcher is job IRC11427; Adult-Gerontology Clinical Nurse Specialist is job IRC12649; Adult-Gerontology or Family Nurse Practitioner is job IRC11426.

Forward letter of application, curriculum vita, and names and addresses of three professional references to:

Sally Brosz Hardin, RN, PhD, FAAN, DeanUniversity of San Diego/Hahn School of Nursing and Health Science5998 Alcalá Park, San Diego, CA 92110-2492(619) 260-4550email: shardin@sandiego.edu

USD is an equal opportunity affirmative action employer.www.sandiego.edu

A50 Professional    Academic Affairs    Student Affairs THE CHRONICLE OF HIGHER EDUCATION    JANUARY 24, 2014

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al, post BA progressive experience. Requires proficiency with Java Web development frameworks and related technologies including J2EE, Spring, Apache Maven, JMS and related pub-lish/subscribe messaging, XML, Ja-vaScript, CSS, and MySQL; Experi-ence developing SOAP/WSDL Web services, developing service-oriented workflows, developing software unit testing, developing AJAX-style appli-cations, developing in Linux/UNIX/Mac OSX environments, developing applications using Eclipse or simi-lar IDE, running production services (including fault tolerance, failovers, monitoring, and clustering) and ex-perience using code version control systems (SVN or Git). Periodic travel to workshops and conferences. Apply online at the following Indiana Uni-versity web site http://jobs.iu.edu/ Job Number (10085). Indiana University is an equal employment opportunity/equal access/affirmative action em-ployer and a provider of ADA ser-vices.

English/Medieval Literature: Assis-tant Professor of English - Murray

State University. Full time, 9-month position to begin July 1, 2014. Ph.D. in English with an emphasis in Medi-eval literature; ability to teach com-position; a minimum of 18 graduate hours in German with the ability to teach German courses; and evidence of good teaching and scholarly po-tential required. An interest in/ex-perience with Digital Humanities or teaching online preferred. Will teach 12 hours per semester in com-position, humanities, areas of exper-tise (Medieval literature, early British surveys, history of English language) and a German course; conduct schol-arly research sufficient for tenure and advancement; engage in appropriate service. Application Deadline: Feb-ruary 3, 2014. To apply please vis-it: http://www.murraystatejobs.com/postings/2751. Women and minori-ties are encouraged to apply. Murray State University is an equal education and employment opportunity, M/F/D, AA employer.

Finance: The Department of Finance at DePaul University is seeking ap-plications for one tenure-track po-

sition as an Assistant or Associate Professor of Finance, depending on qualifications. The position is sched-uled to begin Fall 2014. Job Descrip-tion/Qualifications: Candidates must have a strong commitment to excel-lence in teaching and demonstrate the capacity to conduct quality re-search and publish in the top finance journals. Depending on her/his aca-demic expertise, the applicant will teach undergraduate and graduate courses in finance and conduct re-search in the field of Risk Manage-ment or Investments. Rank will de-pend on the record of research and teaching accomplishments. Appli-cants must have a PhD in finance or a related discipline and evidence of po-tential excellence in teaching and re-search. Apply online only: http://fac-ultyopportunities.depaul.edu/appli-cants/Central?quickFind=51078 De-Paul University: DePaul University is the nation’s largest Catholic univer-sity with an enrollment of more than 24,000 students. It has over 200 un-

dergraduate and graduate programs. The Driehaus College of Business: The college, celebrating its centenni-

IOWA STATE UNIVERSITY

ASSOCIATE COUNSEL Research and Laboratory

Counsel

For further information and to apply online, visit

our website at www.iastatejobs.com

Vacancy 140017

COORDINATOR OF ASSESSMENT(Position #FA054)

(J. Sargeant Reynolds Community College, Richmond, VA)Master’s degree in a Social Science field, Education, Statistics,Research, or related field from an accredited institution. Pre-employment security screening is required.

TYPE OF APPOINTMENT: Full-time twelve-month professionalfaculty-ranked appointment. Salary commensurate with the educationand experience of the applicant. Salary range: $57,545-$113,305.Approximate maximum hiring salary: $69,631. Additionalinformation is available on the College's website: www.reynolds.edu. APPLICATION PROCESS: Applicationreviews will begin FEBRUARY 20, 2014and continue until the position is filled.

AA/EOE/ADA

Hood College invites applications for the following position:

Director for the Center for Academic Achievement and Retention (CAAR)

(13-0070)For more details about the position and instructions on how to apply,

visit www.hood.edu/jobs

Hood College, 401 Rosemont Avenue, Frederick, MD 21701

Hood College is an Equal Opportunity Employer. Hood College does not discriminate on the basis of sex, race, color, national origin, sexual orientation, marital status, pregnancy, disability, religion, or age in recruitment, admission and access to, or treatment, or employment in its programs, services, bene� ts, or activities as required by applicable laws including Title IX of the Educational Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973, and complies with the law regarding reasonable accommodation for disabled applicants and students. For complete information on Hood College's nondiscrimination policy, please visit www.hood.edu/non-discrimination.

Director of Educational Innovations

The Wisconsin School of Business at the University of Wisconsin-Madison invites applications for our Director of Educational Innovations vacancy. We seek candidates committed to excellence in research who thrive in an innovative, collaborative, and progressive environment. This position supports the design and development of curricular and co-curricular learning experiences and innovations across all of our degree and certifi cate programs. Using instructional design frameworks and evidence-based teaching and learning practices, this position works with faculty and instructional staff to articulate student learning outcomes across the curricula, design and implement appropriate assessment methods, and develop and implement quality learning experiences consistent with our commitment to premium learning.

Applicants must have a Master's degree in Business Education, Curriculum and Instruction, Instructional Design or related fi eld. Well qualifi ed candidates will have a minimum of seven years of work experience as an instructional designer or learning consultant at a research university. Preferred experience using backward design framework in curriculum development.

To view more detailed information and to apply please visit the Wisconsin School of Business website:

http://bus.wisc.edu/about-us/human-resources/careers .

Director of School/ University Partnerships

Saginaw Valley State University seeks applicants for the position ofDirector of School/University Partnerships. This full-time position isresponsible for assisting, evaluating, and overseeing Public SchoolAcademies chartered by SVSU, and for advising the President on pol-icy. For complete list of requirements, further information, and toapply for this position, please visit www.jobs.svsu.edu. Applicantsfor this position must apply on-line.Saginaw Valley State University is an EO/AA employer. Women and

minorities are encouraged to apply.

Associate DeanCollege of Graduate Studies

The Associate Dean of the College of Graduate Studies (Pos. No. 411050) will: share in the development and administration of all of MTSU's graduate programs and policies; represent the interests of graduate education in strategic planning, enrollment management and policy development in a complex university setting; promote and support unique, innovative graduate programs; work closely with the Graduate Council and graduate student organizations to enhance graduate education and communication with graduate faculty and students; and provide operational oversight of the College of Graduate Studies.

An earned doctorate or an equivalent terminal degree from an accredited institution required; a record of academic achievement and scholarly activity commensurate with appointment at the rank of an Associate Professor or Full Professor; and experience in university administration and graduate education in a doctoral-granting institution required. Five years of experience in graduate education, teaching and research excellence required.

Conversant with issues of higher education and contemporary graduate curricula; demonstrated commitment to excellence in graduate teaching, research and public service; experience in developing new graduate programs; demonstrated commitment to diversity; and knowledge of the effective use of distance-learning technologies to deliver graduate instruction preferred.

Position available July 1, 2014. Application Procedures: To apply for any open position, go to https://mtsujobs.mtsu.edu and follow the instructions on how to complete an application, attach documents, and submit your application online. If you have questions, please contact MTSU Academic Affairs at (615) 898-5128.

MTSU is an AA/EOE.

ASSISTANT OR ASSOCIATE PROFESSORDEPARTMENT OF MARKETING

MSU is an Affirmative Action, Equal Opportunity Employer.

MSU is committed to achieving excellence through cultural diversity.The University actively encourages applications and/or nominationsof women, persons of color, veterans and persons with disabilities.

Broad College of Business

Michigan State University, Broad College of Business, Departmentof Marketing is seeking applications for one entry-level assistant orassociate professor. Entry-level candidates must expect to completetheir Ph.D. by August 16, 2014 for an August 2014 start (or byDecember 31, 2014 for a January 2015 start) and show strongpotential in both research and teaching. Experienced candidatesmust have a Ph.D. and a publishing record in top academic journals.All candidates' primary research focus should be in the areas ofmarketing management, marketing strategy, or manageriallyrelevant modeling. In addition, candidates must have teachinginterests and abilities in the area of marketing analytics, and theymust have the ability to teach successfully in the MS in BusinessAnalytics Program immediately.One of the largest business schools in the U.S., the Broad Collegeof Business full-time MBA program was ranked 1st in placementsuccess and 35th overall in the U.S. by BusinessWeek in 2012.Named as one of the top 10 universities in the nation to work for,Michigan State University is located in East Lansing, Michigan, anattractive community appreciated for its high quality of life, excellentschools, and easy access to major Midwest population centers,along with boundless recreation and cultural opportunities.MSU seeks to recruit and retain a diverse workforce as a reflectionof our commitment to maintain the excellence of the University, andto offer our students richly varied disciplines, perspectives, and waysof knowing and learning. In light of this objective, we are particularlyinterested in applications by women, persons of color, veterans, andpersons with disabilities. Review of applications will begin on January16, 2014 and continue until the position is filled. Applications mustbe submitted online at: https://jobs.msu.edu. Refer to posting#8877. For additional information, contact search committee chairDr. Tom Page (tpage@broad.msu.edu).

George F. Farris Chair in EntrepreneurshipRutgers Business School – Newark and New Brunswick invites applications for the George F. Farris Chair in Entrepreneurship. The holder of this Chair will be a top scholar in entrepreneurship. He or she will have the stature to bring University undergraduate and graduate students into contact with innovative business leaders, and to launch programs that are designed to help University students to bring their own innovative ideas to market. His or her capacity to bring research grants to Rutgers Business School will benefit other faculty as well as students. The Chair will be expected to author and publish articles, books, manuals, or other scholarly works. He or she will also head the newly formed Rutgers Institute for the Study of Entrepreneurship Ecosystems.

The successful candidate will have a Ph.D. degree and qualifications that are appropriate for appointment as a tenured full professor. The successful candidate should have a proven record of program development, fundraising, success in obtaining grants, and should exhibit leadership in higher education and in building relationships between universities, the business community, and public and non-profit organizations that can enhance the entrepreneurship programs at Rutgers Business School. The candidate will bring a vision of excellence, imagination, and growth to the Rutgers Institute for the Study of Entrepreneurship Ecosystems and will help make it one of the premier organizations in the study of entrepreneurship in the country. The successful candidate will also work with other entities at Rutgers University to collaborate on entrepreneurship initiatives that will bring together the expertise of faculty across the University.

The successful candidate will be appointed to one of the departments of the Rutgers Business School – Newark and New Brunswick that house faculty in entrepreneurship. These include the Department of Management and Global Business, the Department of Marketing, and the Department of Supply Chain Management and Marketing Sciences. Rutgers Business School is located in the New Jersey/ New York metropolitan area and spans campuses in Newark and New Brunswick. We opened new buildings in Newark in 2009 and in New Brunswick in 2013.

Interested candidates should apply online at http://www.business.rutgers.edu/farris-chair. Please direct any inquiries to Jasmine Cordero, Managing Director of the Center for Urban Entrepreneurship & Economic Development at jcordero@business.rutgers.edu. Applications will be accepted until the position is filled.

Rutgers University is an Affirmative Action/Equal Opportunity Employer.

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al, is located at DePaul’s Loop Cam-pus only a few blocks from Chicago’s financial district and exchanges. It is one of the 10 oldest business pro-grams in the United States. The part-time MBA program has consistent-ly been ranked as one of the nation’s top programs by US News and World Report. The undergraduate program is ranked 56 in the nation and #3 in Illinois by BusinessWeek. Currently there are over 2,000 students in grad-uate programs in the Kellstadt Gradu-

ate School of Business and over 5,000 undergraduate students. The Depart-ment of Finance at DePaul University: The department currently consists of a faculty of 25, including five clinical professors. It is the home of the Drie-haus Canter for Behavioral Finance, the Arditti Center for Risk Man-agement and the Center for Finan-cial Services. The department jointly sponsors an ongoing research seminar with the Federal Reserve Bank of Chi-cago. We offer M.B.A. concentrations

in Finance, Corporate Finance, In-vestment Management, Banking, Risk Management, and Financial Analysis. Additionally, we offer a Master of Science in Computational Finance, a Master of Science in Finance, and a Master of Science in Wealth Man-agement. The undergraduate program has its own Honors track as well. (For additional information please visit our website: http://finance.depaul.edu) The department provides Compustat,

EOE

ETHICAL CULTURE FIELDSTON SCHOOLWWW.ECFS.ORG § 20132014

Ethical Culture Fieldston School, a coed, nonsectarian school with about 1,700 students from Pre-K to 12 on two campuses, one in the Riverdale section of the Bronx, and the other in Manhattan, seeks a:

• Director of Counseling and WellnessFor a complete job description and requirements, please visit our website at: www.ecfs.org.

Please send all inquiries to Joan Walrond, Director of Human Resources at: jwalrond@ecfs.org.

EDINBORO UNIVERSITY OF PA

Edinboro University of Pennsylvania seeks on-line (only) applications for the position of Director of Institutional Research & Assessment (Position #10047455)Application review to begin immediately and will continue until the position is � lled.

Edinboro University of Pennsylvania is an Equal Opportunity/A� rmative Action employer and educator. For more information concerning the position, application procedures and the university, visit https://jobs.edinboro.edu

A member of the Pennsylvania State System of Higher Education.

Associate Vice Presidentof Admissions

Trinity Washington University seeks an associate vice president of admissions, with particular responsibility to organize and direct the marketing, recruiting and admissions operations of Trinity's three professional schools: the School of Professional Studies, School of Education, and School of Nursing and Health Professions.

Qualifications include at least 8 years of increasingly responsible admissions experience, with experience recruiting for professional schools preferred as well as management experience with an emphasis on team-building and effective supervision. A baccalaureate degree is essential, and a master's degree in a related field is preferred. The position requires the ability to work flexible hours, including evenings and weekends, and also the ability to travel throughout the Washington region by car.

Candidates must present evidence of very strong oral and written communication skills, and finalists must present writing samples and evidence of related work products in marketing, recruiting and admissions. Finalists will present the names of at least three professional references.

All interested candidates should submit a resume and cover letter to trinityjobs@trinitydc.edu Please reference "Associate Vice President of Admissions" in the subject line.

Trinity is an Affirmative Action/Equal Access/Equal Opportunity Employer dedicated to the achievement of excellence and diversity

among its students, faculty and staff. Trinity is committed to fostering a diverse and inclusive community and strongly encourages all

qualified individuals to apply.

Barnard College seeks highly motivated and mission-driven individuals for the position of AssociateProvost.

Reporting to the Provost and Dean of the Faculty, the Associate Provost will assume leadershipresponsibility in managing faculty governance, grants, grievances, adjunct hiring, and ProvostOffice administration. The Associate Provost will serve as the key faculty liaison to the Provost,working closely with the Faculty Governance and Procedures Committee and setting the agenda forthe Faculty Meeting. S/he will also serve as Chair of the Faculty Grants Committee and as theCollege’s Research Integrity Officer. Successful candidates for this position will possess a Ph.D. oran equivalent degree and five or more years of experience in some aspect of academicadministration, with college-level teaching experience preferred.

Since its founding in 1889, Barnard has been a distinguished leader in higher education, offering arigorous liberal arts foundation to young women whose curiosity, drive, and exuberance set themapart. The College is a diverse intellectual community in a unique learning environment thatprovides the best of all worlds: small, intimate classes in a collaborative liberal arts setting dedicatedto the advancement of women with the vast resources of Columbia University just steps away—inthe heart of vibrant and electric New York City. More information about Barnard can be found at:www.barnard.edu.

The Search Committee will begin its review of candidates inJanuary 2014 and will continue until an appointment is made, withan anticipated start date in the summer of 2014. Applications andnominations received by February 15, 2014 will be assured of fullconsideration. Questions, requests for information, nominations,and applications should be directed to:

Shelly Weiss Storbeck, Managing PartnerJulia Patton, Senior AssociateStorbeck/Pimentel and Associates, LPBarnardAP@storbeckpimentel.com

Barnard College is an equal opportunity/affirmative action employer and is strongly and activelycommitted to diversity within its community. Applications from women and members of

historically underrepresented groups are especially encouraged.

ASSOCIATEPROVOST

Provost and Vice Presidentof Academic AffairsVermillion,South Dakota

The University of South Dakota invites inquiries, nominations andapplications for the position of Provost and Vice President of AcademicAffairs, the chief academic officer of the University. The provost will reportdirectly to the president, James W. Abbott, and is responsible for academicleadership, the promotion of faculty interests, and the intellectual life of theinstitution and its students. Under the leadership of President Abbott, theuniversity has embarked on a new strategic plan through 2017 with the goal ofbeing the best small public flagship university in the nation built upon a liberalarts foundation. USD’s provost will be a key partner in the success of this plan. The University of South Dakota is a comprehensive, public liberal arts researchuniversity with an enrollment of approximately 10,000 students, a highlyengaged faculty, and a faculty to student ratio of 1 to 17. Located in Vermillion,SD on the bluffs of the Missouri River, USD is the state's flagship institution andis designated the only public liberal arts university in South Dakota. A vibrantsetting for innovation, artistry and discovery, with research and creative activityopportunities across disciplines, USD was named one of the nation’s bestinstitutions for outstanding undergraduate education by The Princeton Review’sBest 377 Colleges: 2013 Edition. In addition to individual research projects, theuniversity hosts multi-disciplinary competitive research centers that fosteracademic excellence and spur economic growth. Graduate and professionalprograms are available in the School of Education, Beacom School ofBusiness, School of Law, Sanford School of Medicine, School of HealthSciences, College of Fine Arts, and the College of Arts and Sciences. Studentsregularly receive prestigious national scholarships and awards.With over $100 million in recently completed capital projects, the 321 acrepark-like campus is an attractive centerpiece to the charming community ofVermillion. Income tax free South Dakota soared to the top of CNBC’sAmerica’s Top States for Business in 2013. Factors that led to this #1 rankingwere the economy, quality of life, cost of doing business and cost of living. The provost guides the strategic focus and quality of all academic programs atUSD. In addition, the provost is charged with the development andadministration of the academic budget for the institution. The ideal candidatewill have an earned doctorate, academic and scholarly credentials consistentwith appointment as a tenured full professor, and progressively significantacademic leadership experience with line responsibility as a dean or higher.Candidates must bring a strong commitment to USD’s array of programs, aswell as the ability to foster partnerships across disciplines, colleges, andeducational partners. The provost is expected to model commitment to theachievement of women and minorities. The successful applicant mustrepresent the University’s academic programs effectively to the public, themedia, alumni, donors, sponsors, and policy makers.The University of South Dakota is an equal opportunity, affirmative actioninstitution committed to increasing the diversity of its faculty, staff, and students.USD is committed to becoming a regional leader in Inclusive Excellence byembedding the values of diversity and inclusiveness into every facet of theinstitution. More information about the University of South Dakota may befound at www.usd.edu.Inquiries, nominations and applications are invited. Applications should includea cover letter, curriculum vitae and the names and contact information for fivereferences. Additional information about the University of South Dakota and theposition can be found at www.usd.edu/provostsearch. The search will beconducted with respect to the confidentiality of candidates; references will notbe contacted without the prior knowledge and approval of the candidate.Applications, nominations or confidential inquiries concerning this search maybe sent electronically by email to Lucy Leske or Jennifer Biehn, the Witt/Kiefferconsultants assisting USD with this search, at USDProvost@wittkieffer.com.Review of candidate materials will begin immediately, with appointmentexpected July 2014. The University of South Dakota is an equal opportunity, affirmative action institutioncommitted to increasing the diversity of its faculty, staff and students. The Universityseeks to promote a culture of inclusive excellence in every facet of the institution.

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CRSP and other data sets as well as research assistance, including access to WRDS database. Our Finance Lab provides the faculty and students with access to a large number of platforms and data feeds including Bloomberg, Morningstar Direct, Capital IQ, and Thompson Financial. As an Equal Employment Opportunity (EEO) em-ployer, DePaul University provides job opportunities to qualified individuals without regard to race, color, ethnic-ity, religion, sex, sexual orientation, national origin, age, marital status, physical or mental disability, paren-tal status, housing status, source of in-come or military status, in accordance with applicable federal, state and local EEO laws.

French/German: Assistant Professor of French and German, Murray State University. Full-time, 9-month po-sition to begin July 1, 2014. A Ph.D. in French or German (completed by June 1st, 2014) and 18 graduate hours in the other of these two languages re-quired. Interest in interdisciplinary teaching and teaching in established study abroad programs preferred. Will teach 12 hours per semester, en-gage in research resulting in peer re-viewed publications, service at appro-priate level. Application Deadline:

February 3, 2014. To apply please vis-it: http://www.murraystatejobs.com/postings/2747. Women and minorities are encouraged to apply. Murray State University is an equal education and employment opportunity, M/F/D, AA employer.

History: The Ernest G. Welch School of Art and Design at Georgia State University in Atlanta, GA invites ap-plications for a position in Asian Art History at the rank of Assistant Pro-fessor pending budgetary approval. We seek candidates with a specialty in modern Japanese and Korean art his-tory. Candidates with a focus on pho-tography and/or visual culture theory are especially encouraged to apply. The candidate must have completed a Ph.D. in Art History. Job duties in-clude teaching, research and service in Art History. A minimum of at least 1 year of teaching experience beyond the Teaching Assistant (TA) level re-quired. Postdoctoral research expe-rience is preferred. The application deadline is Friday, January 31, 2014. An offer of employment will be con-ditional on background verification. Email applications will NOT be ac-cepted. Application letter including (teaching philosophy and plans for scholarly research and publication)

CV, 3 letters of recommendation, samples of publications and course syllabi should be sent to: Art History Search Committee, Ernest G. Welch School of Art and Design, Georgia State University, PO Box 4107, Atlan-ta, GA 30302-4107. Position will re-main open until filled. Georgia State University is an EEO/AA employer.

Information Technology: The Amer-ican University of Beirut (AUB) has an opening for the position of Chief Information Officer. Position Sum-mary The Chief Information Officer is responsible for directing the Uni-versity’s efforts in developing and im-plementing priorities for Information Technology (IT) across the campus and the American University of Bei-rut Medical Center (AUBMC). Re-porting to the Chief Operating Offi-cer of AUB, the CIO will coordinate closely with the Provost’s office, Chief Financial Officer (CFO), and the VP for the Medical Center to ensure that IT planning and strategies are consis-tent with AUB’s efforts to provide se-cure, transparent and cutting-edge re-sources for: AUB’s faculty, students, staff, research libraries, financial sys-tems, admissions and financial aid of-fices and patient and medical records. Based in Beirut, the CIO will be re-

sponsible for identifying and evalu-ating new and emerging IT solutions and upgrading and/or replacing exist-ing IT solutions to continuously align IT with the changing requirements of AUB/AUBMC. In addition, the CIO will oversee the integrity of IT pro-cesses and protocols in accordance with University policies. Require-ments Qualifications include a Bach-elor’s or higher Degree in Computer Science, Computer Engineering, and/or a Master’s degree in IT Manage-ment, Health/Hospital Administra-tion, or Business administration, and a minimum of 15 years experience in implementing technology based solu-tions. The ideal candidate will dem-onstrate knowledge and understand-ing of campus and/or medical center IT issues and emerging technologies, as well as possessing a track record of success in leading and supporting in-stitutional transformation in a higher education or health care environment. The ideal candidate will possess out-standing leadership and administra-tive skills and experience which will include: demonstrated strong com-munication and interpersonal skills, staff development, project manage-ment and organizational skills, budget management, IT strategic planning, vendor management, and a collabora-

tive approach to problem solving. The ideal candidate’s technical expertise will include a deep and broad under-standing of technology encompassing ERP systems, academic computing, open source technologies, infrastruc-ture, system architecture, networks, and new and emerging technologies. Experience should include supervis-ing multiple teams and IT units, and deploying and supporting shared and outsourced solutions utilized in a multi-site client-server environment. The candidate must have knowledge and experience with operating sys-tems, as well as with solutions such as Oracle Financials, Banner, and Moo-dle. The ideal candidate will also dem-onstrate knowledge of key business is-sues and processes related to univer-sities and health care industries, and of policy development and implemen-tation of standard procedures that protect University IT assets and the integrity, security and privacy of da-ta and information. Previous experi-ence working in an international set-ting and experience in academic in-stitutions with a similar setting to that of AUB, familiarity with the Middle East or Lebanese culture will be con-sidered a plus. The successful candi-date for the position will demonstrate an ability to succeed in a collaborative

and dynamic academic environment. Language Skills English required; Arabic is a plus. Founded in 1866, the American University of Beirut (http://www.aub.edu.lb) is a private, not-for-profit, coeducational, independent, non-sectarian institution of higher learning operating under a charter from the State of New York and ac-credited by the Middle States Com-mission on Higher Education. Within the framework of Lebanese Law, the American University of Beirut is an equal opportunity employer. Applica-tions may be sent to wa01@aub.edu.lb prior to February 15, 2014.

Insurance/Research: The Universi-ty of Alabama Culverhouse College of Commerce The University of Ala-bama’s Culverhouse College of Com-merce invites applications for the Di-rector of the Alabama Center for In-surance Information & Research (ACIIR). This is a senior research position. The Director will lead ACI-IR in providing highly credible infor-mation and research for the benefit of various stakeholders. Areas of focus include education and outreach; re-search on issues related to insurance and risk management; facilitating collaboration among agencies/stake-holders; and leadership and engage-

Vice President for AdvancementSt. Louis,Missouri

Webster University seeks an accomplished and creative advancementexecutive to serve as vice president for advancement. Under theleadership of its 11th president, Elizabeth Stroble, the vice president will play akey role in building the university’s capacity to support its strategic objectivesby building a high-performance advancement organization.Ranked 21st among Best Universities, Midwest Master’s Category (US News),Webster University is a globally diverse and inclusive community of studentsand employees. With a comprehensive curriculum featuring 139 majors,Webster is a leader in international, adult and graduate, as well as militaryeducation. Webster enters its second century in 2015 as one university in 60 cities, 8 countries, on 4 continents. Webster’s vibrant multi-cultural, multi-discipline, multi-national, and multi-campus culture is marked with an entrepreneurial spirit, inventive energy,innovative prowess and a nimble ability to transform students for individualexcellence and global citizenship. The ideal candidate will have a demonstrated track record of galvanizing,leading, and sustaining a dynamic and successful advancement office;planning and accomplishing a comprehensive campaign; generating major,corporate, foundation and planned gifts; enhancing institutional visibility anddeveloping and retaining an outstanding diverse team. A master’s degree ispreferred. Nominations, expressions of interest and requests for additionalinformation may be directed to Katherine Haley, Ph.D. and Mercedes Vance,the Witt/Kieffer consultants assisting Webster University with this search, and may be sent to: WebsterVPA@wittkieffer.com.Webster University is an Equal Opportunity/Affirmative Action educator andemployer. We are committed to maintaining a culturally and academicallydiverse staff of the highest caliber. We strongly encourage applications fromthose who identify as diverse in terms of gender, race, ethnicity, national origin,sexual orientation, disability, and/or veteran status.

ASSISTANT VICE CHANCELLOR FOR FINANCE

Merced, CaliforniaThe University of California, Merced, the newest campus in the University of California system, seeksto hire an outstanding and innovative financial and budgetary leader as its Assistant Vice Chancellorfor Finance (AVC). Founded in 2002, the University of California, Merced is the first new Universityof California campus in 40 years, and the first American research university of the twenty-first century.Reporting to the Vice Chancellor for Planning and Budget, the new AVC will help move this uniqueinstitution into an exciting new area by leading the transformation of its budget process and supportthe rapid and entrepreneurial growth of this campus.

The University of California, Merced (UC Merced) was conceived both to serve the needs of the rapidlygrowing Central Valley, one of the world’s most productive agricultural regions, and to increase accessto the University of California system (UC System) for California’s top achievers. Since opening in2005, UC Merced has grown enrollment to over 6,100 students, including over 350 graduate students,and has an all funds budget of almost $250 million; the campus is expected; the campus is expected togrow to accommodate 10,000 students by approximately 2020 and to a total of 25,000 students withinthree decades, all while continuing to develop its 815 acre campus. UC Merced is the most ethnicallydiverse campus in the UC System and has been designated as a Hispanic-Serving Institution by the U.S.Department of Education. Sixty percent of the undergraduates are first generation college students. Thecampus represents an important point of pride for the city of Merced (pop. 80,000), a city within drivingdistance of Yosemite National Park and the Sierra Nevadas, as well as the state capital in Sacramento,the San Francisco Bay Area, Napa Valley, and the Monterey coast.

The Assistant Vice Chancellor, Finance, will lead the Finance Group within the Division of Planningand Budget. The group includes the Campus Budget Office and Capital Finance. The Campus BudgetOffice is responsible for managing the development and recommendation of the campus operatingbudget to the Chancellor. Capital Finance coordinates strategic and long range planning efforts duringthe earliest phases of program and project development that form the campus capital financial planand its capital improvement program. The group will also be charged with the creation of a newprocess for the development and recommendation of a campus capital budget, to develop projectfinance plans, and to provide debt management services across multiple campus funds. This positionwill require strong experience and skill in bringing together varied interests, perceptions, and opinionsto form a team that will collectively and collaboratively analyze campus-wide financial strategies. TheAVC will have strong leadership and decision making skills; and thereby be comfortable andexperienced in finding and developing solutions to enable key decision makers position UC Merced’sfinancial resources for the long term. A bachelor’s degree is required. An MBA or a master’s inFinance, Management, Accounting, or a related field is preferred. Seven years of experience in arelated role is required, and experience in higher education is preferred.

UC Merced has retained Isaacson, Miller, a national executive search firm, to assist in this search.Confidential inquiries, nominations, referrals, and resumes with cover letters should be sent to:Bernard R. Jones, 1000 Sansome Street, Suite 300, San Francisco, CA 94111, Email:5012@imsearch.com. Email submission of application materials is strongly encouraged.

UC Merced is an affirmative action/equal opportunity employer committed to a campus climate that embraces diversity

BUSINESS AFFAIRS

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ment by and between The University of Alabama and other academic insti-tutions. The Director should be a sea-soned, highly-respected profession-al in their field, widely acclaimed for quality research and practical expe-rience, especially in public policy re-search. The individual should be capa-ble of leadership at the highest levels. Required Minimum Qualifications: A Ph.D. in insurance, risk management, or related discipline with a record of research, publication, and creative ac-tivity and extensive public policy re-search experience in a company, as-sociation, think tank, or university. The successful candidate should also possess the communication and dip-lomatic skills required to bring the ACIIR to national and international prominence. Demonstrated success in writing grant and contract applica-tions for outside funding of projects is preferred. Duties include but are not limited to: 1) Develop and maintain research and information repository; 2) Conduct and/or supervise Center research; 3) Seek external funding for research projects; 4) Oversee develop-ment of research findings so that they may be published into scholarly and professional journals; 5) Manage day-to-day operations of ACIIR, includ-ing research and administrative staff; 6) Develop and manage relationship with ACIIR Advisory Board; 7) De-velop and oversee education and out-reach efforts of the Center; 8) Build and maintain on- and off-campus re-lationships with relevant stakeholders;

9) Involve UA and non-UA students, faculty, staff, research and academic units in Center activities as appropri-ate. This is a non-tenure earning posi-tion renewable for three-year periods at the discretion of the University with no expectation of continued employ-ment beyond any three-year contract period. Salary is competitive. Only on-line applications are accepted. Candi-dates must apply online at https://fac-ultyjobs.ua.edu. Applications must include a resume or curriculum vitae and the name and contact information for at least three references. Items not included at time of application will disqualify application. Review of ap-plicants will begin immediately. The posting is expected to remain open through at least January 10, 2014. The candidate selected for the position will be required to submit a disclosure and consent form authorizing a back-ground investigation. Questions may be directed to the Associate Dean for Research and Outreach, Dr. Sam Ad-dy at saddy@culverhouse.ua.edu or (205)348-8960.

Interior Design: The Welch School of Art & Design at Georgia State Uni-versity in downtown Atlanta is seek-ing applicants for a new tenure-track position in Interior Design with spe-cific expertise in 3D CAD, BIM, dig-ital presentation and modeling, with a start date of August 2014. Pending budgetary approval, salary dependent upon a candidate’s professional and academic experience and accomplish-

ments. Georgia State University is an EEO/AA employer. Employment is contingent upon background verifica-tion. For a detailed description, visit http://www2.gsu.edu/~wwwart/6242.html

Journalism: Cross-Cultural Journal-ism Professor. The Missouri School of Journalism invites applications for a tenure-track or tenured position at the Assistant or Associate Professor level beginning in August 2014. Qual-ifications: Ph.D. in journalism, strate-gic communication, or related disci-pline at time of appointment. Com-petitive recruitment: Candidates will be evaluated on the basis of scholar-ship (research and publication) and ability to teach undergraduate and graduate journalism courses specifi-cally related to cross-cultural, multi-cultural and diversity issues. Teach-ing Assignment: Successful candidate will teach cross-cultural journalism in the undergraduate core and qualita-tive research methods at the doctoral and master’s levels. Application Pro-cess: Application screening will begin immediately and continue until the position is filled. Please provide a let-ter describing teaching, professional background, research, and a CV with the names and contact information of three references. Please visit http://hrs.missouri.edu/find-a-job/academ-ic/ to access the online application system. The job opening ID is 12224. Email Elizabeth Hardt (hardte@mis-souri.edu) with any questions. The

University of Missouri is committed to cultural diversity, and it is expect-ed that successful candidate will share this commitment. MU is an Equal Employment Opportunity/ADA in-stitution and encourages applications from women and minority candidates.

Journalism: Documentary Filmmaker (Full-Time Position)Assistant Profes-sional Practice Professor. The School of Journalism and the Program in Film Studies at the University of Mis-souri seek candidates for a full-time assistant professional practice pro-fessor faculty position in documen-tary filmmaking. Candidates will be expected to teach on a nine-month, renewable appointment in areas con-

nected to documentary/non-fiction film production, starting August 2014. Courses may include: documen-tary filmmaking techniques, cine-matography, editing, preproduction, grantsmanship and the supervision of internships. This new position is part of a unique collaboration between the College of Arts and Science and the Missouri School of Journalism. The new faculty member will be expected to teach students from both schools, film students and journalists, and fos-ter connections among the University and professional filmmakers. Qualifi-cations: A Bachelor’s degree in Jour-nalism, Communication, Film Stud-ies or closely-related field. Candidates will be evaluated on their record of documentary film productivity and

their on-going and projected docu-mentary film projects. Compensation is competitive for professional prac-tice positions. This position is eligible for University benefits. The Universi-ty of Missouri is located in the city of Columbia, Missouri. It is the flagship school of the state’s university system. Columbia is home to a thriving arts community and is the location of the True/False Film Fest, one of the coun-try’s leading forums for new documen-tary films. Application screening will begin January 13, 2014 and continue until the position is filled. Please vis-it http://hrs.missouri.edu/find-a-job/academic/ to access the online appli-cation system. The job ID is 11956. Please submit: A cover letter indicat-ing relevant background and interest

Vice President for Finance and Business Affairs (VPFBA)

This position serves as the college’s Chief Financial Officer (CFO)and reports directly to the President. Administers and supervises

college financial and business services, and physical plant functions.Responsible for long-range planning affecting finance, facilities, and

operations. The VPFBA participates as a member of President'sCabinet and serves as an advisor to the college President.

FOR A COMPLETE JOB DESCRIPTION AND TO APPLY, VISITwww.nic.edu/employment

Questions? Contact Erin at 208-676-7211North Idaho College 1000 W. Garden Ave., Coeur d’Alene, ID 83814

EOE/Veteran Preference Employer

All qualified applicants are encouraged to apply, including women, minorities and those from other underrepresented groups. The University of New Mexico is an Equal Opportunity/Affirmative Action employer and educator.

The University of New Mexico (UNM) is the state’s largest institution of higher education and its flagshipuniversity. Today, the Albuquerque campus is home to approximately 30,000 students and another 10,600faculty and staff who occupy more than 300 facilities residing on 789 acres in the heart of the largestmetropolitan area in the state. The city of Albuquerque lies a mile above sea level and has a high-desertclimate that allows one to experience the contrast between desert and forest and the Sandia Mountains.

UNM has branch campuses in Gallup, Los Alamos, Taos, and Valencia County as well as a statewide networkof teaching and learning provided by Extended University. UNM is also home to the Health Sciences Center,consisting of the School of Medicine and Colleges of Nursing and Pharmacy, New Mexico’s only Academicteaching hospital Level I trauma center and federally designated cancer research and treatment center.

UNM has 12 schools and colleges and has New Mexico’s only Schools of Medicine, Law, Architecture andPharmacy. UNM is ranked in the top 100 research universities in the United States and Canada. It is the onlyuniversity in New Mexico with a Carnegie designation of research doctoral university “with very highactivity (VHRU),” which recognizes the exceptional level of funded research and the array of degreeprograms. UNM is the only minority-majority flagship in the county and is one of only two Hispanic servinginstitutions in the country that is also Carnegie VHRU.

UNM is seeking highly qualified applicants for the position of Chief of Police. As the Chief of Police, thisposition oversees and manages the operations of UNM’s Police and Security Services (Campus Police). Thisposition reports directly to the Executive Vice-President of Administrative Office and functions as the chieflaw enforcement officer for the University. This position is responsible for the administration and strategicplanning of UNM’s Police and Security Services department and provides police services, crime prevention,traffic control, and emergency management for students, faculty, staff and the University community at large.

The Chief of Police provides leadership and supervision to UNM Police Officers, Campus Security Officers,and Dispatchers and is responsible for developing and implementing comprehensive security and emergencymanagement plans for all University programs and facilities. This position is accountable for departmentalcompliancy and reporting in accordance with all applicable federal, state, and local laws. The chief lawenforcement officer spearheads the administration of outside vendor contracts, and provides strategicleadership and direction to the University’s internal and contracted public safety components.

This is a benefits eligible position. The University of New Mexico provides a diversified package of benefitsincluding medical, dental, vision and life insurance. In addition, UNM offers educational benefits through thetuition and dependent education programs. See Prospective Employee page for a more complete explanationof benefits http://hr.unm.edu/

Minimum Qualifications: A Bachelor’s degree in criminal justice, public administration, businessadministration, or a related field and at least 10 years of progressively increasing responsibility in a universitysetting, five (5) of which must be in a command position (lieutenant or above). The selected applicant willbe subject to the terms and conditions of an employment contract.

Preferred Qualifications:• A Master’s degree and completion of a senior law enforcement management program.• Experience as a persuasive and articulate leader who is able to communicate security and emergency

preparedness concepts to university faculty, staff and students and local community leaders.• Exceptional team building skills and demonstrated experience as a collaborative leader.• A demonstrated commitment to community policing; and strong critical thinking, reasoning, and decision-

making skills.

To Apply: Online application is available at http://unmjobs.unm.edu/. Please refer to Posting #0823493.

CHIEF OF POLICEDIRECTOR, UNIVERSITY SECURITY

ASSISTANT VICE CHANCELLOR FOR BUSINESS SERVICES AND

ACCOUNTING/CONTROLLERMerced, California

The University of California, Merced, the newest campus in the University of California system, seeksto hire an outstanding and innovative financial leader as its Assistant Vice Chancellor for BusinessServices and Accounting/Controller (Controller). Founded in 2002, the University of California,Merced is the first new University of California campus in 40 years, and the first American researchuniversity of the twenty-first century. Reporting to the Vice Chancellor for Business andAdministrative Services, the new Controller will help move this unique institution into an excitingnew area by leading the transformation of its accounting function and support the rapid andentrepreneurial growth of this campus.

The University of California, Merced (UC Merced) was conceived both to serve the needs of the rapidlygrowing Central Valley, one of the world’s most productive agricultural regions, and to increase accessto the University of California system (UC System) for California’s top achievers. Since opening in2005, UC Merced has grown enrollment to over 6,100 students, including over 350 graduate students,and has an all funds budget of almost $250 million; the campus is expected; the campus is expected togrow to accommodate 10,000 students by approximately 2020 and to a total of 25,000 students withinthree decades, all while continuing to develop its 815 acre campus. UC Merced is the most ethnicallydiverse campus in the UC System and has been designated as a Hispanic-Serving Institution by the U.S.Department of Education. Sixty percent of the undergraduates are first generation college students. Thecampus represents an important point of pride for the city of Merced (pop. 80,000), a city within drivingdistance of Yosemite National Park and the Sierra Nevadas, as well as the state capital in Sacramento,the San Francisco Bay Area, Napa Valley, and the Monterey coast.

The new Controller will provide executive leadership, direction, and management to two newlyorganized campus organizations, the Customer Service unit and the Risk, Policy, Accountability andControls unit. While the position includes traditional Controller responsibilities or the developmentand implementation of a campus-wide system of internal controls and the overall financial integrityof campus accounting practices, the successful candidate must also demonstrate an ability to providehigh-level business and financial customer service to myriad campus stakeholders, as well as to bringinnovative technology and process improvements to business processing on a young, but maturingcampus. The next Controller will have the leadership and managerial abilities to lead a dynamic officeof high integrity and have the collaborative spirit necessary to partner across divisions and acrosscampus. A bachelor’s degree and a CPA certification are required. An MBA or a master’s inaccountancy is preferred. Seven years of experience in a related role is required, and experience inhigher education is preferred.

UC Merced has retained Isaacson, Miller, a national executive search firm, to assist in this search.Confidential inquiries, nominations, referrals, and resumes with cover letters should be sent to:Bernard R. Jones, 1000 Sansome Street, Suite 300, San Francisco, CA 94111, Email:4926@imsearch.com. Email submission of application materials is strongly encouraged.

UC Merced is an affirmative action/equal opportunity employer committed to a campus climate that embraces diversity

A54 Business Affairs    Deans THE CHRONICLE OF HIGHER EDUCATION    JANUARY 24, 2014

ChronicleVitae.com/jobs

in the position, Curriculum Vitae/ Re-sume, Names and contact information for three references, Links to candi-date’s films. The University of Mis-souri is committed to cultural diver-sity, and it is expected that successful candidate will share this commitment. MU is an Equal Employment Oppor-

tunity/ADA institution and encourag-es applications from women and mi-nority candidates.

Journalism: Journalism Studies Assis-tant Professor. The Missouri School of Journalism invites applications for a tenure-track Assistant Professor po-sition in Journalism Studies beginning in August 2014. Qualifications: Ph.D. in journalism, communication, or re-lated discipline at time of appoint-ment. ABD Ph.D. with completion by December 2014 may be considered. Competitive recruitment: Candidates will be evaluated on scholarship (re-search and publication) and teaching in undergraduate and graduate jour-nalism or related fields. Teaching As-signment: Candidate will teach media ethics, law and/or qualitative research methods at the doctoral and master’s

levels and one or more courses in the undergraduate core curriculum, such as Principles of American Journal-ism, Cross Cultural Journalism or Communications Law. Application Process: Application screening will begin January 21, 2014, and continue until the position is filled. Please pro-vide a letter describing teaching, pro-fessional background, research, and a CV with the names and contact in-formation of three references. Please visit http://hrs.missouri.edu/find-a-job/academic/ to access the online application system. The job ID num-ber is 12221. Email Elizabeth Hardt (hardte@missouri.edu) with any questions. The University of Missouri is committed to cultural diversity, and it is expected that successful candi-date will share this commitment. MU is an Equal Employment Opportunity/ADA institution and encourages ap-plications from women and minority candidates.

Journalism: Magazine Writing Assis-tant or Associate Professional Prac-tice Professor. The Missouri School of Journalism invites applications for a position in magazine writing to be-gin August 2014. The full-time non-tenure track appointment will be at the rank of assistant professional practice professor or associate pro-fessional practice professor, depend-ing on qualifications. Either a nine-month or twelve-month appointment is available. Teaching assignment: Candidates will teach magazine writ-ing classes and one or more special-ty writing classes such as service jour-nalism, lifestyle journalism, criti-cal reviewing or a reporting class for both undergraduate and graduate students. Instruction will range from short front-of-book articles to longer narratives and include how stories are presented in digital formats. Assign-ments will be targeted for publication in Vox Magazine (an award-winning city magazine published at the School) or one of its digital platforms. Qualifi-cations: Candidates must have a mas-ter’s degree and will be evaluated on professional and or teaching experi-

ence in the magazine field. Applica-tion screening will begin in January 2014 and continue until the position is filled. Please provide a letter of in-terest, a C.V. or resume and a list of at least three professional references. Please visit http://hrs.missouri.edu/find-a-job/academic/ to access the on-line application system. The job ID number is 12197. Email Elizabeth Hardt (hardte@missouri.edu) with any questions. The University of Mis-souri is committed to cultural diver-sity, and it is expected that successful candidate will share this commitment. MU is an Equal Employment Oppor-tunity/ADA institution and encourag-es applications from women and mi-nority candidates.

Leadership/Director: Cottey College, a leading private liberal arts college for women, invites nominations and applications for a faculty position in Leadership with a half-time appoint-ment as Director of the Institute for Women’s Leadership and Social Re-sponsibility. Founded in 2010, the overarching function of the Institute is to provide leadership and vision in furthering the application of three

themes found in the mission of Cottey College: women’s leadership, social responsibility, and global awareness. The successful candidate will hold a Ph.D. in Leadership, or closely relat-ed field, with teaching experience and at least two years of administrative experience. The position requires an energetic and collaborative individual who is a skilled communicator. A list of responsibilities and detailed posi-tion description are available at http://www.cottey.edu/employment. Review of applications begins February 17, 2014 and continues until the position is filled. Send cover letter, curriculum vitae, copies of transcripts and con-tact information for three references to Dr. Cathryn Pridal, VPAA, Cottey College, Nevada, MO 64772. E-mail: dkerbs@cottey.edu; Phone: 417-667-8181. EOE.

Linguistics: The USC Dornsife Col-lege of Letters, Arts and Sciences Language Center invites applications for an Associate Director for Articu-lation and Assessment. Responsibili-ties: articulation and assessment pri-orities , which include (1) manage-ment of the implementation, analysis,

IT ProfessionalsLooking for an exciting change? Look no further. Valencia College is actively seeking experienced IT Professionals to serve in various positions in the Office of Technology Department. Come; Join-Us where we stand in the gap between what is and what can be! For a list of positions and requirements visit http://valenciacollege.edu/join-us. Need assistance? Contact 407.582.8033. EA/EO

Posting Number 003132

For details and to apply, go to: http://www.pstcc.edu/hr/employment and select Job Postings. In order to be considered, you must complete an online application and attach required documents. Must be submitted by February 7, 2014.

A TBR Institution/An AA/EEO College

EXECUTIVE DIRECTOR OF EQUITY AND COMPLIANCE

Valencia College is enthusiastically seeking an experienced and creative professional to serve as the Applications Security Administrator.

InstructionsTo be considered, applicants must complete a [required] Valencia College online-application. To complete the application visit our website http://valenciacollege.edu/join-us. Application Deadline: Open Until Filled

Need assistance? Feel free to contact our Human Resources Department (407)582-8033. EA/EO

Director of Prospect Research

Kenyon Collegeinvites applications for the following position:

For more information and application instructions,

please visit the Kenyon College website, or:

https://employment2.kenyon.edu/

Kenyon College is an equal opportunity employer.

Kenyon College

VICE PRESIDENT FOR ADMINISTRATION & FINANCE

Applications and nominations are invited for the position of Vice President for Administration and Finance at Southeastern Louisiana University. � e Vice President reports to the President and is a member of the President’s executive leadership team. � e Vice President is responsible for providing leadership and direction for all departments of the Division of Administration and Finance, including the Assistant Vice President for Finance, Assistant Vice President for Operations, Budget O� ce, Controller’s O� ce, Purchasing and Property Control, Auxiliary Services, Safety and Hazardous Materials Management, Physical Plant Services, Human Resources, Facility Planning, and the Athletics Department for budget and � nancial matters.

Southeastern Louisiana University is a progressive regional, comprehensive university that enrolls approximately 15,000 graduate and undergraduate students. � e University’s home, Hammond, is at the crossroads of Interstates 55 and 12 in the heart of Louisiana’s thriving Northshore, the fastest growing region in the state. It is centrally located within an hour’s drive of New Orleans, Baton Rouge (the state capitol), and the Mississippi Gulf Coast, and a� ords extensive cultural, recreational, and research opportunities.

� e applicant must present evidence of progressively greater management responsibilities in a large complex organization, preferably Higher Education, including experience in managing issues related to � scal a� airs, administrative services and facility management. � e successful candidate must have an earned Master’s degree or higher in a relevant � eld from an accredited university or college.

� e appointment is a 12-month position; beginning date is negotiable, June 1, 2014 preferred. Salary is commensurate with experience. Consideration is assured for applications and letters received by February 14, 2014. � e search will continue until the position is � lled.

To be considered as an o� cial applicant, the candidate must submit an online application, which will include a letter of application, a detailed vita, academic transcripts (o� cial transcripts required upon employment), and the names, addresses and telephone numbers of three references who can be contacted by Southeastern Louisiana University. Applicants must apply online at: jobs.selu.edu/applicants/Central?quickFind=56284. Applicants must be committed to working with diversity.

~Southeastern is an a� rmative action/equal opportunity employer~

Vice President for Finance & Administration

Passaic County Community College is seeking an experienced professional to oversee its business, financial, food service, graphics/ reproduction, and physical plant operations.

This position provides an exceptional opportunity for an individual with strong managerial and business skills to help shape the future of one of the fastest growing community colleges in New Jersey. The Vice President reports to the President of the College and serves on his leadership team to assist with the overall management of the College, provide expertise regarding funding and fiscal issues, and contribute to the advancement of our institutional mission and goals.

The Vice President is the chief financial officer and will provide executive management and direction for our budgeting, planning, and financial analysis and forecasting. He or she will supervise the administrators in various areas of the Division of Finance and Administration, including: Payroll, Budgeting, Purchasing, General Accounting, Physical Plant, Food Service, and Graphics/ Reproduction. The Vice President will establish appropriate controls and audits, oversee the preparation of regular budget reports, maintain compliance with all applicable laws and regulations, and implement assessment activities to improve our effectiveness.

Qualifications for the position:     •   Ten or more years of experience as a finance professional, with 

at least five years of work at an institution of higher education required (community college experience preferred);

    •   Experience  in  supervising  physical  plant  operations  and construction is preferred;

    •   Successful  supervisory  experience  of  professional  staff  and non-professional staff is required;

    •  A Master’s degree in a business discipline is required. 

In addition, candidates must demonstrate a commitment to our community college mission, an understanding of the value of diversity in our educational environment, and a dedication to ethical business practices.

Candidates should apply with a letter of interest and resume, including a list of five professional references. Please send your application materials to: hr@pccc.edu

Visit our website at www.pccc.edu for more information about the College.

Passaic County Community College is an Affirmative Action / Equal Opportunity Employer and Hispanic Serving Institution

Passaic County Community College One College Boulevard

Paterson, NJ 07505

The George Washington University Law School invites nominations andapplications for the position of Dean. The appointment will be effectiveJuly 1, 2014 or a date to be negotiated. As the intellectual and administrative leader of the law school, the nextDean will play a key role in developing new ideas and forging consensusamong stakeholders to position G.W. to continue its position of leadershipand its tradition of excellence in a changing legal market. Successfulcandidates will have a clear vision of legal education and its future;excellent interpersonal skills; superior communication skills; and aptitudefor administration, strategic planning and fundraising. Candidates must be qualified for appointment at the tenured rank ofProfessor, and should have an unqualified commitment to diversity andinclusion in higher education.G.W. LawThe George Washington University Law School is a vibrant intellectualcommunity, with a nationally prominent faculty of approximately 90 giftedfull-time teacher-scholars, a group of 250 distinguished adjunctinstructors, a dedicated an able staff, a talented student body withextremely strong credentials, and a rich educational program with multipleareas of particular strength. It also boasts an unrivaled location in the heartof our nation’s capital.G.W.’s diverse student body includes 1300 full-time and 300 part-timeJ.D. students hailing from 46 states and representing over 200 differentundergraduate institutions, as well as 200 graduate students from nearly50 different countries. The schools 24,000 living alumni span the globeand have achieved professional distinction in both public service and inthe private sphere.The school offers one of the most comprehensive programs of legaleducation available anywhere in the country, with an elective curriculumconsisting of over 250 advanced courses, 10 separate clinical programs,nationally ranked specialty programs in Intellectual Property, InternationalLaw and Environmental Law and an extensive program of fieldplacements, internships and co-curricular activities. The intellectualclimate is further enhanced by 8 student edited law journals and 7 researchcenters which allow students to delve into areas as diverse as NationalSecurity Law, Corporate Law, Complex Litigation and Finance andGovernment Procurement Law.The UniversityThe law school is a component of the George Washington University, aprivate and non-sectarian university with over 20,000 students, making itthe largest institution of higher education in the District of Columbia.The University is comprised of 10 constituent schools, includingMedicine, Engineering, Business, Education and International Affairs,and is home to over 100 research centers and institutes. Opportunities forinterdisciplinary work by both students and faculty are plentiful.Moreover, G.W.’s location gives students extraordinary opportunities forreal world experiences as interns and volunteers. Its faculty members andacademic administrators are frequent commentators on public affairs andscientific and intellectual developments.Applications and InquiriesThe search committee will be accepting applications, nominations andinquiries until the position is filled. The review of applications will beginimmediately. Applications and nominations accompanied by a CV andletter of interest will received the fullest consideration. Materials shouldbe directed to: Professor Roger E. Schechter, Chair, Dean SearchCommittee, rschechter@law.gwu.edu or Ken Kring, Search Consultantto the Committee, Korn/Ferry, Ken.kring@kornferry.com. Telephoneinquiries can be directed to Prof. Schechter at 202-994-3702 or to Mr.Kring at 215- 656-5309.

The University is an Equal Employment Opportunity/Affirmative Action(EEO/AA) employer committed to maintaining a non-discriminatory,

diverse work environment. The University does not unlawfully discriminateon the basis of race, color, religion, sex, national origin, age, disability, vertan

status, sexual orientation, gender identity or express, or on any other basisprohibited by applicable law in any of its programs or activities.

DEAN OF THE LAW SCHOOL

JANUARY 24, 2014    THE CHRONICLE OF HIGHER EDUCATION A55

ChronicleVitae.com/jobs

and assessment of National Standards for Foreign Language Learning across language programs and (2) coordina-tion, administration, and analysis of foreign language placement testing program. Qualifications: demonstrat-ed, successful teaching experience at the college level, familiarity with stan-dards-based foreign language instruc-

tion and ACTFL OPI and WPT as-sessment principles, experience with analysis of learner data, and a degree in applied linguistics, SLA, linguistics of a foreign language, or foreign lan-guage education. ACTFL OPI Tester and WPT Rater Certification, and sig-nificant experience in data collection and statistical analysis, are strongly

preferred. A complete application will includes an application letter, current CV, and names and contact informa-tion of three individuals who will comment on specific qualifications for the position in a letter of recom-mendation. Apply online: http://jobs.usc.edu/postings/1067 or submit dos-sier to: Search Committee USC Dorn-

sife Language Center 3501 Trousdale Parkway, Ste. 309 Los Angeles, CA 90089-4354. Review of applications begins February 1, 2014. Starting date and salary are negotiable. The Univer-sity of Southern California is an Equal Opportunity Employer that Values Diversity.

Management: The Management In-formation Systems (MIS) department in the College of Business Adminis-tration at San Diego State Universi-ty (SDSU) is seeking applications for one full-time, tenure-track operations/supply-chain management position at the assistant-professor level. The ap-pointment will begin in Fall 2014, and salary will be commensurate with cre-dentials and experience. The appoin-tee will be responsible for develop-ing and teaching graduate and un-dergraduate courses in supply-chain management and related disciplines. Qualified applicants will have a doc-toral-level degree in operations/sup-ply chain or a related discipline and must show the potential for outstand-ing teaching. A demonstrated ability to perform quality research, including quantitative research methods, is re-quired. Interested candidates should send a letter of interest, current c.v., three letters of recommendation, and examples of teaching and research ac-complishments as soon as possible. The review of applications will con-tinue until the position is filled. The contact person for this position is: Dr. Robert K. Plice, Department Chair, Department of Management Infor-mation Systems, College of Business Administration, San Diego State Uni-versity, San Diego, CA 92182-8234, (619) 594-3032 (office); (619) 594-3675 (fax); rplice@mail.sdsu.edu. For in-formation about the MIS department please visit http://www.sdsu.edu/MIS. SDSU is an Equal Opportunity/Title IX employer.

Music Education: The Music Depart-ment at Gonzaga University invites applications for one full-time, tenure-track Assistant Professor or Instruc-tor position beginning September 2014. Required Qualifications: Ph.D. or D.M.A. in Music Education by Au-gust 1, 2014 and training or commen-surate experience in basic instruction-al methodologies of instrumental and/or choral music, and elementary/gen-eral music (such as Orff, Kodaly, Dal-croze). Desired Qualifications: at least three years of teaching in the K-12 field of education, training or at least one year of teaching experience in ar-eas such as world music for music ed-ucation majors, choral and/or instru-mental general method courses for music majors, and conducting minors, at least one year of experience lead-ing instrumental or choral ensembles, and/or classes in vocal pedagogy, and ability to teach core curriculum cours-es. To apply or view the full position description, please visit our website at: https://gonzaga.peopleadmin.com/. Questions about this position can be directed to Dr. Kevin Hekmatpanah, Search Committee Chair, Hekmatpa-nah@gonzaga.edu. Position closes on March 1, 2014, midnight, PST. For as-sistance with your online application, call 509.313.5996. Gonzaga Universi-ty is Jesuit, Catholic, humanistic insti-tution, and is therefore interested in candidates who will contribute to its distinctive mission. Gonzaga Univer-sity is an AA/EEO employer commit-ted to diversity. Women and minori-ties are encouraged to apply.

Music: Full time, tenure track, be-gin Fall 2014. Artistic and adminis-trative leadership of comprehensive band program: Wind Symphony, Con-cert and Marching Bands, oversight of athletic bands. Instruct graduate courses in conducting and related top-ics. Doctorate preferred, ABD consid-

ered. Full description, qualifications and online application instructions at http://provost.truman.edu/positions/ Review begins February 15 2014.

Music: Indiana University Jacobs School of Music, Visiting Assistant Professor/Post-Doctoral Resident Scholar. Woodwind Department. Ten-ure-Ineligible, Two-Year Visiting Ap-pointment. Duties of the position will be flexible, but will include individual coaching of both recital and chamber music repertoire, preparing and per-forming with students in master class-es and recitals, and coordinating proj-ects with visiting artists. Residents will teach a performance course in in-strumental accompaniment/collabora-tion for wind chamber music with pia-no during each semester of their ap-pointment, resulting in public perfor-mances by the participants. Residents will participate in departmental ac-tivities as assigned by the chair of the department. A completed doctorate in collaborative piano, or equivalent academic training in an academic in-stitution outside the United States, is required. Candidates must have com-pleted their training or have received the doctorate from an institution oth-er than Indiana University no more than five years prior to their appoint-ment.Effective Beginning August 1, 2014. Review of applications will be-gin on February 24, 2014. Apply on-line at http://www.music.indiana.edu/faculty/positions.shtml or by hard co-py to: Woodwind Search Committee c/o Eugene O’Brien, Executive Asso-ciate Dean, Indiana University Jacobs School of Music, 1201 E. Third Street, Bloomington, IN 47405-7006. Indiana University is an Equal Opportunity/Affirmative Action Employer.

Program Chair: Marlboro College (formally known as Corporation of Marlboro College) is seeking a Pro-

California State University, Chico invites applications and nominations for the position of Dean of theCollege of Natural Sciences. The Dean provides leadership for academic excellence in teaching, research,university service, and the development of external support and fund raising. The Dean is also responsiblefor academic policy, administration of resources, fiscal and personnel management of the College, studentrecruitment and retention, promotion of alumni and corporate relations, and planning and implementingCollege initiatives.

As chief academic and administrative officer for the College, the Dean reports directly to the Provost andVice President for Academic Affairs. Additional information about the University and College is availableat www.csuchico.edu.

Position requires an earned terminal degree and academic accomplishments appropriate for facultyappointment at the rank of Professor in one of the academic disciplines in the College. For allqualifications, application procedures and full announcement: www.csuchico.edu/vpaa/.

Review of applications will begin on February 3, 2014, and willcontinue until the position is filled.

Send Applications/Nominations electronically to:

Sharon Tanabe, Partner, Storbeck/Pimentel & Associatesstsearch@storbeckpimentel.com (Subject: CSUCHICO DNS)To make a confidential inquiry about the position, please contactMs. Tanabe at 323-260-5045

I-9/EOE/AA/ADA. For security report: http://www.csuchico.edu/up/

DEAN OF THECOLLEGE OF

NATURAL SCIENCES

DEANSCHOOL OF PUBLIC POLICY

College Park, MDThe University of Maryland, College Park (UMD), invites nominations and applications for theposition of Dean of the School of Public Policy. The School, founded in 1981, provides graduatetraining in public policy and management. It is distinguished by its integration of both domestic andinternational affairs, and its emphasis on interdisciplinary approaches to emerging challenges ofglobalization. The School seeks to nurture and develop professionals dedicated to a career ofservice, to facilitate public awareness and understanding of contemporary policy issues, to advanceknowledge of those issues through scholarly research and publications, and to enrich governmentperformance through mid-career and executive programs.

UMD, the flagship institution of the University System of Maryland, is a Carnegie “Very HighResearch Activity” University and a member of the Association of American Universities. It ishome to a highly distinguished faculty in its 12 colleges and schools and serves more than 26,000undergraduate and 10,000 graduate students. Its location within the Washington, D.C. beltwaymakes it especially attractive for scholars and students of public policy and management with easyaccess to the branches and agencies of the federal government and to the rich array of internationalorganizations, nonprofit organizations, and businesses that are clustered around the nation’s capital.

The Dean of the School of Public Policy will lead the faculty in developing a clear vision for thenext stage of the School’s development and in articulating a competitive strategy to realize thatvision. The Dean will recruit faculty, build the strength of its academic programs, and identify andgenerate resources. As chief academic and administrative officer of the School, the Dean will be theSchool's public face, taking its story to diverse stakeholders, including alumni, friends, partners andsupporters of the School, and to wider audiences, including policy makers, journalists, and thoseconstituencies with an interest in influencing the major public policy decisions facing society today.

UMD has retained Isaacson, Miller, a national executive search firm, to assist a university searchcommittee. Review of candidates will begin immediately and continue until an appointment ismade. All inquiries, nominations, and applications (including – as separate documents – a coverletter, resume, and list of references) should be directed in confidence to: Gale Merseth, VicePresident, Heather Brome, Senior Associate, Courtney Thomas, Associate, Isaacson, Miller,Email: 4969@imsearch.com. Electronic applications are strongly encouraged.

The University of Maryland, College Park, actively subscribes to a policy of equal employmentopportunity, and will not discriminate against any employee or applicant because of race, age, sex,color, sexual orientation, physical or mental disability, religion, ancestry or national origin, maritalstatus, genetic information, or political affiliation. Minorities and women are encouraged to apply.

Dean of the College of Arts, Humanities, and Social SciencesApplications are invited for the position of Dean of the College of Arts, Humanities, and Social Sciences at Southeastern Louisiana University. The dean reports to the Provost and Vice President for Academic Affairs and is responsible for providing leadership and direction/oversight for a college with 214 full-time faculty members, approximately 3750 undergraduate and graduate majors, six academic departments, an autonomous program in General Studies, an autonomous BA in Organizational Leadership specializing in Disaster Relief Management, two research centers, and the Columbia Theater for the Performing Arts. The College offers baccalaureate degree programs in Art, Communication, Criminal Justice, English, General Studies, History, Music, Political Science, Psychology, Sociology, and Spanish, as well as Master’s programs in Applied Sociology, English, History, Music, Organizational Communication, and Psychology. Responsibilities include supporting and nurturing an environment that encourages excellence in teaching and research, program development, and active collaboration within the college and across the university and community at large.

Southeastern Louisiana University is a progressive regional, comprehensive university that enrolls approximately 15,000 graduate and undergraduate students. The University’s home, Hammond, is at the crossroads of Interstates 55 and 12 in the heart of Louisiana’s thriving Northshore of Lake Pontchartrain, the fastest growing region in the state. It is centrally located within an hour’s drive of New Orleans, Baton Rouge (the state capitol), and the Mississippi Gulf Coast, and affords extensive cultural, recreational, and research opportunities.

Successful administrative experience at the level of academic department head, assistant dean, or dean, with experience in a college incorporating the arts, humanities, and/or social sciences is required. The qualified candidate will have an earned doctorate from a regionally accredited university in a discipline appropriate to the college. Candidates must possess the ability to work collaboratively and effectively with department heads, faculty, staff, students, and other deans and administrators at all levels within the college and university. Knowledge of relevant accreditation, curriculum, and program development processes is required, as is familiarity with the contributions and needs of the various disciplines within the college. Additional requirements include a record of excellence in teaching, scholarship, and service sufficient to merit appointment as full professor in a discipline appropriate to the college.

The appointment is a 12-month position, beginning date is negotiable, July 1, 2014 preferred. Salary is commensurate with experience. Consideration is assured for applications received by February 15, 2014. The search will continue until the position is filled.

To be considered as an official applicant, the candidate must submit an online application, which will include a letter of application, a detailed vita, academic transcripts (official transcripts required upon employment), and the names, addresses and telephone numbers of three references who can be contacted by Southeastern Louisiana University. Applicants must apply online at: http://jobs.selu.edu/applicants/Central?quickFind=56281. Applicants must be committed to working with diversity.

Southeastern is an affirmative action/equal opportunity employer

DEANS

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gram Chair: MAT-ESOL to teach courses in the Master of Arts in Teaching English to Speakers of Oth-er Languages (MAT-ESOL) program and direct the MAT-ESOL. Must have Master’s in Teaching, Teaching English to Speakers of Other Lan-guages (TESOL), or related. Send ap-plications to: Richard Glejzer, Dean of Faculty and Graduate Education, Marlboro College, P.O. Box A, 2582 South Road, Marlboro, Vermont

05344. Marlboro College is an Equal Opportunity employer. The faculty, students, and staff share a commit-ment to diversity and the values of equality, inclusion, and respect for all human differences.

Provost/Dean: The Provost and Dean of the College serves as the chief aca-demic officer and reports directly to the President. The College: Focused on “excellence in learning, service,

and leadership,” Eureka currently has nearly 700 students enrolled in 23 un-dergraduate degree programs. The College was named to the President’s Higher Education Community Ser-vice Honor Roll for three consecutive years, rated No. 1 in the Midwest on the US News “Great Schools, Great Prices” best value list twice, and is cit-ed as one of fifty national “All-Amer-ican Colleges” by the Intercollegiate Studies Institute. Chartered in 1855

DEAN OF THE COLLEGE OF EDUCATIONWichita State University seeks an experienced, dynamic, and visionary leader to serve as Dean of the Collegeof Education and Professor, tenured. Reporting directly to the Vice President for Academic Affairs, the Deanserves as chief academic and administrative officer of the College of Education. The Dean's primaryresponsibility is to advance the academic quality and profile of the College through visionary leadershipcommitted to strategic planning, inter-disciplinary collaboration, ethical governance, and skillful human andfinancial resource management. The Dean is charged with advancing the educational and research agendas ofthe academic units within the College and closely collaborating with the faculty to enhance the University'sresearch production and technology transfer capacity.

Required Qualifications:• Doctoral degree from an accredited institution in discipline(s) related to one or more of the degree programs

offered by the WSU College of Education.• Distinguished record of teaching, research and service commensurate with appointment at the tenured full

professor level.• Strong administrative experience with a minimum five years at the rank of program director, department chair,

or above.• Experience or familiarity with higher education accreditation processes.• Demonstrated ability to acquire and manage external resources through fund raising, grants, or contracts.• Demonstrated understanding of, and commitment to, working as a member of the University's senior

academic leadership team consisting of the Vice President and Associate Vice Presidents of AcademicAffairs, and Deans of the WSU Colleges.

• Ability and desire to work within a culture of shared governance.• Willingness to advocate for and incorporate University systems and processes that support faculty and

students.• Demonstrated entrepreneurial skills that leverage the expertise of faculty to enhance educational offerings at

the local, regional, and state levels.• Willingness to advocate for the development of high quality online and flexible courses, ensure continuous

faculty professional development supporting quality curriculum and instruction in face-to-face, blended, andonline modalities within the College.

• Effective interpersonal skills and ability to develop people within teams.• Excellent oral and written communication skills.• Ability to clearly articulate the nature of the College's vision to internal and external constituencies. Preferred Qualifications:• An innovative and visionary leadership style.• Prior success in leading/expanding a major program, department, or college.• Record of recruiting and mentoring researchers, practitioners, and educators who embody high caliber

professionalism and diversity.• Experience supporting technology transfer, online curriculum, public/private partnerships, and university

engagement in the external community.• Experience working with development/fundraising personnel and alumni relations.

Start date: June 7, 2014. Salary is commensurate with qualifications and experience. Review of applications willbegin January 20, 2014 and continue until the position is filled. The candidate selected for this position must beable to meet eligibility requirements to work in the United States at the time the appointment is scheduled tobegin and be able to continue working legally for the proposed term of employment. All offers of employment arecontingent upon completion of a satisfactory criminal background check as required by the Kansas Board ofRegents policy. WSU is an AA/EEO employer. For full description of qualifications, application requirements andprocedures, and to apply, go to http://jobs.wichita.edu.

For more information contact: Dr. Rodney E. Miller, Chair, College of Education Dean Search Committee, WichitaState University, Phone 316-978-3389 Email: rodney.miller@wichita.edu.

DEAN of Kendall College of Art and Design, Ferris State University

Kendall College of Art and Design, Ferris State University (KCAD) seeks a visionary and motivational colleague whose knowledge and passion for art and design will help lead, nurture and advance this 85-year old institution of art and design in West Michigan. As part of a growing, vibrant, and enterprising institution, the incoming Dean has the unique opportunity to help articulate and shape the institution’s impact and reputation by fostering the success of its innovative faculty, staff, students and alums.

Advising the President on all academic and related matters, the Dean works collegially with program chairs, faculty, students, administrators, support staff and union members to create an academic plan built on a common vision that honors the history and culture of the institution even as it seeks to innovate. The Dean must have demonstrated intellectual distinction, along with strong leadership, administrative, communication, and interpersonal skills. This Dean must possess deep knowledge of current theories, principles, and practices associated with curricula, instruction and assessment, as well as experience with accreditation standards and processes pertaining to art and design education. The Dean must have demonstrated sensitivity to and understanding of the diverse backgrounds of college students, particularly those in the arts, and the Dean should have experience fostering campus diversity, particularly in recruiting students, faculty and staff. Qualified candidates must possess a terminal degree in an appropriate field and significant higher education academic administrative experience.

Situated in the heart of downtown Grand Rapids, with a metro area of 1.3 million, KCAD comprises nearly 1,500 students and 176 faculty members in 17 undergraduate and four graduate programs. Members of the KCAD community are all committed artists and designers who regularly achieve national recognition.

Grand Rapids, KCAD’s home, has been recognized as one of the most sustainable, livable, entrepreneurial, artistic, and philanthropic communities in the country. A place of myriad theaters, galleries, and museums, and the design center for internationally renowned businesses, Grand Rapids is also located close to beautiful beaches, dunes and lakes.

A four-year public conservatory of art and design, located within Ferris State University, whose main campus is in Big Rapids, Michigan, KCAD is sincerely committed to being a truly diverse institution and actively seeks applications from women, minorities, and other underrepresented groups. For a complete position posting and employment application, please visit www.kcad.edu/deansearch. An Equal Opportunity/Affirmative Action employer.

Dean of theSchool of Continuing StudiesWashington D.C.

Georgetown University’s School of Continuing Studies (SCS) has been remarkablysuccessful in recent years, growing from 500 to 1,500 degree-seeking students andmore than doubling gross revenue over the past five years from $26 million in FY’09 to$56.1 million in FY’14. SCS now seeks a leader to continue and to accelerate thisexceptional record of growth and excellence.The School of Continuing Studies has the mission to serve adult, part-time, and summerlearners seeking to transform their lives and careers by offering degree programs, creditand non-credit courses, certificates, and special programs in non-traditional contexts.The next dean will lead the School into an important new era characterized byeducational innovation, experimentation, and globalization. This past September theSchool moved into its remarkable new home in one of the hottest growth areas inWashington, DC. The Georgetown Downtown Campus not only allows the School toconsolidate its programs in a single location, but also situates that state-of-the-art facilityin a location that is easily accessible to the entire region by foot, car, or Metro. There istremendous demand in Washington, DC for continuing education, career development,and professional credentialing, and thus the potential for significant growth in thisalready-successful School is considerable. The new dean will benefit from an excellentand accomplished staff, award-winning programs, policies and protocols that have beenstreamlined to provide for optimal efficiency, and an institutional brand that is nationallyand internationally renowned.Founded in 1789, the same year the U.S. Constitution took effect, GeorgetownUniversity is the nation's oldest Catholic and Jesuit university. Today, Georgetown is amajor international research university that embodies its founding principles in thediversity of students, faculty, and staff, a commitment to justice and the common good,an intellectual openness, and an international character. The right person for this positionwill leverage the School’s exciting new environment to achieve expansion thatcomplements and enhances the rest of the University. The dean of the School of Continuing Studies is appointed by the President and reportsto the Provost. The candidate of choice will join the University at an exciting and criticaljuncture in the history of higher education, one in which the qualities of entrepreneurshipand the willingness to investigate and to implement transformational approaches topedagogy will be vital to the School’s success moving forward. The successful Dean willspeak the language of the academic faculty and of the technological revolutionaries whoare pushing the boundaries of traditional higher education. He or she will be a coalitionbuilder with the significant visionary, political and diplomatic capacity needed to lead theSchool in change through experimentation with state-of-the-art educational approaches,to build firm bridges between Georgetown’s main campus and SCS, and to embed SCSin Georgetown’s considerable global initiatives, while sustaining the strong andproductive relationships within the SCS community that provide the foundation for theSchool’s success and growth. Inquiries, nominations and applications are invited. Review of applications will begin onFebruary 17, and will continue until the position is filled. For fullest consideration,applicant materials should be received by February 28. Candidates should provide acurriculum vitae, a letter of application that addresses the responsibilities andrequirements described in the Leadership Profile, and the names and contactinformation of five references. Candidate confidentiality will be respected and referenceswill not be contacted without prior knowledge and approval of candidates. Materialsshould be sent electronically via e-mail to the University’s consultants, Dennis M. Bardenand Elizabeth K. Bohan of Witt/Kieffer, at GUSCSDean@wittkieffer.com. Questions maybe directed to the consultants through the office of Laurie Adams at 630-575-6152.

Georgetown University is an Equal Opportunity/Affirmative Action employer.

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by abolitionists who were members of the Christian Church (Disciples of Christ), Eureka provides a non-sectar-ian liberal arts education and was the first college in Illinois and the third in the nation to admit men and women on an equal basis equality of educa-tional opportunity continues to be a focus of the College. Alumni include forty-two college presidents, seven governors and members of Congress, and the 40th President of the Unit-ed States. The town of Eureka offers the ambiance of a small town com-bined with easy access to the ameni-ties of metropolitan areas. Eureka’s mid-state region is Illinois’ largest business and commercial center out-side Chicago. Nearby Peoria, Bloom-ington, and Normal, Illinois offer a wide range of cultural opportunities, with Chicago and St. Louis less than three hours away. Two private univer-sities and a state university are with-in a 30 mile radius. Position Require-ments: The successful applicant will have a terminal degree in an academ-ic field; a record of excellence in col-lege teaching, scholarship/creative ac-tivity; and a record of advancement in administration that includes per-sonnel evaluation (rank/tenure), bud-get/strategic planning, and outstand-ing communication skills. Applicants must demonstrate their commitment to collegial and collaborative leader-ship, the liberal arts, and the teacher-scholar model of faculty professional development. Preference will be given to candidates who have one or more of the following: administrative ex-perience beyond a single discipline/department; development of new ac-ademic programs, experience in pro-grams designed for returning adult

students, teaching in a liberal arts set-ting; experience with student affairs, residential life, or first year programs; and grant writing. Nominations/appli-cations: Eureka College is being as-sisted by the partners of Hyatt - Fen-nell. Nominations and application ma-terials should be submitted via email to Eureka@hyatt-fennell.com. Appli-cations include a letter of interest, a current resume/cv, and contact infor-mation for five professional referenc-es. Review of applications will begin immediately in January and continue until the position is filled. All applica-tions and nominations will be consid-ered highly confidential. For more in-formation contact: Cheryl Hyatt - 724-242-0476 Eureka@hyatt-fennell.com http://www.hyatt-fennell.com.

Public Health: The School of Pub-lic Health, University of Minnesota, invites applications for a faculty po-sitions in Public Health Informatics (PHI) at the tenure-track Assistant/Associate Professor level or the ten-ured Associate Professor level. This individual will be active in conduct-ing PHI related research and teaching in a new MPH in Public Health Infor-matics (PHI) program. The successful candidate will have informatics relat-ed skills and be able to contribute in PHI research and teaching. The suc-cessful candidate will be able to dem-onstrate expertise in a PHI area such as ePublicHealth, surveillance sys-tems, registries, regional health infor-mation networks, population health management, or web-based health ed-ucation and promotion. The success-ful candidate will be able to demon-strate the ability to develop partner-ships and collaborations within the

University of Minnesota, with state organizations, such as the Minnesota Department of Health, and with pri-vate organizations. The core require-ments for this position are a back-ground in an informatics related dis-cipline and a strong interest in public health and, contributing to the suc-cessful development of the Minneso-ta PHI program through research and education. Complete job description and application instructions are avail-able for tenure-track Assistant or As-sociate Professor applicants at http://employment.umn.edu/applicants/Central?quickFind=188935, where they will be asked to provide contact and demographic information, a cov-er letter, CV, contact information for three references, and a writing sample representative of their work. Contact Douglas Wholey at whole001@umn.edu with questions. E-mailed applica-tions are not accepted. The University of Minnesota is an equal opportunity educator and employer.

Technology: The Department of In-formation Technology and Supply Chain Management at the Universi-ty of Wisconsin-Whitewater is antic-ipating a full-time tenure track fac-ulty opening starting Fall 2014 con-tingent on budgetary approvals. The hired candidate will teach undergrad-uate and graduate courses in the In-formation Technology and Informa-tion Systems areas. The candidates should have the ability and desire to teach a combination business analyt-ics and Information Systems courses. Successful candidates must demon-strate their potential to be outstand-ing teachers, and active contributors of professional, university, and com-

VICE PROVOST AND DEAN OF ENGINEERING AND COMPUTING AND THE

VICE PROVOST AND DEAN OF ARTS, SCIENCES AND BUSINESS

Rolla, MissouriMissouri University of Science and Technology (Missouri S&T) seeks a Vice Provost and Deanof the new College of Engineering and Computing and a Vice Provost and Dean of the newCollege of Arts, Sciences and Business. Missouri S&T is at a pivotal moment in its 143-yearhistory, with an inspiring new chancellor, an ambitious strategic plan strongly supported by theUniversity of Missouri System, and a decade of growth in its enrollments, research expenditures,scholarly activity, and overall academic quality. As the leaders of two newly created colleges, thedeans will join a dynamic leadership team including a new Provost and Executive Vice Chancellorfor Academic Affairs coming on board in 2014.

Located in the Ozark Highlands, Missouri S&T was founded in 1870 as one of the firsttechnological schools west of the Mississippi River. Today, Missouri S&T is among the nation'stop research universities. A campus of the University of Missouri System, Missouri S&T enrollsmore than 8,100 students from 50 states and 55 foreign countries with 55 degree programs inengineering, science, computing and technology, business, management systems, education, thehumanities, and the liberal arts.

The university has recently embarked on a strategic restructuring, organizing its 21 academicdepartments, currently reporting to the provost, into two new colleges: the College of Engineeringand Computing comprising nine departments and the College of Arts, Sciences, and Businesscomprising 12 departments. Both deans will work with the provost and chancellor to define andimplement the new college structures, to oversee and manage a shift in administrativeresponsibilities, and to develop Missouri S&T as a leading public technological researchuniversity dedicated to discovery, creativity and innovation. The deans will forge stronginterconnected relationships between the colleges while the university grows the faculty by 2020with 100 additional hires in select areas.

Missouri S&T has retained the services of Isaacson, Miller to assist with these searches.Confidential inquiries, nominations, referrals, and resumes with cover letters should be directed inconfidence to: Vivian Brocard, Vice President and Director, or Liz Vago, Managing Associate,for the Vice Provost and Dean of Engineering and Computing search at5003@imsearch.com, and to Vivian Brocard, Vice President and Director, or Allison Davis,Associate, for the Vice Provost and Dean of Arts, Sciences and Business search at5004@imsearch.com. Electronic submission of materials is strongly encouraged. To learn moreabout Missouri S&T, visit http://www.mst.edu.

Equal opportunity shall be provided for all applicants on the basis of their demonstrated abilityand competence without discrimination on the basis of their race, color, religion, sex, sexual

orientation, national origin, age, disability, and status as Vietnam era veteran.

Dean, BeacomSchool of BusinessVermillion,South Dakota

The University of South Dakota (USD) invites inquiries, nominations andapplications for the position of Dean of the Beacom School of Business. The dean will report directly to the provost and has responsibility for academic, fiscaland administrative leadership for the Beacom School of Business.The Beacom School of Business supports approximately 40 faculty and offersstudents a quality business education that goes beyond expectations. Its alumnihave become global leaders in such fields as accounting, finance, economics,management, marketing, and health services administration. It is the only businessprogram in South Dakota to hold AACSB International accreditation. Businessstudents typically score in the top 15% of all business students taking the nationalexit exam for business and have recently scored in the top 5%. The Beacom Schoolof Business has a strong curriculum using effective and innovative instructionalmethods. It has a strong scholarship base as well as good corporate relationshipsthat provide excellent career opportunity for graduates. In addition, USD's Master of Business Administration program has received theRising Stars recognition from FindyourMBA.com. Its website cites USD's BeacomSchool of Business for providing "a first–rate learning environment for both oncampus and distance students”. It is the only business school from the Great Plainsregion to be represented on the Rising Stars “A” list. Its graduate programs includejoint JD/MBA and JD/MPA programs with the USD School of Law.The University of South Dakota is a comprehensive, public liberal arts and researchuniversity with an enrollment of approximately 10,000 students. Located in Vermillion,SD, USD is the state's flagship institution and is designated the only public liberal artsuniversity in South Dakota. A vibrant setting for innovation, artistry and discovery, withresearch and creative activity opportunities across disciplines, USD was named one ofthe nation’s best institutions for outstanding undergraduate education by The PrincetonReview’s Best 377 Colleges: 2013 Edition. It has recently completed $100 million ofcapital projects including the new Beacom Hall, home to the business school. TheUniversity of South Dakota is committed to becoming a regional leader in diversity and inclusiveness initiatives and the practice of inclusive excellence.Vermillion, South Dakota, is located on the banks of the Missouri River. Income taxfree South Dakota soared to the top of CNBC’s America’s Top States for Business in2013. Factors contributing to this #1 ranking included the economy, quality of life, cost of doing business and cost of living. Its economy includes a vibrant trust sector.Trust companies formed in South Dakota now administer over $120 billion of assets.The Beacom School of Business dean will provide leadership to the school; supportfaculty in achieving and maintaining excellence in teaching, research and service;and, together with faculty, ensure academic excellence. The dean is expected tocultivate strong alumni and external relationships, work closely with South Dakotaand regional business leaders, and engage in extensive fund–raising activities,including in the context of a comprehensive university campaign.The University of South Dakota seeks a dean with a successful record of teaching,administration, scholarship, and experience in business. Successful candidates forthe position of Dean should have a doctorate in business, economics, or relatedfield; other advanced degrees in business, economics, or related fields may beconsidered. Successful teaching experience in a business school (in any capacity)is strongly preferred along with a demonstrated understanding of higher education,business education and pedagogy, and commitment to diversity and inclusion. A record of achievement in scholarship and/or the business sector; strongcommunication and interpersonal skills; and significant administrative andleadership experience are required. Inquiries, nominations and applications are invited. Applications should include a coverletter, curriculum vitae and the names and contact information for five references.Additional information about the University of South Dakota and the position can befound at http://www.usd.edu/business. The search will be conducted with respect tothe confidentiality of candidates; references will not be contacted without the priorknowledge and approval of the candidate. Applications, nominations or confidentialinquiries concerning this search may be sent electronically by email Lucy Leske andJennifer Biehn, the Witt/Kieffer consultants supporting the University of South Dakotawith this search, at USDBusinessDean@wittkieffer.com. Review of candidate materialswill begin immediately, with an expected appointment beginning July 1, 2014. The University of South Dakota is an equal opportunity, affirmative action institutioncommitted to increasing the diversity of its faculty, staff and students. The Universityseeks to promote a culture of inclusive excellence in every facet of the institution.

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munity service. Tenure-track faculty candidate is also expected to be a pro-ductive researcher. Interested persons should send of a letter of application, vita, three letters of recommendation, and copies of graduate transcripts to: Dr. Paul Ambrose, ITSCM, Universi-ty of Wisconsin-Whitewater, 800 West Main Street, Whitewater, WI 53190 Deadline for application is February 24, 2014. See full announcement at

http://www.uww.edu/employment/un-classified.html UW-Whitewater is an Affirmative Action/Equal Opportu-nity Employer.

Veterinary Medicine: Veterinary Health Center, Kansas State Univer-sity invites applications for a Clini-cal Assistant Professor, emphasis is equine emergency service. Candidates must hold DVM degree or equivalent and have completed a residency in large animal surgery. For information visit http://www.vet.k-state.edu/em-ployment/. KSU is EOE. Background check required.

ACADEMIC DEANS (2 Positions)

NURSING (12 Months) – Posting Number 003125

NATURAL AND BEHAVIORAL SCIENCES

(12 Months) – Posting Number 002890

For details and to apply, go to: http://www.pstcc.edu/hr/employment and select Job Postings. In order to be considered, you must complete an online application and attach required documents. A TBR Institution/An AA/EEO College

Senior On-site Dean – FT

Strayer University is seeking a full-time senior on-site dean for the direct management of academics and associated activities, to include all on-site deans for academics in a designated geographic area (West Area) within on-site programs. Requires a terminal degree preferably in business, at least one year of teaching experience at the college level, one quarter preferably of which would have been at Strayer University, and at least one year of administrative experience. Ph.D. in business or DBA is preferred. Must be available to travel 15% of the time and possess strong MS Office skills. Applications submitted without attaching unof�cial transcripts will not receive consideration. EOE, M/F/D/V.Please apply online:

Irvine, Calif. (West Region) http://bit.1y/1cNvNeq

DEAN OF MATHEMATICS & NATURAL SCIENCES

DEAN OF ENGLISH, ENGLISH AS ASECOND LANGUAGE & READING

The Dean positions are the instructional leaders for one of ten aca-demic areas of the College. QUALIFICATIONS: Master’s degree inrelated field plus five years full-time, higher education administrativeexperience developing, managing, and supervising personnel prefer-ably in a community college required. Postsecondary teaching expe-rience would be a plus. Position is contingent upon MCC Board ofGovernors approval. Hiring process includes a background check.NOTE: College degrees obtained outside the U.S. accepted onlywhen interpreted by transcript service members of the NationalAssociation of Credential Evaluation Services.

For more information and to complete an application online go to:www.mccnebjobs.com.

Required attachments: cover letter, resume, and copies of academ-ic transcripts. To be guaranteed consideration application materialsmust be attached to your application file by Sunday, February 2, 2014.

EOE/AA

Dean, Ken Blanchard College of BusinessWe are seeking a visionary, entrepreneurial, and transformational leader for our growing Ken Blanchard College of Business.

Founded in 1949, GCU is a private, Christian university serving nearly 8,500 students on our beautiful, 115-acre campus in Phoenix, Arizona and an online student population of more than 42,000. We offer more than 100 bachelors, masters, and doctoral degree majors with concentrations in education, business, liberal arts, nursing and health sciences.

Grand Canyon University’s Ken Blanchard College of Business offers programs that integrate leadership and values-based management concepts. Our programs incorporate Ken Blanchard’s proven business techniques, which can be immediately applied to today’s global marketplace. The Ken Blanchard Business College believes that an entrepreneurial spirit is the engine required to drive innovation and achieve competitive advantages in the global marketplace.

The Dean’s main responsibilities include: overseeing all management and operations within the College of •Business, developing the strategic plan for the College of Business in alignment •with the University strategic plan, andinvestigating new program development to grow the College of •Business.

To be considered academically qualified for this position, you must have an earned terminal degree in a business-related field from an accredited institution.

Apply online at gcu.edu

The University of Colorado Denver | Anschutz Medical Campus invites applicationsand nominations for the position of Dean of the College of Liberal Arts andSciences (CLAS). Reporting directly to the Provost, the Dean is the chiefadministrative and academic officer of the College, which is housed on thedowntown Denver Campus.

The University of Colorado Denver | Anschutz Medical Campus is an urbanresearch university serving a highly diverse student body of nearly 28,000students enrolled in 13 schools and colleges located on two campuses in theDenver metropolitan area. The downtown Denver campus is situated in one ofAmerica's most vibrant urban centers with access to a wide array of academic,professional, cultural, and recreational outlets. The CU Anschutz Medical Campusin nearby Aurora features world-class research, educational and clinical facilities.The university currently receives $508 million in combined direct and indirectsponsored program expenditures.

CLAS is the largest of the schools and colleges on the Denver Campus, with over6,000 students pursuing undergraduate degrees and over 600 pursuing graduatedegrees. The College includes 22 departments and interdisciplinary units, offering23 baccalaureate degrees, multiple pre-professional undergraduate programs, 17Master's degrees, and four PhD programs. Among the new initiatives developedwithin CLAS include several Health Careers Pipeline programs and a nationallyrecognized Health Careers Advising Center, as well as others in the humanities,social justice, sustainability, women and gender studies, and communityengagement. CLAS also operates an international program in Beijing that offersundergraduate degrees in economics and communication.

Candidates must exhibit strong intellectual leadership and commitment to a liberalarts education, as well as to the highest standards of research and creative work.They are expected to have experience in building strong programs of funded researchand other mission-aligned revenue generation, promote engagement in the urbancommunity, embrace diversity, and foster a culture of inclusion through a strongcommitment to recruiting and retaining diverse faculty, staff, and students.

Candidates for this position must have an earned terminal degree at the doctoratelevel, significant administrative experience, and a scholarly reputation appropriatefor appointment as a full professor with tenure in a CLAS department.

The University of Colorado Denver | Anschutz Medical Campus is dedicated toensuring a safe and secure environment for our faculty, staff, students and visitors.To assist in achieving that goal, we conduct background investigations for allprospective employees.

To apply please visit https://www.jobsatcu.com/ (posting #C/U 02059) andattach a cover letter addressing the position requirements, current CV/resume andthe names and contact information for three professional references. The review ofapplications begins on February 13, 2014 and continues until finalists are identified.

The University of Colorado is committed to diversity and equality in education and employment.

Dean, College of Liberal Arts and Sciences PRESIDENTWilberforce University

1055 N. Bickett RdWilberforce, Ohio 45384

Wilberforce University, Wilberforce, OH, is the nation's oldest, private, co-educational, historically black university, founded in 1856. Wilberforce University can trace its history to pre-Civil War days when the Ohio Underground Railroad was established and the institution was a destination point for slaves transitioning to the north. Today the University has a diverse student population which earns degrees in 17 undergraduate majors, 1 graduate program in Rehabilitation counseling, and an Adult Degree Completion and Cooperative Education Program.

The Wilberforce University Board of Trustees has launched a national search for the 20th President of the University and is seeking an experienced higher education leader with vision and leadership qualities to build upon the solid foundation and take the institution to an even higher level of academic excellence, student success, and financial stability.

The new President should express a passion for the mission of this private institution, which seeks to produce graduates who are global citizens, academically prepared, and undergirded by spiritual development. The President must advocate for the University and lead efforts to raise new capital from a broad base of resources.

Immediate attention must be placed on short term goals including:    •  Financial viability to meet accrediting standards    •  Re-affirmation of accreditation    •  Leadership Team Building to include Strategic Planning    •   Maintaining and enhancing relationships with all major stakeholders 

of Wilberforce University

The applicant shall:    •  Have an earned terminal degree (or equivalent)    •   Have demonstrated experience in management and administration 

of an institution of higher education    •  Possess effective interpersonal communication skills

Applications and nominations will be received until the position is filled. The proposed start date is July 1, 2014. A complete application package will  include: 1)  a Letter of  interest,  including philosophy of  academic administration, 2) Curriculum Vitae. All materials should be sent to:

Rev. Dr. Earl G. Harris, Chair Presidential Search Committee Wilberforce University

P.O. Box 1001Wilberforce, Ohio 45384

orgtrallenamechr@aol.com

Wilberforce University is an affirmative action and equal opportunity employer.

Vice Provost for P-16The University of Nebraska invites applications and nominations for the position of Vice Provost for P-16. The Vice Provost provides leadership for the university and works with external partners to mobilize the development, coordination, and implementation of statewide activities that prepare students for the workforce and facilitate lifelong learning by promoting an effective, seamless pre-K to workforce education system in Nebraska. In carrying out these duties, the Vice Provost works closely with university, state and regional higher education, K-12 and early childhood leaders; state and federal policymakers; business leaders; and other stakeholders. A detailed position profile is available for review at www.harrisandassociates.com under Searches.

Reporting to the Executive Vice President and Provost, the Vice Provost serves as a member of the Provost’s administrative team and works directly with the University President on P-16 related matters. Among other responsibilities, the Vice Provost implements high-impact programs and activities that promote access to higher education, assist first-generation and low-income students, and increase college readiness and participation of underrepresented minorities. The Vice Provost fosters collaborative relationships among education, government and industry, supervises staff in support of the Nebraska P-16 Initiative chaired by the state’s Governor, and secures funding from major foundations and federal agencies to support program development.

Candidates must hold an earned Master’s (doctorate preferred) and have at least 10 years of full-time employment in education, training and/or workforce preparedness, with at least five years of staff supervision; a record for improving peoples’ educational progression; and clear evidence of the ability to enlist and mobilize persons and organizations with varying backgrounds and missions from different sectors of society into a collective effort on behalf of improving educational achievement and workforce readiness.

Review of applications will begin immediately and continue until the position is filled. Applications must include a current curriculum vita or resumé and a letter explaining interest and relevant experience.

The University of Nebraska is assisted by Harris Search Associates for this search. Nominations and applications should be submitted electronically in confidence to:

Dr. Richard Skinner (rick@harrisandassociates.com)4236 Tuller Road – Dublin, OH 43017

(T) 614-798-8500, ext 145 (F) 614-798-8588

The University of Nebraska is an Affirmative Action/Equal Employment Opportunity employer, which seeks and encourages expressions of interest from

minorities and groups traditionally under-represented.

JANUARY 24, 2014    THE CHRONICLE OF HIGHER EDUCATION A59

ChronicleVitae.com/jobs

Academic administration A50, A58

Academic advising/academic support services A50

Academic affairs/other A50, A51, A56, A57

Accounting/finance A42, A54

Admissions/enrollment/retention/registration A42, A50

Adult/continuing education programs A42

American studies A55Art A42Art history A42Biology/life sciences A41Biotechnology/

bioengineering A45Business administration

A41, A58Business/administrative

affairs/other A42, A52-A54

Business/management/other A42, A46, A50, A54

Career services A42Chancellors/presidents

A58, A59Chemistry/biochemistry

A42, A44Chief academic officers/

vice presidents A51, A54, A55, A57-A59

Chief business officers/vice presidents A53, A54

Communication/other A42

Computer sciences/technology A41, A42, A44

Computer services/information technology A54

Counseling A41, A42, A51

Counselor education A41, A42

Criminal justice/criminology A42

Curriculum and instruction A44, A50

Dean A44, A50, A54-A58Dentistry A49Development/

advancement A52, A54Distance education

programs A42Economics A41Education/other A42,

A43, A44, A47, A49Educational

administration/leadership A44, A48, A58

Engineering A41, A42, A45, A46

English as a second language A42, A43

English/literature A41, A42, A55

Executive positions/other A42, A58

Faculty affairs A51Film/video A42

Financial affairs A52, A53

Foreign languages/literatures A41, A42, A55

Geology/earth sciences A42

Health services A51Health/medicine/other

A41, A44, A46-A49History A42, A55Humanities/other A41-

A43, A55Institutional research/

planning A51Instructional technology/

design A44, A50Kinesiology/exercise

physiology/physical education A42, A47-A49Law/legal studies A47Legal affairs A54Library/information

sciences A41Management A46, A48Marketing/sales A50Mathematics A42Medicine A47, A49Music A42, A43Nursing A42, A47-A49Nutrition A42, A44Philosophy A41, A42Physics/space sciences

A42Political science/

international relations A42, A50

Provosts A51, A59Psychology A41-A43

Public relations/marketing (campus) A42

Religion A43Research administration

A50, A51Safety/security A53Science/technology/other

A41, A42, A44, A46Security studies A42Social work/human

services A44Sociology A41Special education A42,

A44Speech/rhetoric A41Teacher education A42,

A44Technology

administration/other A54

Veterinary sciences A46, A48

Vocational/technical fields A42

INDEX OF POSITIONS AVAILABLE IN BOXED ADS

Chief Academic Officer The Vice Chancellor for Academic Affairs is charged with assuring the quality of all academic functions within seven Colleges, serving more than 20,000 students across 15 campuses and among a robust online learning community. He/she leads a professional staff in areas such as Libraries and Learning Resources, Institutional Research and Effectiveness, Accreditation, and Academic Program Development.

A terminal degree, a record of scholarly and professional achievement, and five years or more of increasingly significant academic leadership and administrative experience at the university level are required.

To learn more, please visit www.southuniversity.edu/careers. Curriculum Vitae may be submitted to: searchcommittee@southuniversity.edu.

www.Keuka.edu

PROVOST and VICE PRESIDENT FOR ACADEMIC AFFAIRS

At Keuka College, we believe that human greatness is achieved when generous, purposefully educated, and confident people come together in a spirit of humility and determination to address the challenges and realize the opportunities of their age. Keuka College produces well-educated, optimistic and resourceful people who lead lives of purpose and accomplishment.

The College is accepting nominations and applications for provost and vice president for academic affairs. The provost reports to the president and serves as a member of his cabinet. The provost provides leadership to all academic units of the College, including those responsible for degree completion programs throughout New York State and for international programs in China and Vietnam. The provost, as part of the president’s cabinet, leads the implementation of the College’s strategic plan.

Keuka College was founded in 1890 as a spiritually centered college of the liberal arts and practical learning. The College has earned national recognition for Field Period, an annually required, 140-hour internship that transforms experience into knowledge. The home campus is located on the shore of Keuka Lake in New York State’s Finger Lakes region.

The provost will have an earned doctorate, a minimum of 7 years of higher education administration and leadership, successful experience with accreditation practices, and proven knowledge in campus-wide information technology.

Keuka College is being assisted by the partners of Hyatt-Fennell, Executive Search. Applications include a letter of interest, a current résumé/cv, and five professional references and should be submitted via email to Cheryl Hyatt at Keuka@hyatt-fennell.com. Application deadline is February 14, 2014. All applications and nominations will be considered highly confidential. EOE/AA

VICE PRESIDENT FOR ACADEMIC AFFAIRS

The College of Mount St. Joseph (www.MSJ.edu) is accepting nominations and applications for its next Vice President for

Academic Affairs (VPAA). Reporting to the President, the Vice President is an academic leader, a decision-maker on issues that transcend individual departments, and is responsible for communication to and among faculty and the administration.

The College of Mount St. Joseph, located in Cincinnati, Ohio, is a Catholic co-educational college, founded in 1920 by the Sisters of Charity. The Mount provides more than 2,300 undergraduate and graduate students with a liberal arts and professional education that emphasizes values, integrity, and social responsibility.

The VPAA supervises and directs all curricular and instructional matters, degree programs, faculty academic planning, and faculty recruitment. Special areas of emphasis are academic excellence, faculty development, program development, evaluation of Division Deans, course evaluations, assessment of student learning outcomes, and advising.

Requirements: an earned doctorate or other terminal degree; significant administrative experience; a distinguished record as a teacher and scholar; experience in the development and administration of curriculum, budget, personnel and academic governance and academic planning; and a strong commitment to the mission of the College.

The College of Mount St. Joseph is being assisted by the search firm: Hyatt-Fennell. Please visit www.Hyatt-Fennell.com for more information. Nominations and application materials should be submitted via email to MtStJoseph@hyatt-fennell.com. Deadline is February 14, 2014. All applications and nominations will be considered highly confidential.

For more information contact:Cheryl Hyatt - 724-242-0476 MtStJoseph@hyatt-fennell.com

The College of Mount St. Joseph is an affirmative action / equal opportunity employer

PresidentHOLY FAMILY UNIVERSITY

Philadelphia, PAHoly Family University seeks as its next president a member of the Congregation of the Sisters of the Holy Family of Nazareth. A Roman Catholic, private, coeducational institution founded in 1954 by the Sisters of the Holy Family of Nazareth, it is a comprehensive university accredited by the Middle States Association of Colleges and Schools. The University offers 37 undergraduate majors and 7 masters’ programs, enrolling 3,094 full- and part-time students, with a full-time faculty of 80. The main campus is located in Northeast Philadelphia, with secondary campuses, Newtown and Woodhaven, in Bucks County.

The president reports directly to the board of trustees. Those reporting to the president are the provost, vice president for finance and administration, vice president for development, and vice president for mission.

The successful candidate will have an appropriate terminal degree from an accredited institution, with demonstrated leadership skills and progressively responsible involvement in administrative and leadership positions.

Submit nominations and applications to HolyFamily@hyatt-fennell.com. Application materials will include a focused letter of interest, a current cv/résumé, and contact information for five (5) references. Application deadline is February 28, 2014.

Cheryl Hyatt HolyFamily@hyatt-fennell.com www.HYATT-FENNELL.com 724-242-0476

Inquiries, nominations, and applications will be held in strictest confidence. A complete profile may be found on www.holyfamily.edu

Holy Family University is an equal opportunity institution.

EXECUTIVE

A60 jA n uA ry 24, 2014 | t h e c h ron ic l e of h igh e r e duc At ion

Frustrated by the endless grumbling about black men’s failures, I have spent much of my career examining how black men get to college and what helps them succeed. We now have hard data, and many of the most effective strategies cost

relatively little. So I am particularly troubled that major collegiate

athletics programs, known for generating significant revenue for their institutions, do not use proven methods to get their black male athletes through baccalaureate-degree programs and prepared for ca-reers beyond professional sports. I am also amazed

that these programs continually fail the men whose minds they have promised to develop along with their athletic prowess.

There’s no question that athlet-ics can be a pathway to education

that transforms lives. But all too often, black male student-athletes leave college without degrees, and with little in the way of the training they need to succeed in life beyond sports. Recently I heard from a senior athletics administrator who was startled

when one of his black former football players served him lunch at a fast-food restaurant. Why should that have surprised him? For what else was the young man prepared once his college sports career ended?

Only 50 percent of black male athletes graduate within six years from colleges in the seven major NCAA Division I sports conferences, compared with 67 percent of athletes over all, 73 percent of under-graduates, and 56 percent of black undergraduate men. And while black men are underrepresented in the undergraduate population at predominantly white colleges and universities, there is an enormous overrepresentation of them on those revenue-gener-ating Division I sports teams. Their comparatively lower six-year graduation rates warrant a resound-ing response from college presidents, trustees, and athletics administrators.

In December the Center for the Study of Race and Equity in Education here at Penn released data detailing the low graduation rates of black male athletes on football teams participating in the 2014 Bowl Championship Series. Sixty percent of the players on the top 25 BCS football teams are black.

These programs would seem to be a natural employment opportunity for black men after graduation. However, only 12 percent of coaches and athletic directors at the top 25 BCS col-leges are black.

Of the BCS data, there is perhaps no better example than Florida State University, which defeated Auburn University in the BCS national championship game this month. By all com-mon metrics, it was a successful year for Florida State’s football team, highlighted by the selec-tion of the quarterback, Jameis Winston, as the Heisman Tro-phy winner.

But will Winston and most of his other black teammates actually graduate from col-lege? Chances are, no. Of all the teams that played in the bowl series, Florida State’s has the lowest graduation rate. Sixty-five of the 94 students on the team—69 percent—are black. Based on an analysis of the past four cohorts of black male athletes at Florida State, only 24 of those 65 are predicted to graduate within six years. (For the record, Auburn doesn’t do much better at graduating its black male athletes.) And al-though Winston will very likely go pro, most of his teammates will end their athletics careers when they leave the university.

And let us dispel the myth that droves of college athletes from powerhouse programs leave early to turn professional. That misconception is often

used to explain low graduation rates among black male athletes. However, less than 2 percent of college athletes, regardless of race, are drafted into the NFL or the NBA. Only seven football players, five of them black, from Florida State were drafted in 2011 and 2012 combined, and not all of them left college early for the draft. Auburn has had five players drafted over the past two years, three of whom are white.

So what can we do? My hope is that with more light shining on the issue, some of these colleges will begin to pay real attention to the future of their black male athletes. With a more serious game plan, they can lead the way for all colleges and universities to score more wins in educating black men.

In the Penn center’s December report, “Black Male Student-Athletes and Racial Inequities in NCAA Di-vision I Revenue-Generating College Sports,” Collin D. Williams Jr., Horatio W. Blackman, and I suggest several steps. I summarize a few of them here.

First, college presidents, trustees, and faculty members must demand transparency and data from athletics departments and offices of institutional re-search. Reports should include analyses of the racial composition of individual sports teams compared with the overall undergraduate population, as well as of disparities in graduation rates. Presidents must hold themselves, athletic directors, and coaches ac-countable for narrowing racial gaps documented in those reports.

Coaches and athletics administrators should pay attention to the course enrollment and selection of majors by their black male athletes, as well as those students’ participation in enriching educational ex-periences, like study-abroad programs and summer internships. Colleges must examine and more fully support postgraduation pathways such as gradu-ate school, employment in the student’s major field of study—and recruitment into their own athletics departments.

Coaches and athletics administrators must also address the “dumb jock” stereotypes that plague black male student-athletes—they are not there to learn, they have not met admissions standards, they are interested only in professional sports careers. Working with faculty members to raise their con-sciousness of such stereotypes and of racist assump-tions they themselves may possess seems like a necessary first step.

Additionally, assigning faculty mentors or advo-cates from outside the athletics culture for these stu-dent-athletes can be enormously helpful in increas-ing their academic engagement and their likelihood of graduating.

A motivated athletics department should create a task force focused on racial equity and including professionals within and beyond the department: administrators from academic and student affairs, current and former black male student-athletes, and professors who study race and sports. Coaches and the athletics department should provide a detailed plan for improving the educational outcomes of their athletes. The goal is not only to get them through college but to provide the foundations of productive careers after they graduate.

Shaun R. Harper is executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania’s Graduate School of Education.

Black Men as College Athletes: The Real Win-Loss Record

MORE VIEWS INSIDEPut Undergraduates to Work, for Their Own GoodCo-op jobs bridge the gap between a college education and the needs of employers: A33

The Odds Are Never in Your FavorWhy the academic job market is like the Hunger Games: A34

MICHAEL MORGENSTERN FOR THE CHRONICLE

POINT OF VIEW

SHAUN R. HARPER